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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2023.11
- 수록면
- 7 - 26 (20page)
- DOI
- 10.15187/adr.2023.11.36.4.7
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초록· 키워드
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Background : Combined business and technology competence strongly appeals to companies operating in rapidly changing business environments. Schools tend to mix technology and business curricula to respond to the market requirements and claim hybrid higher education recognition. Within the business and technology curricula, the discipline of law is fundamental as it sets the regulatory operating frame. However, teaching law to business and technology students is becoming an even greater challenge. Based on this insight, a visualization approach to teach law as part of legal design is considered in this study.
Methods : Two stages of qualitative methods have been deployed. First, semi-structured interviews with the law instructors were conducted at one of the first French business and technology schools. Second, a user-centered approach was applied to design a law case deployed with a class of students to relay the insights gathered from the law instructors. Observation and sentence-completion projective techniques were used to assess the students’ perceptions at the second stage.
Results : The findings demonstrated a noticeable reduction in learning barriers among students in relation to the law course content following the implementation of visualization. Moreover, the incorporation of a legal visualization of an authentic court decision led to heightened levels of engagement and increased class participation, facilitated by dynamic interactivity.
Conclusions : Within the context of law courses in business schools, a key objective is to cultivate students’ “legal thinking skills”. The user-friendly design presents an innovative approach to supporting legal courses within the business and technology school environment. We suggest that incorporating legal visualization as a teaching tool for law at business and technology schools could be valuable.
Methods : Two stages of qualitative methods have been deployed. First, semi-structured interviews with the law instructors were conducted at one of the first French business and technology schools. Second, a user-centered approach was applied to design a law case deployed with a class of students to relay the insights gathered from the law instructors. Observation and sentence-completion projective techniques were used to assess the students’ perceptions at the second stage.
Results : The findings demonstrated a noticeable reduction in learning barriers among students in relation to the law course content following the implementation of visualization. Moreover, the incorporation of a legal visualization of an authentic court decision led to heightened levels of engagement and increased class participation, facilitated by dynamic interactivity.
Conclusions : Within the context of law courses in business schools, a key objective is to cultivate students’ “legal thinking skills”. The user-friendly design presents an innovative approach to supporting legal courses within the business and technology school environment. We suggest that incorporating legal visualization as a teaching tool for law at business and technology schools could be valuable.
목차
Abstract
1. Introduction
2. Literature review
3. Design process
4. Students’ perception: Results
5. Discussion
6. Conclusion & limitations
References
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