Non-law Students Research Articles

Accounting students’ perspective of learning law course

Law subject is not exclusive to law students only. There are many faculties that offer law subjects to the students. In terms of teaching and learning law, there are a few methods such as lectures, drafting, and case study. However, teaching law to non-law students needs creativity. The non-law student’s perception of law subject is important to develop interest in the learning process. Most non-law students thought law was difficult and uninteresting. Hence, there is a need to revise the method of teaching and learning to attract students’ attention and interest and to change their perception of learning law subjects. The objective of this research is to study the change in the accounting students as non-law students’ perspective in learning law using a mix of conventional and revised methods, and whether there is any change in their perception. This paper adopts a qualitative research method to collect data. The findings of the research show that a mix of conventional traditional, and revised methods changed students’ perspectives about learning law subjects. The mixed method is seen as fun and suitable for accounting students to learn law. It is suggested to have many other activities created as assessment methods in teaching law to accounting students.

Integrating Industrial Property Education into the Curricula of Technical Studies

The paper presents some aspects and examples of handling intellectual property (IP) at universities or R&D institutes regarding how to promote and to protect innovative results or products. The first example is an outline of a strategy for the implementation of a university policy in the field of IP. The second example is the European IPEDU project and its implications in the continuing education of librarians. The project is an original initiative with ethical implications for and considerations of IP. The paper focuses on the main result of the project: the postgraduate course with five modules aimed at librarians and recent graduates to strengthen their knowledge in the field of IP and industrial property. The structure of the course and the main modules are outlined. This course is considered essential for librarians and non-law students, as understanding the wide range of relevant information and practical implications of IP is critical in today’s world of information-based careers. As a freshly accredited programme, it needs evaluation, because there has not yet been any feedback from the learners.

Use of the “VIDGRATION” Method in Teaching Non-Law Students

Use of the “VIDGRATION” Method in Teaching Non-Law Students

Ready Not Ready Enforcing Promises of Tenancy Agreement: An Explanation to Non-Law Students

Ready Not Ready Enforcing Promises of Tenancy Agreement: An Explanation to Non-Law Students

PERSEPSI PELAJAR BUKAN UNDANG-UNDANG UITM TERHADAP PEMBELAJARAN JARAK JAUH DAN TERBUKA (ODL) BAGI SUBJEK UNDANG-UNDANG KOMERSIAL

Introduction to Commercial Law, LAW 240 is a compulsory law subject that must be taken by students from the Faculty of Accountancy at UiTM Perak Branch, Tapah Campus with the aim of exposing students to the basic concepts of law and overview of commercial law in Malaysia. Online Distance Learning (ODL) was implemented starting from the semester of March 2020 until October 2021 due to the Covid-19 pandemic. This change in the mode of delivery of lecture has been going on for four semesters. Therefore, whether the ODL will be continued for the semester March 2022 vice versa is depending on the Covid-19 pandemic graph and the Malaysian Ministry of Higher Education. The objective of this study is to clarify and discuss the perceptions of non-law students from the Faculty of Accountancy UiTM Perak Branch, Tapah Campus on ODL for the subject of Commercial Law. This study employs qualitative methods through library and descriptive research. Data were obtained through Google Forms because students use digital platforms for ODL due to the current situation of the pandemic. The findings of this study show that ODL doesn’t burden non-law students as than before at the beginning of their online learning.

A bespoke legal writing guide as a feedforward resource: improving non-law students’ engagement and performance in law modules

ABSTRACT Law schools are frequently tasked with teaching law modules to non-law students. Anecdotally at least, these students are often considered to have poor legal writing skills and this in turn affects their levels of engagement and attainment. This article reports on an action research study conducted with 453 business students at the University of Limerick. The study involved an anonymous student questionnaire (n = 69), which was designed to measure, inter alia, increases in student confidence, clarification of assessment expectations, and the overall successfulness of the Writing Guide as a feedforward resource. Open-ended questions were also included to capture unpredicted benefits reported by the students. It is argued that the successfulness of the writing guide is attributable to its status as a successful piece of feedforward. A proposed checklist of key aspects of a legal writing guide is offered.

What We Talk About When We Talk About Law and Development

This article describes how the authors understand Law and Development (L&D), and L&D teaching, based on their conceptual views, as well as on their practical experiences in the classroom. In light of Miola’s experience, it describes a possible purpose for L&D: that of influencing the minds of future development policymakers. This idea is presented in the description of a practical experience of teaching an L&D undergraduate class for nonlaw students. In such an environment L&D’s well-established emphasis on the imbrication of law and economic performance can help nonlaw students perceive and discuss the roles of law in the economy and development policies - the domains in which many of them will likely act as professionals. Based on Coutinho’s experience in teaching at a law school, it describes how researching and teaching L&D involves developing a lens (or a “technology”) through which the law can be seen (and eventually changed, in an institutional design exercise) as a tool to shape democratic arrangements devised to structure and implement development policies. The authors also highlight what they perceive to be common between these two relatively distinct research and teaching experiences, and discuss what they mean regarding their views about what constitutes L&D (and, once more, how to teach) it: Miola’s course seeks to shape a different “legal consciousness” of future development professionals who are not lawyers, so they can devise or deal with development policies without ignoring legal institutions, whereas Coutinho’s class, in turn, aims to enable law students to visualise their field of practice as a powerful “technology” to development to critically analyse and improve institutional arrangements, and hence of themselves as agents with a privileged position to operate it.

Humanizing the teaching of Business Law for non-law university students of Business Administration

The article discusses Role play, Simple Question, Journal writing as techniques for teaching Business Law to Business Administration students. The educator’s perspective is believed to have a dramatic effect on the choice of teaching methods and techniques. From a management point of view, the understanding of law underlies a strategy to avoid lawsuits. The introduction of teaching approaches and techniques that respond to the graduates’ professional and human needs, such as role play, simple question and journal writing, is described as humanizing the teaching of Business Law, intended to arouse motivation and enhance learning outcomes for Business Administration students.
 The article describes a step-by-step methodology of implementing the above teaching techniques in the real-time education process. The methodology has been approbated at Mount Saint Mary’s University Los Angeles in the Business Law course during the Spring Semesters since 2017, totaling 15 courses. By completing the Business Profile and Business Journal and actively participating in the role play process, the non-law students were able to practice public speaking, develop their research skills and gain an understanding of the management and legal perspectives’ application in the business environment.
 The quantitative evaluation of results was performed via program learning outcomes testing, and the qualitative evaluation – through unstructured post-test interviews with the participating students. The preliminary results used have been the comments provided by the End of Course Evaluations and the Peregrine Assessment of Associate of Arts Business degree program. Both quantitative and qualitative measurement showed increase in the program learning outcomes and students’ motivation and engagement. The impact on the Bachelor of Arts program will not be available until 2021. The experiences and results in using role play, simple question and journal writing have been used to provide recommendations for enhancing learning experiences and outcomes in teaching Business Law to non-law students.

Business Students' Perspective of Learning Law Education

Law education is a must subject in many courses due to its importance. However, law is perceived as a complicated subject and consumes much time, particularly for non-law students who do not aim to study law throughout their course registration. Indeed, law education is a dull topic since it is usually taught in a conventional style. School of Business and Economics, Universiti Putra Malaysia, has offered one law subject to the business students, "Business Law". It was realized that most of the students enrolled in that course faced difficulty in learning law education. This paper aims to study the business students' experience of learning law and propose effective teaching methods to ensure that legal topics are taught more acceptably. This paper adopts a qualitative method in collecting data where three surveys and two short interviews were conducted. It was found that the students have found this law subject complicated. Still, they liked the subject and agreed to learn it with some appropriate learning activities. Thus, something must be done to contest these views and change students' perspective on legal courses. This subject needs to be taught in a manner acceptable to attract the students' attention and interest. During the Covid-19 pandemic, all learning activities are conducted through the online platform. Therefore, the lecturer must have a good teaching plan to ensure that students can learn and enjoy law.

LEGAL REVOLUTIONARIES AT YALE IN A TIME OF POLITICAL AND SOCIAL CHANGE

My comment on the fascinating personal accounts of experiences with the Yale Law and Modernization program will be in part personal. My own career and research interests are part of the ripple effect of that program and of the scholars who participated in it. After offering that personal account, I will try to look at the context for the Law and Modernization initiative in relation to the changing role of law and lawyers in the US and the way in which that role was exported as part of Cold War strategies. I will suggest that the battles around the Law and Modernization Program provide strong evidence of the crisis during an era of relative idealism (not inconsistent with US hegemonic designs abroad and social control policies at home) connected to modernization and what Trubek and Galanter termed liberal legalism.[1] What’s more, the program nurtured leaders in producing scholarship designed to update or replace liberal legalism, legal missionaries, and legal imperialism. Much of what we know as Law and Society, Critical Legal Studies, and other critical approaches came from these scholars and the events around Law and Modernization. I was a freshman undergraduate at Yale at the time of the beginnings of the Law and Modernization program in the Law School in 1968, although I had no sense of the program then. My undergraduate experience was all about the left, the critique of pluralism, European critical theory, and US critical histories. I told my historian advisor that I was thinking of law school (after he told me there were no positions in history), and he warned me about the conservatism, telling me among other things that law faculty tended to drive American cars. When there were demonstrations and strikes around the Bobby Seale trial in New Haven in 1970, followed by the demonstrations and strikes against the Cambodian invasion, I remember a forum where a law student said they could not strike because of the importance of their legal education for solving social problems. In retrospect, there was a sense among non-law students and activists, I think, that elite law was not very relevant to what was going on outside.[2] From the perspective of those within the law school, however, the accounts of the Law and Modernization cohort suggest that the students were nevertheless way in front of the general faculty.

Teaching Law to Non-Law Students: The Students Experience

Law is a must subject in many courses due to its importance. However, law is perceived as a difficult subject and consume a lot of time. This subject needs to be taught in a manner acceptable to the students to attract attention and interest. During Covid-19 pandemic, all learning activities are conducted through online platform. The lecturer need to have good teaching plan in ensuring the students are able to learn and enjoy law subject. In School of Business and Economics, Universiti Putra Malaysia, Business Law (MGM 3352) is one of the law subjects offered to the students. Literature shows that non-law students are having difficulty to learn law. This paper aim to study further on this issue. The objective of this paper are to learn about the business students’ experience of learning law and to study the effectiveness of the method adopted in teaching the subject. This paper adopts qualitative method in collecting data where 3 surveys and 2 short interviews were conducted. From the findings, the students admitted that law subject is difficult but they like the subject and the students agreed the activities are appropriate and have assisted the in learning and understand the subject.

Academic Integrity in Higher Education of Ukraine: Current State and Call for Action

The research aims to define the scope and challenges of intellectual property rights protection in higher schools of Ukraine and offer recommendations to address those for higher education officials and university leaders. The findings of the research rely on the results of an anonymous expert survey conducted among non-law students of two institutions of higher education using a specially designed questionnaire. They reveal a significantly low level of students’ awareness and knowledge of intellectual property rights, academic integrity, and protection thereof, which undermines the internal education quality. At the same time, there exists a high demand for receiving the relevant knowledge within the university programmes the students are enrolled in. It, therefore, seems expedient to design and include “Intellectual Property and Academic Integrity” as a subject in the curricula of higher educational institutions of Ukraine to be taught at the first year of training, and develop a special course in the fundamentals of intellectual property and academic writing to build the students’ relevant competences. Similarly, it is essential that the teaching staff should be trained accordingly and have the relevant powers and tools to impart and enforce academic integrity rights protection.

Insights for Snowboard Pedagogy for the Legal Studies Instructor

This paper intends to inform and avail instructors of pedagogical approaches proven effective in winter sports environments, specifically in the sport of snowboarding, that we suggest may be particularly effective in teaching business law to non-law students in undergraduate business programs. We join other scholars in examining the approach to teaching business law to non-law students in an effort to develop the knowledge and skills necessary to manage the dynamic and untidy legal issues that business professionals deal with, while mitigating the difficult and confusing subject matter and pedagogy associated with business law courses. Broadly speaking, teaching requires the acquisition of skills and knowledge; teaching law, the practice of law, and snowboarding are no different. Undergraduate business law courses are an essential accompaniment to the suite of curricula associated with various majors within business schools, such as management, accounting, economics and supply chain. It is particularly important for business school students to develop and retain skills and knowledge associated with legal studies for several reasons. Students' exposure to legal studies concepts is typically limited, yet the topics are critical for developing the conceptual skill to understand and work within the broader business environment. A basic understanding of business law can help managers make sound business decisions, and in the wake of corporate scandals over the last twenty years, an awareness of the legal environment of the business is ever more urgent. One important way that business law courses develop students' knowledge and conceptual skills is through the critical thinking required to identify legal issues in cases presented and to apply abstract legal concepts to the management of those legal issues. this is often a difficult challenge for students; mastery requires high-impact learning experiences and significant applied practice. The same can be said of snowboarding knowledge and skills. A snowboard instructor can talk about snowboarding with a new athlete, but the athlete can only learn how to snowboard by the significant applied practice of snowboarding. Business law instruction is similar to snowboarding instruction in a number of other more specific ways. In both domains, it is critical that students receive frequent instruction on how to perform relevant skills and feedback on performance to improve at their craft. The learning curve is steep for both business law and snowboarding students- concepts are often not intuitive, they can be overwhelming, and it can be a frustrating and painful process. A common reason that snow sports enthusiasts give for avoiding snowboarding is the steep and often physically painful learning curve that must be endured. In undergraduate business law courses, students are given background for the cases they study, yet spillover from law school pedagogy often means that business law instructors are hesitant to engage in high-touch practices that lead to internalizing a shift from transmitting knowledge to facilitating active learning. We believe these insights have the potential to enhance dramatically student learning of business law concepts. In this paper, we explore snow-sport pedagogy, snowboarding in particular, to gather specific insights into how to improve business law instruction in business schools. We first present a brief background describing the dominant paradigm in business law education, drawing from select scholarly literature on legal studies education in business, and then introduce sport and snow-sport pedagogy, including connections to legal studies pedagogy. We then turn specifically to snowboarding pedagogy, discussing how the development of the field generated specific pedagogical approaches in response to the nature of snowboarding as a sport. In particular, snowboard instructors have proven to be innovative and encouraged to disrupt pedagogical boundaries. Here, we offer specific core insights from snowboard pedagogy and how they may be applied to business law instruction.

Legal Concepts and Legal Expertise

A recent wave of empirical legal scholarship reports surprising findings about various concepts of legal significance, including the concept of acting intentionally, causation, consent, knowledge, recklessness, reasonableness, and law itself. These studies typically examine laypeople, but often draw broader conclusions about legal experts or law. Findings about laypeople’s (“ordinary”) concepts have been taken to reflect the concepts of trained legal theorists, reveal biases affecting judges’ decision-making, and clarify subtle doctrinal features. This Article questions the validity of such inferences, from empirical findings about ordinary concepts to conclusions about the concepts of those with legal expertise. It presents a case study concerning what it means to act intentionally. An experiment examines the judgments of four populations (N = 774): lay people, law students, non-law students, and United States judges. Legal training affected judgments in three ways, all of which suggest the acquisition of a distinctive legal concept. This case study supports the Article’s broader conclusion: empirical evidence about laypeople’s ordinary concepts does not necessarily carry straightforward legal implications. This defuses provocative empirical challenges regarding biased judging, raises new questions about the relationship between judges and juries, and provides a broader proof of principle: The acquisition of legal concepts is an under-studied but central form of legal expertise.

Teaching International Trade Law to the Google Generation: Perspectives on Teaching a Diverse Audience

International trade law is a specialised subject of law that straddles the realm of economics, law and policy studies. Usually this is an optional subject and is studied by law students in the penultimate or the final year of their undergraduate degrees. This subject is also a popular choice for law students pursuing a master’s degree. The aim of the subject (depending on the stage it is taken by students) is to introduce elements of global trade regulation, with particular focus on the law of World Trade Organisation (WTO). This essay presents the perspectives of the author in teaching international trade law to a diverse audience comprising mostly of what are now referred to as the ‘Google’ Generation or Generation Y. Put simply, this generation of students are the vanguard of the modern knowledge and information driven society. They boast more awareness of socio-economic issues and if they do not know something – these students are likely to just ‘google’ it and adopt whatever is stated in the initial display of results. This creates a challenge for the teacher to achieve the learning outcomes of a course designed to familiarise law students with global trade regulation.The discussion in this essay on teaching experiences is presented in three scenarios i.e. teaching law students, teaching non-law students and presenting at conferences. These three scenarios comprise an audience from a variety of backgrounds and views. The challenge for the educator is to achieve the equilibrium between delivery of course content, fostering discussion in the class (and outside the class), challenging preconceived notions and generally encouraging students to look at the ‘other side’ of the picture. The aim of this essay is to highlight the difficulties and the challenges educators face in modern classrooms where the students are more likely to have an opinion and are not shy in expressing it.

Attitude of Students to Clinical Legal Education: A Case Study of Faculty of Law, University of Ibadan

The students of the Faculty of Law, University of Ibadan were introduced to the clinical way of legal education in the year 2008. This is a new teaching method different from the traditional method of teaching law. A specialized Women’s Law Clinic was also inaugurated to complement the clinical work in the faculty. This article reflects on the attitude of the students to this development, using the results of an unstructured interview of some third- and fifth-year law students, some law graduates and some non-law students and graduates who were exposed to the clinical legal education (CLE) method of instruction. The article discusses the new teaching method and the effects on legal and advocacy skills, teamwork and students’ interest in the teaching of law courses. Results show that the attitude of students particularly is very positive towards CLE and it is preferred to the traditional method of teaching.

The Relationship Between Empathy and Stringency of Punishment in Mock Jurors

The aim of the present study is to investigate the relationship between empathy and stringency of punishment in mock jurors. 291 law and non-law students (123 male, 166 female) participated in the study. Participants first read a court case explaining that the defendant was found guilty of aggravated assault. Participants then made a sentencing decision for the defendant and later answered the Interpersonal Reactivity Index (IRI). The results revealed a significant negative correlation between overall empathy and stringency of punishment. Two of the four sub-scales of the IRI (perspective taking and empathic concern) were of interest in the current study, and as hypothesized each showed a significant negative correlation with stringency of punishment.

Teaching Business Law to Non-Law Students, Culturally and Linguistically Diverse (‘CaLD’) Students, and Large Classes

This paper is largely based on the experience of teaching law to students with non-legal background in business schools, with a focus on internationalisation and the large class lecture format. Business schools often consist of large classes which include a significant proportion of Culturally and Linguistically Diverse (CaLD) students. Teaching a difficult and demanding subject to a large cohort of students from increasingly diverse backgrounds can be an onerous task. The existence of these conditions present different teaching challenges and requires a re-examination of teachers’ approaches to student learning. In this article, the experience of teaching law in business schools is approached through an examination of the challenges and problems arising from (a) teaching law to non-law students (b) teaching CaLD students (c) teaching large classes. At each stage, the writers explore effective solutions and strategies to deal with these issues.

Teaching Business Law to Non-Law Students, Culturally and Linguistically Diverse ("CaLD") Students, and Large Classes.

This paper is largely based on the experience of teaching law to students with non-legal background in business schools, with a focus on internationalisation and the large class lecture format. Business schools often consist of large classes which include a significant proportion of Culturally and Linguistically Diverse (CaLD) students. Teaching a difficult and demanding subject to a large cohort of students from increasingly diverse backgrounds can be an onerous task. The existence of these conditions present different teaching challenges and requires a re-examination of teachers' approaches to student learning. In this article, the experience of teaching law in business schools is approached through an examination of the challenges and problems arising from (a) teaching law to non-law students (b) teaching CaLD students (c) teaching large classes. At each stage, the writers explore effective solutions and strategies to deal with these issues.

Perception of Non-Law Students on the Combined Lecture- and Problem-Based Learning Approaches

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.