Underpinning success in the real world of corporations law

Title
Underpinning success in the real world of corporations law
Publication Date
2011
Author(s)
Clarke, Catherine Therese
Wijeyewardene, Ingrid
( author )
OrcID: https://orcid.org/0000-0002-9797-1967
Email: iwijeyew@une.edu.au
UNE Id une-id:iwijeyew
Landrigan, Brian
Mackay, Iain
Fraser, Helen B
( author )
OrcID: https://orcid.org/0000-0002-6143-5265
Email: hfraser@une.edu.au
UNE Id une-id:hfraser
Werren, Kip
( author )
OrcID: https://orcid.org/0000-0001-5217-6495
Email: kwerren2@une.edu.au
UNE Id une-id:kwerren2
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Routledge
Place of publication
United Kingdom
DOI
10.1080/03069400.2011.578884
UNE publication id
une:8444
Abstract
This paper reports on an action research project which sought to evaluate and guide ongoing teaching and learning development in Principles of Corporations Law, a semester-long unit of study. Typically, enrolments in this subject area include students from a range of cultural contexts for whom the legislative and administrative concepts of the unit are unfamiliar and who also experience significant difficulties with cultural conventions of communication and business practice. At our university, unit enrolments include a high proportion of distance education as well as non-English speaking background (NESB) students, predominantly from China, who have not studied units formerly considered as prerequisite, and many of whom experience difficulties with basic academic skills. As the development team planned and created teaching features to ensure better learning outcomes for these students, it was clear that some truly contextual thinking as well as some practicable solutions would be required. While we had determined in the redesign planning that scenario- or problem-based learning (PBL) with its emphasis on finding, understanding and using information in context, was best suited to help students acquire the skills that underpin success in the unit, our experience in the project indicated students had a broader range of more basic needs. It emerged that students were struggling with fundamental issues that would need to be addressed before real change could occur.
Link
Citation
The Law Teacher, 45(2), p. 214-230
ISSN
1943-0353
0306-9400
Start page
214
End page
230

Files:

NameSizeformatDescriptionLink