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Teaching can be learning, especially if student curiosity with the question 'What's going on here?' can be elicited.

- Oliver E. Williamson
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Author:
Oliver E. Williamson
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Learning
Curiosity
Student
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The lens of contract focuses predominantly on gains from trade whereas orthodoxy is focused on resource allocation.

My initial thoughts of becoming a lawyer changed in high school as I became more attracted to math and science and began talking about being an engineer.

The hypothesis that economic organization is the resultant of a series of historic accidents is intructive in that many organizational innovations appear to be the result of trial and error.

Vertical intergration is an organizational response to the contracting difficulties that attend intermediate product markets where trades that are supported by transaction-specific assets are exposed to hazard.

The transaction cost approach maintains that some projects are easy to finance by debt and ought to be financed by debt. These are projects for which physical-asset specificity is low to moderate.

The organization of the government itself is something which we ought to examine in a more self-conscious way - the Federal Reserve and the Treasury and the Securities and Exchange Commission. The mission that each of them has is mainly economic but should be informed by good organizational practices.

My initial thoughts of becoming a lawyer changed in high school as I became more attracted to math and science and began talking about being an engineer.

The presumption that an extant mode is efficient if the expected net gain is negative can nevertheless be rebutted by showing that the obstacles to implementing an otherwise superior feasible alternative are 'unfair.'

The transaction cost approach maintains that some projects are easy to finance by debt and ought to be financed by debt. These are projects for which physical-asset specificity is low to moderate.

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Teaching can be learning, especially if student curiosity with the question 'What's going on here?' can be elicited.

Teaching can be learning, especially if student curiosity with the question 'What's going on here?' can be elicited.

Teaching can be learning, especially if student curiosity with the question 'What's going on here?' can be elicited.

Teaching can be learning, especially if student curiosity with the question 'What's going on here?' can be elicited.

Teaching can be learning, especially if student curiosity with the question 'What's going on here?' can be elicited.

Teaching can be learning, especially if student curiosity with the question 'What's going on here?' can be elicited.

Teaching can be learning, especially if student curiosity with the question 'What's going on here?' can be elicited.

Teaching can be learning, especially if student curiosity with the question 'What's going on here?' can be elicited.

Teaching can be learning, especially if student curiosity with the question 'What's going on here?' can be elicited.

Teaching can be learning, especially if student curiosity with the question 'What's going on here?' can be elicited.

Teaching can be learning, especially if student curiosity with the question 'What's going on here?' can be elicited.

Teaching can be learning, especially if student curiosity with the question 'What's going on here?' can be elicited.

Teaching can be learning, especially if student curiosity with the question 'What's going on here?' can be elicited.

Teaching can be learning, especially if student curiosity with the question 'What's going on here?' can be elicited.

Teaching can be learning, especially if student curiosity with the question 'What's going on here?' can be elicited.