Abstract
To fulfill the accreditation requirements of professional organizations, business law is commonly included in the business programs in higher education. However, business students, particularly at the sub-degree level, are often challenged to study law. The literature suggests that a combination of lecture-based learning (LBL) and problem-based learning (PBL) approaches can enhance student learning and outcomes. This study evaluates the perceptions of accounting and business majors on the effectiveness of these combined teaching modes in studying business law. Survey data were collected from 262 respondents who enrolled and studied business law with this dual teaching mode during the academic year 2012–2013. Findings reveal that under this approach of learning, students are motivated and more engaged. They benefit from group dynamics, including collaborative and peer learning, social interaction, teamwork, task allocation, and confidence building. Overall, students are satisfied with this teaching mode.
Highlights
Studying law is no longer exclusive to law students
The inclusion of law subjects in Business programs is usually an accreditation requirement set by professional organizations, such as the Hong Kong Institute of Certified Public Accountants (HKICPA), Association of International Accountants, and Chartered Institute of Management Accountants
Business law is a compulsory course to most respondents (96.6%)
Summary
Studying law is no longer exclusive to law students. The inclusion of law subjects in Business programs is usually an accreditation requirement set by professional organizations, such as the Hong Kong Institute of Certified Public Accountants (HKICPA), Association of International Accountants, and Chartered Institute of Management Accountants. For more than six years, the author of this research has been teaching business law to non-law students at the sub-degree level. Students who specialize in Accounting and Business consider the study of law difficult and challenging [1]-[3]. With all the many learning problems, aside from assisting students to gain content knowledge, law teachers should rethink the following questions: How much are their students taking in? (2014) Perception of Non-Law Students on the Combined Lectureand Problem-Based Learning Approaches.
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