Teaching Law to Business students presents particular challenges. Chief among them is the need to engage students with legal material and a legal method while presenting a context for understanding that is relevant to their program of choice. This paper identifies challenges in the teaching of an introductory Business Law course delivered to first year, first semester students as a required course of study in their Business degrees. A pedagogical framework for fostering deep learning approaches through active learning as a dimension of student engagement is examined. A strategy for teaching the Doctrine of Precedent, as a case study in the teaching of Business Law, is detailed which links active learning with legal problem-solving.
e-Journal of Business Education & Scholarship of Teaching / Vol. 6, No. 1, pp.33-43