Abstract
The School of Law at the University of Western Sydney (‘UWS’) recently completed a project to convert Introduction to Business Law (‘IBL’) into a blended learning unit. There were several stages in the project, culminating in development of a suite of online resources to support the blended delivery. The first stage of the project was a curriculum review, the outcome of which is the subject of this paper. The review provided an opportunity not just to prepare for future blended delivery, but also to redefine the overall direction of the unit’s curriculum. The result was a move away from the traditional ‘law-facing’ curriculum to a new curriculum that is specially designed to be more engaging and relevant to business students: the ‘business-facing’ model. There is clear support in the literature, particularly in the United States and the United Kingdom, for the adoption of this type of approach to teaching business law but, to date, there have been very few reports of actual implementation of a ‘business-facing’ curriculum such as this one. This concept paper explores this theme in the literature, introduces the key features of the new IBL curriculum and explains the changes that have made it inherently ‘business-facing’ rather than ‘law-facing’.
Original language | English |
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Pages (from-to) | 123-136 |
Number of pages | 14 |
Journal | Journal of the Australasian Law Teachers Association |
Volume | 5 |
Issue number | 1&2 |
Publication status | Published - 2012 |
Keywords
- business law
- curriculum development
- law for non-lawyers
- legal education