A New Paradigm for the Teaching of Business Law and Legal Environment Classes.docx

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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Headnote

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