Relevant bibliographies by topics / Learning from experience

Academic literature on the topic 'Learning from experience'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2023

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Journal articles on the topic "Learning from experience"

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Schmidt, Margaret. "Learning From Teaching Experience: Dewey’s Theory and Preservice Teachers’ Learning." Journal of Research in Music Education 58, no. 2 (June 30, 2010): 131–46. http://dx.doi.org/10.1177/0022429410368723.

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Teachers often claim that they learn more from teaching experience than from course work. In this qualitative study, the author explored the value that six preservice teachers attributed to peer teaching, early field experiences, student teaching, and self-arranged teaching experiences engaged in during their university education. Consistent with Dewey’s theory of experience, as the participants interacted with their teaching experiences, they each created continuity among and derived their own meanings from them. This individualized aspect of learning was enriched as they also experienced the value of learning within a community of educators. Meaningful learning from all types of teaching experience appeared to be fostered by a balance between doing (action) and undergoing (reflection), both individually and in community. Dewey’s theory of experience proved useful in illuminating possible reasons for similarities and differences in the teaching experiences that each participant valued.
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Trimble, Edward L., Worta McCaskill‐Stevens, Andrea Denicoff, Lucas Minig, and Lori M. Minasian. "Learning from Experience." Oncologist 14, no. 5 (May 2009): 476–77. http://dx.doi.org/10.1634/theoncologist.2009-0073.

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Gooch, Sally. "Learning from experience." Nursing Standard 17, no. 9 (November 13, 2002): 13. http://dx.doi.org/10.7748/ns.17.9.13.s29.

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Dinsdale, Paul. "Learning from experience." Nursing Standard 15, no. 46 (August 2001): 12–13. http://dx.doi.org/10.7748/ns.15.46.12.s32.

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Shacklette, Ben. "Learning from Experience." International Journal of Social, Political and Community Agendas in the Arts 8, no. 2 (2014): 45–54. http://dx.doi.org/10.18848/2326-9960/cgp/v08i02/36394.

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Nergard, Vegard. "LEARNING FROM EXPERIENCE." Aviation 19, no. 4 (January 14, 2016): 171–79. http://dx.doi.org/10.3846/16487788.2015.1127452.

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The purpose of this study was to explore how pilots potentially learn from their and others‘ experience through post-flight debriefing. Through a case study of pilots who fly air ambulances, this article attempts to illustrate the importance of learning from experience (Bion 1962) among pilots in aviation.
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Pearson, Jamie. "Learning from experience." Mental Health Practice 7, no. 3 (November 2003): 10. http://dx.doi.org/10.7748/mhp.7.3.10.s18.

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Waddock, Sandra. "Learning from Experience." Journal of Corporate Citizenship 2003, no. 11 (September 1, 2003): 51–67. http://dx.doi.org/10.9774/gleaf.4700.2003.au.00008.

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Skinner, Bob. "Learning from experience." Journal of Adult Protection 2, no. 1 (February 2000): 30–34. http://dx.doi.org/10.1108/14668203200000005.

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Winch, Peter D., Anna M. Staudt, Roby Sebastian, Marco Corridore, Dmitry Tumin, Janet Simsic, Mark Galantowicz, Aymen Naguib, and Joseph D. Tobias. "Learning From Experience." Pediatric Critical Care Medicine 17, no. 7 (July 2016): 630–37. http://dx.doi.org/10.1097/pcc.0000000000000789.

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Dissertations / Theses on the topic "Learning from experience"

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Klunk, Clare Dvoranchik. "Workplace Devaluation: Learning from Experience." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/27337.

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Many successful professionals, recognized for their experience, knowledge, competence and commitment to their field, experience a contradiction when they realize that their contributions are no longer valued by decision-makers in their organizations. Professionals, regardless of gender, position, education, race or profession, who experience workplace devaluation agree that this experience devalues their contributions and demeans their sense of self. This study illuminates the professionals' perspective of workplace devaluation through their experience. Within the framework of grounded theory methodology, this research examined three research questions: (a) What is the experience of professionals' workplace devaluation? (b) How did professionals learn from the experience? (c) What did professionals learn from the experience? The unit of analysis is the professional within an organization. Four participants were selected who (a) had several years experience with their organization; (b) were previously valued by the organization; (c) were current in their field; (d) had experienced workplace devaluation; and (e) were able to articulate insights, thoughts, and emotions on their experience. Multiple interviews with each participant provided the data. A comparative, iterative analysis of the data yielded: (a) a seven-phase process of the experience; (b) six constructs embedded in the process, and (c) four categories of learning. The dialogic interview method facilitated the participants' apperception, reflection, and progress through the process. Three emotions--fear, powerlessness, anger--and their interaction with the other constructs (autonomy, communication, personalization, authority, and recognition) influenced coping strategies and actions taken by each participant. The four narratives explicate the interrelationships of the findings. Three major conclusions are: (a) A rich description of the workplace devaluation experience offers a glimpse into the complexity of this topic and into the professionals' "lived world." (b) The learning process, grounded in the data, depicts how these four professionals used the power of their emotions to create balance within themselves as they attempted to explicate their situation of workplace devaluation. (c) The results indicate that greater learning occurred in organizational knowledge and intrapersonal knowledge for these professionals. Questions for further research are noted along with practical suggestions and recommendations for the praxis of adult educators, decision-makers, and professionals.
Ph. D.
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Bills, Christopher John. "Learning from experience : manifestations of young children's learning from pedagogic representations." Thesis, University of Warwick, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391936.

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Purdy, Martha Leete. "Adult Experience of Learning From Novels." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/40505.

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The Adult Experience Of Learning From NovelsNovel readers may not necessarily read with the primary intention of learning from their novels, but it is known that learning is frequently an outcome. Literature on novels describe their content as both factual and philosophical opportunities to learn but do not describe them in terms of adult learning theory. A study by Radway (1984) found that readers of formula romance have complex learning outcomes from their reading but this was related to literature on novels rather than adult learning theory.Conversely, although learning is a known outcome of novel reading, literature on adult learning theories and research have taken little notice of novel reading as an opportunity to learn. Yet reading novels is an activity in which millions engage. The nature of reading as a highly personal,self-directed activity, suggested a literature review of theory pertaining to self-directed learning, informal learning and how adults make meaning.The purpose of the research was to explore the experience of learning novels; how reading contributes to knowledge,understanding of environment, and social and self-understanding in the context of adult learning theory.The research problem asked what evidence novel readers provide for making meaning as a result of their reading and what they do with that learning outcome. Research was conducted with individual interviews of five regular novel readers which served as case studies. Analysis was done by coding each interview paying particular attention to relationships to personal history, types of learning suggested and their effects. Case studies were then cross coded to discover trends and patterns.Findings showed that respondents used novels to be entertained and escape from their daily responsibilities,but along the way they also experienced a variety of types of learning. They collected new information they found personally interesting or added to an existing knowledge base, challenged their perspectives to think abut themselves and others in new ways. There was also a variety of uses for what they had learned. Respondents reported believing they have a broader knowledge base, could more effective interact with others, arrive at greater self-awareness, and in a few instances change behavior.The experience of learning from novels is a remarkable combination of self-motivation and self-direction undertaken for pleasure, yet incidentally can result in a range of learning outcomes including building a more complex knowledge base, constructivist organization and interpretation of information, critical reflection about self and others, and transformation of understanding to result in change.
Ed. D.
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Lindberg, Anna-Karin. "Learning from accidents : Experience feedback in practice." Doctoral thesis, KTH, Filosofi och teknikhistoria, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-27212.

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Experience feedback from accidents is important for preventive work in companies, authorities and other organisations. This thesis focused on experience feedback from accidents that take place in everyday life, in our neighbourhoods, in our workplaces, in our schools, in traffic and transportation. Essay I is an overview of the literature on learning from accidents and incidents. The focus in this essay is on literature that evaluates the effectiveness and usefulness of different methods in accident investigations. Conclusions drawn from this literature review are that the dissemination of results and knowledge from accident investigations must be improved, and experience feedback systems should be integrated into overall systems of risk management. Essay II is based on an evaluation of the investigation board for workplace accidents (HAKO) that was carried out on commission of the Swedish Work Environment Authority. It was concluded that the accident reports published by HAKO had a high qualitative level but the dissemination of results from the investigations was weak. Essay III investigates twenty-eight supervision cases from eleven Swedish local Environment and Health Administrations. The overall goal of the study was to find out how, and to what extent, experience feedback occurs in Swedish municipalities. Two major problems relevant for the experience feedback have been found; namely that the inspectors do not have enough guidance on how to interpret the law and that they would like more information on what happens to legal cases that they have handed over to the public prosecutors and the police. Essay IV is a document study of incident reports from two municipal fire and rescue services. The overall purpose of this study was to investigate if information from the rescue services could be used to improve experience feedback in sectors where it is weak or non-existent. In the 1120 incident reports that were studied, we found 217 proposals for improvement but these proposals were not used for experience feedback. It is concluded that the reports contain valuable information but this information is not used to prevent future accidents. Essay V investigates experience feedback in Swedish authorities working with accident prevention. The essay is based on two interview studies. In the first study, 21 Swedish authorities participated, and several of these authorities seem to have a functioning experience feedback despite the lack of systematic routines and methods. Yet, only four of the 21 authorities actually handle the whole experience feedback process. These four have at least one common denominator; they have an experience feedback that is turning more inwards than outwards. The second study was a follow-up study of some of the results from the first study, concerning the dissemination of results from experience feedback.
QC 20101209
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Burnard, Philip. "Learning from experience : nurse tutors' and student nurses' perceptions of experiential learning." Thesis, Cardiff University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303729.

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Lawday, G. D. "Problems in practice : learning from experience in management consulting." Thesis, University of East Anglia, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273481.

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One of the strengths of experiential learning in practice is the meaning that we give our actions and therefore our thinking. The inquiry is a reflective account involving participative research amongst 81 management consultants in which the author functions as a researcher and as a consultant. The research explores the subjective experiences of undertaking management consultancy and is concerned with the development of professional knowledge and practice. The researcher positions himself at the centre of the study as he examines the multiple ways in which management consultants reflect and learn as they undertake their practice. The principal aim is to assist the development of the researcher's own reflective practice, and to explore how learning from experience can enhance the way he undertakes management consulting. The researcher describes his own experiences within the research project and reflects upon the dynamics of management consultancy. He illustrates some of the mechanismst hat underlie client-consultantd ynamics and highlights some of the emotionally-chargedr elationshipst hat occur in client systems. The research involves the use of participatory approaches. During the inquiry the researcher reflects upon his own experience, attending to his feelings and values, and re-evaluates the experience in the light of interactions with a core group of the participants. His relationship to the research field and setting is that of immersion or "being fully there". An analysis is undertaken of the participants' psychological type and Learning Style preferences using data from self-report inventories. Comparisons are made with previous studies about consultants and change agents. A qualitative approach is considered for the study. This encourages interpretative human skills and is concerned with description and interpretation rather than with measurement and prediction. Two extended case studies using an Action Science methodology assist the reflective accounts amongst consultants, sponsors and clients, whose experiencesd rawd eeplyo n their personasl elvesi n rolep erformance. The researcher develops his own framework of learning from experience, by linking learning style with specific processes of reflection and reflexivity, and points the way towards a more reflexive approach in informing consultants' practice.
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Compton, Christa M. "Learning from experience : a study of clinical pastoral education /." May be available electronically:, 2007. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.

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Bruce, Jake. "Learning from limited experience: Real-world robot navigation from a single traversal." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/205492/1/Jacob_Bruce_Thesis.pdf.

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If you want to do something, first you have to go somewhere. Navigation is a crucial capability for any intelligent agent that is expected to operate in the world, be they human, animal, or robot. In this work, we present techniques for teaching robots to navigate in the real world, given only a single prior traversal of the environment. We employ an online adaptive approach to sequence-based localization, and a novel framework for model-based deep reinforcement learning, to develop robot systems that can successfully localize and navigate in a city.
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Troëng, Thomas. "On errors & adverse outcomes in surgery learning from experience /." Malmö : Dept. of Community Health Sciences and the Dept. of Surgery, Malmö General Hospital, University of Lund, 1992. http://catalog.hathitrust.org/api/volumes/oclc/38946479.html.

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Ashford, E. "Learning from experience : the case study of a primary school." Thesis, Canterbury Christ Church University, 2012. http://create.canterbury.ac.uk/12022/.

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This thesis is a case study about learning from experience in a primary school. The enquiry applies a psychoanalytic idea in an educational context. The focus arose from Bion’s idea: ‘Container-contained’ (Bion, 1962) which proposes that the capacity to think is emotionally rooted in our first relationship, which informs the qualities of our subsequent ‘learning relationships’ (Youell, 2006). Within a psychosocial, interpretivist framework, research questions ask: How does the learning that children bring to school affect their relationships and learning? How can school provide flexible-enough containment for thinking and learning from experience? What have I learnt about learning from experience? As a researcher/mentor, an interpretation of Bick’s (1964) clinical observational method was deployed to generate data, including written-up observations of four case study children who communicated their stories of everyday events in school during mentoring sessions. An auto/biographical approach complementarily composed part of the methodological bricolage. The inductive method supported evolution of a relational approach to mentoring, permitting reflexive interrogation of the observational texts. Interviews with teachers and parents added a biographical dimension. Mentoring took place during half-hour, weekly, individual mentoring sessions with children over two terms. Findings confirmed that children brought early experiences of learning to school which affected relationships and posed barriers to learning. The research method provided a subjective tool for making unconscious qualities of relationship in the transference and countertransference between researcher, children and adults at an institutional level, explicit. RefIexive interrogation illumined the interrelationship between researcher and children’s learning. Findings showed a need for flexible boundaries for supporting children’s self-efficacy and personal agency, and teacher’s learning about learning, when school is seen as a ‘container’. Findings confirmed the need for time and space for children and adults to reflect on experience in school, towards fostering emotional well-being and the capacity to think and learn.
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Books on the topic "Learning from experience"

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Lee, Weng Fook. Learning from VLSI Design Experience. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-03238-8.

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Alpern, Steve. Unemployment through 'learning from experience'. London: Centre for Economic Policy Research, 1990.

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Project for Enhancing Effective Learning (Melbourne, Vic.), ed. Learning from the PEEL experience. Melbourne: The Editors, 1992.

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King, Whyte Kathleen, ed. Learning from the field: A guide from experience. Beverley Hills: Sage, 1988.

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Battersby, Jeff. Preparing to teach: Learning from experience. New York, NY: Routledge, 2007.

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Learning from experience: Empowerment or incorporation. Leicester: National Institute of Adult Continuing Education (England and Wales), 1995.

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Gill, Shepherd, IUCN-The World Conservation Union, and IUCN Commission on Ecosystem Management., eds. The Ecosystem approach: Learning from experience. Gland, Switzerland: IUCN, 2008.

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1949-, Aggarwal Anil, ed. Web-based education: Learning from experience. Hershey, PA: IRM Press, 2003.

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Meinolf, Dierkes, Weiler Hans N, and Antal Ariane Berthoin, eds. Comparative policy research: Learning from experience. New York: St. Martin's Press, 1987.

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Pam, Ryan. Leadership in education: Learning from experience. Sydney, New South Wales: Halstead Press, 2015.

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Book chapters on the topic "Learning from experience"

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Ennals, Richard. "Learning From Experience." In Executive Guide to Preventing Information Technology Disasters, 112–30. London: Springer London, 1995. http://dx.doi.org/10.1007/978-1-4471-0383-7_6.

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Crawford, Elspeth. "Learning from Experience." In Faraday Rediscovered, 211–27. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-11139-8_12.

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Rumgay, Judith. "Learning from Experience." In The Addicted Offender, 225–45. London: Palgrave Macmillan UK, 2000. http://dx.doi.org/10.1057/9780230287785_10.

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Bassot, Barbara. "Learning from Experience." In The Reflective Journal, 27–36. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-60349-4_3.

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Kayes, Anna, and D. Christopher Kayes. "Learning from Experience." In The Learning Advantage, 49–68. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230305595_4.

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Vitale Brovarone, Elisabetta, Giancarlo Cotella, and Luca Staricco. "Learning from Experience." In Rural Accessibility in European Regions, 219–36. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003083740-14.

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Rajagopal, Ananya. "Learning from Experience." In Women Entrepreneurs in Emerging Markets, 125–47. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-89770-3_6.

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Bergin, James, and Dan Bernhardt. "Learning from Average Experience." In Intelligent Data Engineering and Automated Learning, 127–34. Berlin, Heidelberg: Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/978-3-540-45080-1_19.

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Gaura, Elena, Michael Allen, Lewis Girod, Geoffrey Challen, and James Brusey. "Learning from Deployment Experience." In Wireless Sensor Networks, 15–50. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-1-4419-5834-1_2.

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Carayannis, Elias G., and Caroline M. Sipp. "Learning from Development Experience." In e-Development toward the Knowledge Economy, 9–20. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230508736_2.

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Conference papers on the topic "Learning from experience"

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Riding, J., and C. Whittington. "Learning From The Port Experience." In Learning From Marine Incidents. RINA, 1999. http://dx.doi.org/10.3940/rina.mi.1999.12.

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Kunal, Kishor, Tonmoy Dhar, Yaguang Li, Meghna Madhusudan, Jitesh Poojary, Arvind K. Sharma, Wenbin Xu, et al. "Learning from Experience." In ISPD '20: International Symposium on Physical Design. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3372780.3378172.

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Akpa, Ejuma R., and Kayode Olaniyan. "Learning from experience." In ICEGOV '13: 7th International Conference on Theory and Practice of Electronic Governance. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2591888.2591897.

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Jolliffe, Flavia. "Learning from experience." In Training Researchers in the Use if Statistics. International Association for Statistical Education, 2000. http://dx.doi.org/10.52041/srap.00503.

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Training courses for researchers are discussed in some detail. The preparation of researchers and of statisticians for consulting sessions, and the opportunities such sessions provide for training, are considered.
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Stober, Jeremy, Risto Miikkulainen, and Benjamin Kuipers. "Learning geometry from sensorimotor experience." In 2011 IEEE International Conference on Development and Learning (ICDL). IEEE, 2011. http://dx.doi.org/10.1109/devlrn.2011.6037381.

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Le Marc, Celine, Jean-Pierre Mathieu, Marc Pallot, and Simon Richir. "Serious gaming: From learning experience towards User Experience." In 2010 IEEE International Technology Management Conference (ICE). IEEE, 2010. http://dx.doi.org/10.1109/ice.2010.7477028.

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Tan, Jeffrey Too Chuan, Yoshinobu Hagiwara, and Tetsunari Inamura. "Learning from Human Collaborative Experience." In HRI '17: ACM/IEEE International Conference on Human-Robot Interaction. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3029798.3038328.

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Pomeroy, V., and B. Sherwood-Jones. "Learning from Experience – Adopting a Systems Approach to the Analysis of Marine Incidents." In Learning from Marine Incidents 3. RINA, 2006. http://dx.doi.org/10.3940/rina.mi.2006.07.

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Giovannella, Carlo, Andrea Camusi, and Chiara Spadavecchia. "From Learning Styles to Experience Styles." In 2010 IEEE 10th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2010. http://dx.doi.org/10.1109/icalt.2010.212.

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Bullen, Christine V., and John L. Bennett. "Learning from user experience with groupware." In the 1990 ACM conference. New York, New York, USA: ACM Press, 1990. http://dx.doi.org/10.1145/99332.99362.

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Reports on the topic "Learning from experience"

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Ranson, Matthew, and Robert Stavins. Linkage of Greenhouse Gas Emissions Trading Systems: Learning from Experience. Cambridge, MA: National Bureau of Economic Research, January 2014. http://dx.doi.org/10.3386/w19824.

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Bunker, Kerry, and Amy Webb. Learning how to learn from experience: Impact of stress and coping. Center for Creative Leadership, July 1992. http://dx.doi.org/10.35613/ccl.1992.2000.

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Melendez, M. Transitioning to a Hydrogen Future: Learning from the Alternative Fuels Experience. Office of Scientific and Technical Information (OSTI), February 2006. http://dx.doi.org/10.2172/876228.

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Dafny, Leemore S. Dafny. Evaluating the Impact of Health Insurance Industry Consolidation: Learning from Experience. New York, NY United States: Commonwealth Fund, November 2015. http://dx.doi.org/10.15868/socialsector.25054.

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Meeker, Jessica. Mutual Learning for Policy Impact: Insights from CORE. Sharing Experience and Learning on Approaches to Influence Policy and Practice. Institute of Development Studies (IDS), August 2021. http://dx.doi.org/10.19088/core.2021.005.

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On 23 June 2021, Southern Voice and the Institute of Development Studies co-hosted an online dialogue which aimed to enhance efforts to inform and influence policy by sharing learning between CORE projects, at different stages in their policy engagement activities, on their approaches and experiences at sub-national, national, and regional levels. The event was attended by over 70 participants from across the CORE cohort and highlighted the experiences of CORE partners, Partnership for Economic Policy (PEP), International Centre for Research on Women (ICRW), and Group for the Analysis of Development (GRADE). This learning guide captures the practical insights and advice from the event to help inform the practice of both participants and other projects across the portfolio. The guide is structured around the key challenges identified in influencing policy, particularly within the changing parameters of the current pandemic, highlighting key messages and examples from the three partners.
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Dedeken, Chiara, and Kevin Osborne. Repatriating FTFs from Syria: Learning from the Western Balkans. RESOLVE Network, October 2021. http://dx.doi.org/10.37805/pn2021.23.wb.

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Four countries in the Western Balkan region (Kosovo, Bosnia and Herzegovina, North Macedonia, and Montenegro) are in the top ten countries with the most foreign terrorist fighters (FTFs) per capita. The political will to repatriate FTFs remains strong, at least in the Western Balkans, despite delays in 2020 due to COVID-19. In other parts of the world, especially high-income countries, political will to repatriate is considerably lower. COVID-19 has further constrained nations in their efforts to repatriate law-abiding citizens, which is less controversial than FTF families. Based on discussions with government officials and security officers in the Western Balkans as well as international experts and donors, this policy note provides operational recommendations to move forward with repatriation, rehabilitation, and reintegration of returnees building on lessons from repatriations in Albania, Kosovo, and North Macedonia. It urges governments globally to double down on repatriation efforts and to call on experience from governments in the Balkans to bring back their FTFs now. The recommendations in this policy note are relevant to any country where political will to repatriate FTFs can be generated.
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Sutthiphisal, Dhanoos. Learning-by-Producing and the Geographic Links Between Invention and Production: Experience From the Second Industrial Revolution. Cambridge, MA: National Bureau of Economic Research, August 2006. http://dx.doi.org/10.3386/w12469.

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Kerkhoff, E., G. Rasul, H. Beukeboom, J. Statz, M. Karki, and R. Kotru. Advances in Participatory Forest Management in South Asia; Learning from Field Experience in Bhutan, India and Nepal. Kathmandu, Nepal: International Centre for Integrated Mountain Development (ICIMOD), 2007. http://dx.doi.org/10.53055/icimod.456.

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Kerkhoff, E., G. Rasul, H. Beukeboom, J. Statz, M. Karki, and R. Kotru. Advances in Participatory Forest Management in South Asia; Learning from Field Experience in Bhutan, India and Nepal. Kathmandu, Nepal: International Centre for Integrated Mountain Development (ICIMOD), 2007. http://dx.doi.org/10.53055/icimod.456.

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10

Kim, Hyejin, Jongkwan Lee, and Giovanni Peri. Do Low-skilled Immigrants Improve Native Productivity but Worsen Local Amenities? Learning from the South Korean Experience. Cambridge, MA: National Bureau of Economic Research, September 2022. http://dx.doi.org/10.3386/w30464.

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