Hanjo Hamann / Publications

Publications

Selection of ten academic writings, grouped by subject, sorted from newest to oldest.
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10 … Property, Psyche, and the Theory of Tenancy. Independent and Interdependent Lease Law Covenants Through the Lens of Cultural Psychology
9 Texas A&M Journal of Property Law 223–262 (2023) … DOI: 10.37419/JPL.V9.I2.1

9 … Scopus/Scimago: Useless for Studying Legal Research!. An Empirical Assessment of Misclassification Rates in a Popular Scientometric Data Source
Rechts|Empirie. Legal Empirics in Europe (2022/7/25), jointly with Lill Emmelheinz … DOI: 10.25527/re.2022.02

8 … K Is for Contract―Why Is It, Though? A K’s Study on the Origins, Persistence and Propagation of Legal Konventions
106 Minnesota Law Review (Headnotes) 362–390 (2022)

7 … Court Decisions: 99 % Uncharted Deep Sea? Mapping the Blind Spot of Digital Legal Studies over Half a Century (1971-2019)
Rechts|Empirie. Legal Empirics in Europe (2022/1/5) … DOI: 10.25527/re.2022.01

6 … Evidence-Based Jurisprudence meets Legal Linguistics. Unlikely Blends Made in Germany
43 Brigham Young University Law Review 1473–1501 (2018), jointly with Friedemann Vogel … ISSN: 0360-151X

5 … Open Access in German Legal Academia. Challenges and Perspectives
Blog Droit Européen (2017/10/25)

4 … “Begin at the beginning”. Lawyers and Linguists Together in Wonderland
3 The Winnower 1–9 (4919/2016), jointly with Friedemann Vogel / Dieter Stein / Andreas Abegg / Łucja Biel / Lawrence M. Solan … DOI: 10.15200/winn.148184.43176

3 … Bovigus. Revisiting a Legal Discovery
52 Journal of Irreproducible Results 29–31 (4/2014) … ISSN: 0022-2038

2 … Unpacking the Board. A Comparative and Empirical Perspective on Groups in Corporate Decision-Making
11 Berkeley Business Law Journal 1–54 (2014) … DOI: 10.15779/Z38GC6H

1 … Student Participation in Legal Education in Germany and Europe
10 German Law Journal 1095–1112 (2009), jointly with Lisa Rieder … DOI: 10.1017/S2071832200001498 In Germany, the possibilities of students to participate in and contribute to legal education are generally quite limited. Compared to the legal education systems in the USA and Canada, the course of studies is rather theoretical and quite anonymous. Communication between students, faculty staff and deans is rare, and classes are fairly big. As to the abstractness of the curriculum, several changes have been made to improve the situation. For example, a reform in 2003 was supposed to increase foreign language competence and provide for more specialization and practical relevance. However, the system can still (or again) be considered to be “under construction”. Many important skills are not being taught, and the awareness of the international, social and cultural contexts is largely neglected or lacking reference to the subject matter. There is an ongoing debate about further changes to the legal educational systems especially about the adoption of the Bologna Process. While some consider it inapplicable to the German system, others have already started transferring it at their university. Several federal states have meanwhile started endorsing a basic reform. However the next rulings will not be until 2011. Presently scholars, policy-makers in the field of education and economists face the challenge of devising strategies for legal education that meet the needs and interests of all ”stakeholders” while being compatible with the traditional German system. Students are curious and concerned about the future of their curriculum. Their means of participation include a) passively evaluating teachings, b) actively engaging in a student parliament or self-governed student councils of a special field (so-called Fachschaften) and c) actively involving in student organizations.