Teaching Law to Business Management Degree Students: Critical Application from the Literature to Program Design, the Classroom and Assessment

Abstract

This paper pursues constructive specifics for law curriculum delivery on business programs, including syllabus selection, teaching methods and assessments. The literature analysis base used consists chiefly of threshold concepts paradigm applications plus experiential studies from business law tutors. Indicative findings focus on management ways of practicing as essential for legal content selection. There is also clarity that some traditional law approaches, e.g. Socratic questioning, are not fit for business pedagogy. For assessment, tasks that critique legislation from a business perspective, and demonstrate the way law influences business function are seen as preferable to traditional case scenarios.