Abstract
Almost all business students study law. However, business students have a different perspective on law from that of law students. A common problem, therefore, in legal courses for business students is how to provide a sufficiently wide-ranging, practically relevant programme without the sacrifice of intellectual depth. At Aston Business School, one approach adopted has been to supplement lectures with role-play exercises, rather than conventional tutorials.DOI:10.1080/0968776950030117
Highlights
IntroductionThe principal exercise, Wheeler-dealer, involves the negotiation of contracts, legal relationships and disputes
This paper describes the introduction of information technology (IT) into this learning process
The production of a contract is very much quicker, taking about five minutes for a user moderately familiar with the choices offered. This compares with a typical time period previously of between one and three hours, often spread over more than one day
Summary
Creation of legal interests and risks (Non-)fulfilment interests (Non-)avoidance of risks. Akroyd Using information technology t o help Business students negotiation, and is at present under development using the hypermedia package Guide. It consists of a series of 36 questions, each relating to a set of legal issues, running through phases la, lb, 2a and 2b (see Table 1). LEXIS, and databases of contract and procedural forms; a Risk Advisor, in the event of the user wishing to proceed without sufficient proof of relevant legal principle or fact; an Action Pad, allowing access to Sales Contractor, a word-processing package, electronic mail, and in principle telephone or fax. It would be both unwise and unrealistic to replace paper with electronic 'documents' in Wheeler-dealer to any greater extent than is already done in the real world (for example, the use of a word processor to produce standard contracts)
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