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The Logic behind Clearing

In relation to clearing, lawyers' biggest headache is caused by the fact that the economic outcome of a clearing process, that is the collapsing of multilateral exposures within an IT system, may not necessarily be matching the legal consequences. In that scenario, operations and legal enforceability may diverge - an immensely dangerous situation. I this post I propose a map of the different forms of clearing and describe their basic legal logic, to bring some clarity to this terminological thicket. 

How to digest teaching quality surveys?

None of the different available evaluation methods for teaching quality, Berk (2005) counts twelve of them, automatically produces better teaching. Teaching quality assessment surveys results are overall a very good data source when it comes to measuring teaching practice, including for formative purposes. They are often subject to fundamental criticism which, however, seem to lack … Continue reading How to digest teaching quality surveys?

How to design a course in Financial Regulation: Step 1 – defining intended learning outcomes

What does 'constructive alignment entail' in the context of course design? In order to achieve the highest possible learning quality, it is indispensable to align the curriculum with the teaching method and with the assessment, on the basis of the intended learning outcomes. As a consequence, the quality of teaching and learning is massively improved.

Financial law and regulation as a social science and the implications for teaching and learning

There are three dividing lines that make teaching and learning in my area  less effective: first, the division into sub-disciplines; second, the dichotomy between, on the one hand, the world of practical application of legal rules (often called ‘black-letter law’) and, on the other hand, the sphere where law and its context are critically analysed and reflected; and, third, the purely domestic view on law which ignores the internationality of the subject matter.

Teacher-focused vs. Student-focused teaching in small and large group settings

In this short essay, I will reflect on how I approach teaching in small and large groups, how I approach teaching in small and large groups, to what extent I use teacher-focused and student-focused approaches, and whether I could further support deeper learning by my students through concentrating even more on student-focused teaching.