A New Paradigm for the Teaching of Business Law and Legal Environment Classes.docx
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A New Paradigm for the Teaching of Business Law and Legal Environment Classes.docx
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ANewParadigmfortheTeachingofBusinessLawandLegalEnvironmentClasses
ANewParadigmfortheTeachingofBusinessLawandLegalEnvironmentClasses
falseLampe,Marc
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.JournalofLegalStudiesEducation
23.1
(Winter2006):
1-51.
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Thereisaneedtodevelopcurriculumandmaterialsonlaw-relatedtopicsbetterdesignedforbusinessstudentsplanningacareerinbusiness.Exceptincidentally,businessschoollegalfacultyarenotteachingfuturelawyersorparalegals.Theworldofthebusinesspractitionerisverydifferentfromthatofthelawyer.Formostbusinesspeoplethelawandlawyersareanecessarynuisance.Furthermore,thelegalworldischanging.Forexample,methodsofalternativedisputeresolution(ADR)havebecomemainstream.Opportunitiesfor"self-helplaw"haveproliferated.Thesetrends,andotheropportunitiesconsideredinthisarticle,offersubstantialbenefitstothebusinesscommunity.Tomeettheneedsoftoday'sbusinessperson,collegebusinesslawandlegalenvironmentcoursesmuststresseconomical,intelligentpreventionoflegalproblemsandresolutionofconflict.Thisarticleisaboutempoweringfuturebusinessmanagersbyutilizingtheirclasstimetoeducatethemtomoredirectlymeetthesegoals.Topicalcoverageandpedagogicalapproachesforimplementinganewparadigminabusinessschoolintroductorylawcoursearedetailed.Facultymembersshouldnotallowfearofchangetodeteraneededoverhaulingofthecurriculum,assuchprocrastinationcouldharmtheprofession'sfuturestanding.
INTRODUCTION
Ifirsttaughtundergraduatebusinesslawtwentyyearsagoandwassurprisedthenatthedegreetowhichtextbookmaterialsfollowedalawschoolapproach.Businesslawtextswereheavyoncasesandcoverageofblackletterlaw.Maybethissurprisewas,atleastinpart,becauseinadditiontohavingaJ.D.,IhaveanM.B.A.andnonlegalbusinessexperience.Therefore,inadditiontobringingalawyer'sperspectivetothecurriculum,considerationisgiventheclassfromabusinessperson'svantage.
Itseemsasif,boththenandnow,thoseindividualsresponsibleforcreatingbusinesslawandlegalenvironmenttextbooksarethinkinglikeformerlawstudentsandlawyers.1They,andthosewhohavefollowed,seemtomimicwhatismostfamiliarandthereforemostcomfortableratherthancreatinganapproachthatwouldbestservethestudents.2Thissituationmayalsoexistbecausemanyinthefieldhaveneithereducationalnorprofessionalbackgroundsinbusiness(except,possiblywithinthecontextoflegalstudyorlawpractice).3AsMorganassessedthepredicament,"Ourcallingisnotnownorhasiteverbeentotrainourstudentstobecomelawyers....ourprofessionalobligation...toserveundergraduateandgraduatebusinessstudentscallsforsomethingnotprovidedbyourprofessionaltraining."4
Aslegalfacultyinbusinessschoolsknow,mostbusinessstudentsarenotgoingtobecomeparalegalsorlawyers.Theyarepreparingforacareerasbusinesspractitioners.Moreover,moststudentstakinganintroductorylawclassatabusinessschoolarenotgoingtobetakingtheCPAexam.Accountingstudentswiththatgoalshouldnotdictateclasscoveragefortheintroductorylawcourseanddonotdosointhelegalenvironmentformat.ThelawportionoftheCPAexamhasbeenshrinking(itisnowlessthanthreehours),anditisrumoredthat,inthefuture,legalcoveragemightbeabandonedaltogether.5Furthermore,muchoftheexam'slegalcontentisnottypicallycoveredinafirstbusinesslawcourseanyway.Oneapproachisaseparatecustomclassforpre-CPAexamstudents.Alternatively,becausethenewparadigmdiscussedinthisarticlesuggestsinclusionoftraditionallegaltopicsfoundontheCPAexamsuchascontract,tort,andagencylaw,detailsofsubjectsleftoutofbusinessschoollawcurriculum,whichmightbeontheexam,canbelearnedinaCPAexaminationpreparationprogram.
Thoughsomebusinesslawandlegalenvironmenttextbookshavebecomemoreuser-friendly8(e.g.,improvedsummarizationofjudicialopinions),alawschool-likeapproachstillexists.Today,allofthecommerciallyavailabletextbooksfollowthesametraditionalapproachandcoverthesametopics,withlittlevariationbetweenthem,whichtheydidtwentyyearsago.Inher1997treatise,Lawtoniscriticalofusingdecidedcasesandlegalrulestoteachlawtobusinessstudents,describingbusinesslawtextsas"massivecompendiumsofblackletterlaw."9Ingullinotesthe"positivistbent"oftexts,treatinglaw"asaseriesofblackletterrules."10Moreover,theselectedtextcommonlyprovidesstructureandallthematerialstobeusedinthebasiclawcourse.1'Inmyopinion,thecurrentcropoftextbooksandtheapproachbusinessschoollawfacultytaketocoursesmight,atbest,bedubbed"lawschoollite."Theresultisthatclassesarecommonlytaughtas"mini"or"modified"lawschoolcourses.Again,businessschoolcourseshaveevolvedthiswaybecauseoftheeducationalandprofessionalbackgroundsofmosttextbookauthorsandfacultymembers.12Subjectmattertypicallyfoundinbusinesslawandlegalenvironmenttexts(andthereforecoursecontent)maybeaparticularlypoorfitforfuturesmallbusinesspeopleandentrepreneurs.13
OneexampleofjusthowdifficultitistobreakoutofthecaselawmoldisatextbookforbusinessstudentsonADRandnegotiation.ThisbookcanbecustompublishedandisexcellentforfacultymembersseriousaboutteachingADRintheirbusinesslaworlegalenvironmentclass.Thelawyerauthorsofthistextseemcompelledtoprovidenumerouscaselawopinionstomakecertainpoints.14Textbookrepresentativesandeditorswillacknowledgethatpublishersdonotwanttotaketheriskofdeviatingtoofarfromwhatisfamiliarandcomfortableinthemarket(alsoknownasresistancetochange).Notwithstandingtheirreluctancetodeviatefromthestandardapproach,thesenonlawyershavefrequentlygivenmepositivefeedbackstatingthattheconceptandideasdiscussedinthisarticlemakegoodsense.
Thecurrentapproachtoteachinglawtobusinessstudentsremainstoolegalistic.Thislegalemphasisencompassesboththecontentofbusinesslawcoursesandtheprocessusedtoteachtheseclasses(i.e.,legalcasebookwithjudicialopinions).Thisapproachismoreappropriateforlawstudents,andpossiblyprelawstudentsandparalegals,butisnotthebestwaytoteachthesubjecttobusinessstudents.Lawtonpositsthatthecurrent"litigationdrivenmodelisananachronism."15Tobestservestudentneeds,theintroductorycourseinlawshouldofferamanagerialapproachthatisrealisticandpracticalforfuturebusinesspractitioners.AsCollinspointsout,"businessstudentswillbemakingbusinessdecisions,notlegaldecisions.Thusinbusinessschoolsstudentsshouldlearnaboutlawinawaythatbetterenhancestheirabilitiesasbusinessdecisionmakers."16SacasasandCavabelievethattraditionallawcoursesinbusinessschools"frequentlyomitthepracticalconsiderationsofmanaginglegalimplications,nottomentionthosecostlyprovidersofthelegalservice,lawyers."17Whilelegalacademicsmayviewtheintricaciesoflawandlegalprocessasinterestingandchallenging,businesspeoplearelikelytoseethemasa"necessarynuisance."
Fromrealestatetohightechnology,internationalbusinesstoe-commerce,thebusinessworldhasbecomeverydiverse,withbusinessstudentsenteringmanydifferentfields.Facultyneedtoberealisticwithrespecttopreparingaclassroomofstudentswhowillfacedifferentlegalchallengesbasedupontheircareerchoices.AsNationandMeloneseeit:
Onceastudentbecomesamanagerataspecificbusiness,thetypeoflegalrulesandissueswithwhichthatmanagerneedstobefamiliarcanbespecificallydefined.Moreover,thepeoplewhoarelikelytounderstandthatsetofissuesandrulesbestarethebusinesspeopleandlawyerswhoworkinthatindustry.Thus,studentsarelikelytogetthebestexposuretothemanylegalissues/risksimportanttotheirindustryonthejob.18
NationandMeloneargueforabroad,but"briefandgeneralexposuretovariouslegaltopics."19Instructorsshouldimpressuponstudentsthatpreventivelawincludestrainingthemselvesandemployeestheysuperviseinrelevantlegalaspectsoftheirjobsandindustry.Suchtrainingwillprovidespecificandtimelyknowledgenotavailableinageneralbusinessschoollawclass.Meanwhile,thenewparadigmproposedherewillprovidestudentswithgeneralknowledgeandskillswithbroadapplicationsacrossthebusinessworld.
Dr.RobertSullivan,formerdeanoftheKenan-FlaglerBusinessSchoolattheUniversityofNorthCarolina,hasarguedthat"wedoalotofthingsinbusinessschoolstoday...becausethatistheonlywaywe'veeverdoneit."20Dr.SullivanwasrecentlyhiredbytheUniversityofCalifornia-SanDiegotodevelopanewbusinessschool.Hebelievesthatifbusinesss
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