Journal of the European Law Faculties Association · ejle.eu

European Journal of Legal Education

Volume 7 | 2026

How do lawyers perceive the relevance of economics and business methods knowledge in their professional practice? Evidence from Greece

Joseph Hassid; George Maniatis; Michael Polemis

This paper examines the value that lawyers in Greece attribute to knowledge of economics and business methods, identifying the legal fields in which it is most useful and the areas of economic and business expertise that support legal practice. Our findings, based on a survey of Greek legal professionals indicate the broad relevance of economics and business methods across various legal fields. Our findings suggest that lawyers benefit most from knowledge of economics for business, market functioning, and competition and antitrust economics, alongside an understanding of law office organisation. Prior advanced education and professional roles also significantly influence perceptions of the usefulness of economics and business methods knowledge. Lawyers with advanced economic education tend to recognise the value of economic knowledge more broadly across all the examined areas of economics. Similarly, business legal advisors view economic knowledge as beneficial to their practice, whereas self-employed legal practitioners tend to assign slightly lower importance to economic knowledge. Legal specialisation emerges as a key factor shaping the perceived usefulness of different areas of economic and business knowledge..These findings offer guidance for curriculum development, particularly for courses in applied economics and business methods aimed at better equipping future lawyers for the contemporary legal environment. .
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Legal education and ballet: an unexpected pas de deux

Myrto Leivadarou

Legal education has been structured around traditional doctrinal analysis and the case method. However, educating students to “think like a lawyer” requires more than mastering traditional legal skills; it also calls for creativity, adaptability, and imagination. This article reimagines legal pedagogy through the lens of ballet, a discipline that embodies the perfect balance between discipline and expressive artistry. Just as in a pas de deux, two dancers maintain distinct identities while moving in harmony, legal education must strike a balance between legal precision and legal creativity.
Building on this analogy, the article introduces pedagogical strategies such as embodied learning, frequency-building combined with improvisation, kinaesthetic empathy, and the educator as choreographer. These methods cultivate both doctrinal mastery and imaginative engagement. By adopting this model, legal education can move beyond rigidity and prepare lawyers who are technically proficient, empathetic, creative, and responsive to the complex realities of law in society.
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