Monday, December 1, 2014
Teaching Corporate Fiduciary Duties in a Basic Business Associations Course [heavy sigh]
Well, here we are at the end of another semester. I just finished teaching my last class in our new, three-credit-hour, basic Business Associations offering. (Next semester, I take my first shot at teaching a two-credit-hour advanced version of Business Associations. More to come on that at a later date.) The basic Business Associations course is intended to be an introduction to the doctrine and norms of business associations law--it is broad-based and designed to provide a foundation for practice (of whatever kind). I hope I didn't make hash out of everything in cutting back the material covered from the predecessor four-credit-hour version of Business Associations . . . .
I find teaching fiduciary duty in the corporations part of the basic Business Associations course more than a bit humbling. There is a lot there to offer, and one can only cover so much (whether in a three-credit-hour or four-credit-hour course format). Every year, I steel myself for the inevitable questions--in class, on the class website (TWEN), and in the post-term review session (scheduled for today at 5 PM)--about the law of fiduciary duty as it applies to directors. This past weekend, I received a question in that category on the course website. In pertinent part, it read as follows (as edited for fluency in some places):
I am having problems with understanding the duty of loyalty for directors.
First, . . . I don't think I know which transactions are breaches of loyalty. Do they include interested director transactions, competition, officer's compensation, and not acting in good faith? Second, do care, good faith, and loyalty all require that the directors be grossly negligent? I think I am just confused on the standard to determine whether a director has breached the duty of loyalty and/or care.
https://lawprofessors.typepad.com/business_law/2014/12/teaching-corporate-fiduciary-duties-in-a-basic-business-associations-course-heavy-sigh.html
Comments
Steve, I totally agree on your approach. I also try to draw that line. This question (the one excerpted in the post) seemed to be somewhere in between--broad because the student was apparently conflating analytical processes and narrow because it focused on loyalty alone (in principal part) and questions of "what's in" and "what's out." So, I took the bait (but avoided teaching the entire subject again).
As for why we made the change here at UT Law, there are multiple levels of answer across several types of concern--from substance to scheduling. Rather than taking up the space for that explanation here, perhaps I will write my next post on that . . . . I favored the change, but that doesn't mean I am finding making it easy!
Posted by: joanheminway | Dec 1, 2014 1:24:39 PM
I ask students to send any questions 12 (sometimes 24) hours before the review session and try to answer them during the review session, which I find better than trying to answer multiple, often similar, questions via e-mail.
If there is a fairly long time between the review session and the exam, like I have this year, then I usually will also answer questions via e-mail (I collect the questions and send the questions with my answers to the entire class, to avoid any perceived advantage), but I warn students to ask questions only after appropriate study. I ask that the questions be specific and don't attempt to re-teach the course via e-mail.
Posted by: Haskell Murray | Dec 1, 2014 3:31:31 PM
Right on, Haskell! I found early on that answering individual questions by email--or even in my office--resulted in a lot of duplication. While I will meet with students on discrete questions, I ask that all questions be posted to the course website. That's where I received and responded to the question included in my post. So glad you mentioned that.
I have tried to ask for everyone to submit their questions in advance of the post-term review. But it never seems to work for me. Especially because one student's question spawns a new question at the review session itself. Tonight's review session was captured on our streaming system. So, students could watch from home or can play (or replay) the session later. (Several students had a trial practice class that conflicted with the review session time, and my exam is on the first day of exams, so there was not a lot of time to play with this semester for a post-term review . . . .)
Posted by: joanheminway | Dec 1, 2014 3:40:20 PM
I try to draw the line between questions that are an attempt to get me to re-teach the course and those that clearly are caused by (understandable) uncertainty about vague concepts (like good faith). In fact, I just spent several minutes online with one of the latter. But I push back harder with the former.
I wonder if there is any connection between this issue and teaching a 3 unit course? We have always had only a three unit offering although four seems to be standard or at least widespread. Have you blogged on why you made the change?
Posted by: Steve Diamond | Dec 1, 2014 12:58:41 PM