An example of an internationalised curriculum in an area of law: contract law
Contract law is chosen as it is one of the most important areas of law in global practice.
This illustration proposes how this might be done for if any of the aggregation, integration or immersion approaches are adopted. It is recognised that some or many law schools may choose not to implement the immersion model. Law schools may also choose to implement the several levels in a different way.
The aggregation approach aims to have students examine contract law in an international context in elective subjects which might be, for example, Transnational Contract Law, Comparative Contract Law or Chinese Contract Law.
Such subjects would, obviously, require the core subject Contract Law as a prerequisite. Such an elective subject would help students ‘acquire an appreciation of the diversity of national contract law regimes’, ‘sensitises students to the world beyond the system that they are currently studying’ and ‘provides them with a basis for understanding the challenges of dealing with transnational activity’.
The integration approach integrates into the study of contract law in the core subject/s one or more international comparative contexts based on at least one other jurisdiction.
For example students might, near the beginning of the subject, undertake a comparative study of what elements are required to establish a contract in Australia and one or more selected jurisdictions. Later in the subject they might study the effect of misrepresentation on a contract in both Australia and one other jurisdiction, possibly a non-common law jurisdiction.
The immersion approach contemplates students studying contract law in situ in another jurisdiction.
A curriculum framework for each of the three options open to law schools – aggregation, integration and immersion, is as follows: