Perceptions of undergraduate students of a business school regarding their learning in law courses
Abstract
The objective of this research is to describe the perceptions of university students of programs attached to a faculty of business sciences about their learning experience in the framework of subjects with legal or juridical content. The study was framed in the analytical empirical paradigm, the quantitative approach of descriptive level and the non-experimental-transversal deductive method. The sample consisted of 420 people from three professional programs: business administration, international commerce and public accounting of a public university in the city of Cúcuta in Colombia. A Likert-type questionnaire with 21 questions associated with four dimensions of analysis was applied as an instrument: understanding of legal concepts, aptitudes for the application of legal knowledge, motivation for learning legal knowledge and relevance of legal knowledge for professional training. The data collected were analyzed through descriptive statistical processes. The results allow inferring that, in general, university students positively perceive their learning within the framework of subjects with legal or juridical content, although a lower, but not irrelevant, percentage of participants deviate from this trend. It is concluded that the motivation associated with teachers' teaching practices and beliefs about the usefulness of this knowledge seems to positively influence their self-perception of learning and comprehension abilities and skills.
Keywords
Full Text:
PDFReferences
Bahadur, R., y Zhang, L., Socratic teaching and learning styles: exposing the pervasiveness of implicit bias and white privilege in legal pedagogy, Hastings Race & Poverty LJ, ISSN: 1546-4652, 18(2), 114-177 (2021)
Balsam, J.S., Brooks, S.L., y Reuter, M. Assessing law students as reflective practitioners, New York Law School NYLS Review, ISSN: 0145-448X, 62(1), 49-71 (2017)
Blengino, C., Brooks, S.L., Deramat, M., y Mondino, S. Reflective practice: connecting assessment and socio-legal research in clinical legal education, https://doi.org/10.19164/ijcle.v26i3.861, International Journal of Clinical Legal Education, 26(3), 54-92 (2019)
Braye, S., Preston‐Shoot, M., y Johns, R., Lost in translation? Teaching law to non‐lawyers: Reviewing the evidence from social work, https://doi.org/10.1080/03069400.2006.9993203, The Law Teacher, 40(2), 131-150 (2006)
Braye, S., Preston‐Shoot, M., y Johns, R., Law in social work education: reviewing the evidence on teaching, learning and assessment, https://doi.org/10.1080/02615470500132830, Social Work Education, 24(5), 547-563 (2005)
Cucco, M.C., ¿Cómo escribimos los abogados? La enseñanza del lenguaje jurídico, Academia, ISSN:1667-4154, 14(28), 127-144 (2016)
Doorey, D.J., Harry and the steelworker: teaching labor law to non-lawyers, Canadian Labor and Employment Law Journal, ISSN: 1196-7889, 14(1), 107-128 (2008)
Dugalich, N., Alontseva, N., y Ermoshin, Y., Research on legal terminology teaching to non-lawyers, https://doi.org/10.21125/iceri.2018.1477, ICERI2018 Proceedings, 2159-2163 (2018)
Farashahi, M., y Tajeddin, M., Effectiveness of teaching methods in business education: A comparison study on the learning outcomes of lectures, case studies and simulations, https://doi.org/10.1016/j.ijme.2018.01.003, The International Journal of Management Education, 16(1), 131-142 (2018)
Garzón, Á., y Romero, Z., Los modelos pedagógicos y su relación con las concepciones del derecho: puntos de encuentro con la educación en derecho, https://doi.org/10.19053/20278306.v8.n2.2018.7968, Revista Investig. Desarro. Innov., 8(2), 311-320 (2018)
Gómez, T., Rubio, J., y González, W., Pedagogía de la pregunta en la enseñanza-aprendizaje del derecho, como innovación metodológica para desarrollar el pensamiento crítico-complejo: un análisis de caso, https://doi.org/10.5354/0719-5885.2019.55306, Revista Pedagogía Universitaria y Didáctica Del Derecho, 6(2), 37–58 (2019)
González, H.S., y Sánchez Amaya, T., Saber pedagógico: fundamento del ejercicio docente, https://doi.org/10.5294/edu.2016.19.2.4, Educación y Educadores, 19(2), 241–253 (2016)
González, J.J., Reflexiones sobre el futuro de la enseñanza del Derecho y sobre la enseñanza del Derecho en el futuro, Revista Electrónica de Ciencia Penal y Criminología, ISSN: 1695-0194, (5), 1-21 (2003)
Graff, G., Clueless in academe: How schooling obscures the life of the mind, 1a ed., Yale University Press, ISBN: 0300095589, New Haven, EEUU (2003)
Grimes, R., Public Legal Education. The role of law schools in building a more legally literate society, 1a ed., Routledge, ISBN 9780367610722, New York, EEUU (2021)
He, F.X., Turnbull, B., Kirshbaum, M.N., Phillips, B., y Klainin-Yobas, P., Assessing stress, protective factors and psychological well-being among undergraduate nursing students, https://doi.org/10.1016/j.nedt.2018.05.013, Nurse Education Today, 68, 4-12 (2018)
Hidi, S., Revisiting the role of rewards in motivation and learning: implications of neuroscientific research, https://doi.org/10.1007/s10648-015-9307-5, Educational Psychology Review, 28, 61–93 (2016)
Jackson, D., & Wilton, N., Perceived employability among undergraduates and the importance of career self-management, work experience and individual characteristics, https://doi.org/10.1080/07294360.2016.1229270, Higher Education Research & Development, 36(4), 747-762 (2017)
Joglekar, Y., Legal education and pedagogy in contemporary era, Nirma University Law Journal, ISSN: 2249-1430, 9(2), 43-51 (2020)
Jones, P.G., The growing need for community legal education, in Educating for Justice: Social Values and Legal Education by J. Cooper y L.G Trubek, 233-256, Routledge, ISBN 9780429458644, Londres, Reino Unido (1997)
Law, K.M., y Breznik, K., Impacts of innovativeness and attitude on entrepreneurial intention: Among engineering and non-engineering students, https://doi.org/10.1007/s10798-016-9373-0, International Journal of Technology and Design Education, 27(4), 683-700 (2017)
López, C.E., Un modelo de investigación orientado a la implementación de programas estructurados en ambientes virtuales de aprendizaje, Uni-pluriversidad, ISSN: 1657-4249, 15(2), 61-73 (2015)
Lund, B., y Arndt, S. (Edits.), The creative university, 1a ed., Brill Sense, ISBN 9004384146, Boston, EEUU (2018)
Maharg, P., Transforming legal education. Learning and teaching the law in the early twenty-first century, 1a ed., Routledge, ISBN 9781315235752, Londres, Reindo Unido (2007)
Mila, F.L., Yánez, K.A., y Maldonado, X.E. Estrategias para la enseñanza andragógica del derecho en contextos virtuales, http://dx.doi.org/10.4067/S0718-50062022000200061, Formación Universitaria, 15(2), 61-70 (2022)
Morris, R.J., Improving curriculum theory and design for teaching law to non‐lawyers in built environment education, https://doi.org/10.1108/02630800710772854, Structural Survey, 25(3/4), 279-292 (2007)
Morris, R.J., The teaching of law to non‐lawyers: An exploration of some curriculum design challenges, https://doi.org/10.1108/17561451011087328, International Journal of Law in the Built Environment, 2(3), 232-245 (2010)
Pezzetta, S. El lenguaje y sus funciones. Conceptos teóricos y aplicaciones en la investigación sobre la enseñanza del Derecho, Academia, ISSN;1667-4154, 14(27), 131-162 (2016)
Pieper, J., Apertura hacia la totalidad: misión de la universidad, Ideas y Valores, ISSN: 0120-0062, 6(23-24), 121-134 (1964)
Pintrich, P.R., The role of motivation in promoting and sustaining self-regulated learning, https://doi.org/10.1016/S0883-0355(99)00015-4, International Journal of Educational Research, 31(6), 459-470 (1999)
Rahman, A., Uddin, M.S., y Dey, A., Investigating the mediating role of online learning motivation in the COVID‐19 pandemic situation in Bangladesh, https://doi.org/10.1111/jcal.12535, Journal of Computer Assisted Learning, 37(6), 1513-1527 (2021)
Renninger, K.A., y Hidi, S.E. (Edits.), The Cambridge handbook of motivation and learning, 1a ed., Cambridge University Press, ISBN 9781316823279, Cambridge, Reino Unido (2019)
Rodríguez, I., Un desafío para la formación investigativa del abogado: La didáctica problemica e interdisciplinar, http://dx.doi.org/10.17981/juridcuc.12.1.2016.6, Jurídicas CUC, 12(1), 105-114 (2016)
Schiefele, U., Interest, learning, and motivation, https://doi.org/10.1080/00461520.1991.9653136, Educational Psychologist, 26(3-4), 299-323 (1991)
Scott, D., Posner, C. M., Martin, C., y Guzman, E. (Eds.), The education system in Mexico, 1ª ed., University College London, ISBN: 9781787350779, Londrés, Reino Unido (2018)
Silvera, A., Arboleda, A., y Saker, J., Competencias del abogado en formación: didáctica, conocimientos y prospectiva de la formación, Revista Lasallista de Investigación, ISSN:1794-4449, 12(1), 134-146 (2015)
Singh, S., Misra, R., y Srivastava, S., An empirical investigation of student's motivation towards learning quantitative courses, https://doi.org/10.1016/j.ijme.2017.05.001, The International Journal of Management Education, 15(2), 47-59 (2017)
Skwarok, L.M., Business law for non‐lawyers: Setting the stage for teaching, learning and assessment at Hong Kong Polytechnic University, https://doi.org/10.1080/03069400.1995.9992921, The Law Teacher, 29(2), 189-212 (1995)
Teubner, G., y Bourdieu, P., La fuerza del derecho, 1ª ed., Siglo del Hombre Editores y Universidad de los Andes, ISBN: 9586650294, Bogotá, Colombia (2000)
Twining, W., Rethinking legal education, https://doi.org/10.1080/03069400.2018.1497260, The Law Teacher, 52(3), 241-260 (2018)
Wiratraman, H.P., The challenges of teaching comparative law and socio-legal studies at Indonesia´s law schools, https://doi.org/10.1017/asjcl.2019.15, Asian Journal of Comparative Law, 14(1), 229-244 (2019)
Zabalza, M., La enseñanza universitaria. El escenario y sus protagonistas, 1a ed., Narcea Ediciones, ISBN 8427713762, Madrid, España (2002)
Zakhart͡sev, S.I., y Salnikov, V.P., The philosophy of law and legal Science, 1a ed., Cambridge Scholars, ISBN 1527506142, Cambridge, Reino Unido (2018)
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
ISSN 1305-578X (Online)
Copyright © 2005-2022 by Journal of Language and Linguistic Studies