Regulatory Environment of Business
Today, in the age of the regulatory state, no area of business law escapes encounter with some form of regulation. As a consequence, law firms and other employers increasingly look for experts in the regulation of some specific niche of the economy (e.g., finance, telecommunications). Besides domestic laws, however, more and more laws created on the international level affect the life of businesses as well. The course aims to take a look at both perspectives, among others, to provide them with a toolbox of knowledge necessary for in-depth study of specific regulatory courses offered during the academic year (e.g., consumer protection law, labor law, anti-trust [competition] law, or capital market and securities regulation). After starting with the general theory of regulations (including the constitutional and regulatory law interface), banking, labor and debt collection laws will be taken a look at as developed forms of regulatory laws. The course will conclude with a look at some concrete examples whereby public international (e.g., embargos) and human rights law impacts businesses.
Interpersonal communication skills
Mastering the concepts and terminology of various fields of public law.
1. One of the aims of the closed book part of the final examination is to exactly test the understanding of the covered legal terminology. In the open book part, correct use of terminology will also be taken account in grading.
2. The interactive way of teaching is meant to assess the students’ oral communication skills.
students are expected to find themselves the relevant statutes/laws as well as provisions discussed/commented upon during the course. Independent research and use of internet-based legal materials will be taken into account in grading the overall performance of the students.
The fact that the course is based on comparative law approach - what in and of itself introduces the students to the diversity and cultural sensitivity of doing business nowadays- special emphasis will be given to fundamental differences between legal families. For example differing importance of the legal capital rules on the two sides of the Atlantic will be discussed. Exam questions themselves take account of the diversity, and thus the students [often] expected to think and answer from the perspectives of more than one culture/legal system.
The comparative teaching method will show to the students that as a rule mere than a single model of solving legal problems is available. This, in other words, requires critical thinking esp. about one’s own legal system and stimulates critical thinking also about other legal systems. The comparative teaching method is to show the students that problems are solved by various legal systems differently and that will make and provoke the students critically assess the solutions known to them. It is honestly hoped for that the course will enable the students to critically assess and fill the gaps that exist in their home legal systems based on the experiences of the selected developed systems.
Assessment is based on a final exam (70%) and constructive class participation (30%).