EU COMPETITION LAW

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Subtitle	Law and Economics
Lecturer(s)	ICHIKAWA, YOSHIHARU
Credit(s)	2
Academic Year/Semester	2025 Fall
Day/Period	Sat.2
Campus	Mita
Class Format	Face-to-face classes (conducted mainly in-person)
Registration Number	26418
Faculty/Graduate School	ECONOMICS
Department/Major	ECONOMICS Type A, B
Year Level	3, 4
Field	MAJOR SUBJECTS PCP (MAJOR SUBJECT SEQUENCE 1)
Grade Type	This item will appear when you log in (Keio ID required).
Course Description	Study EU Competition Law from the viewpoint of law and economics.
K-Number	FEC-EC-35343-212-05

Course Administrator	Faculty/Graduate School	FEC	ECONOMICS
Course Administrator	Department/Major	EC	ECONOMICS
Main Course Number	Level	3	Third-year level coursework
	Major Classification	5	Major Subjects Course- Advanced Course
	Minor Classification	34	Other - PCP
	Subject Type	3	Elective subject
Supplemental Course Information	Class Classification	2	Lecture
	Class Format	1	Face-to-face classes (conducted mainly in-person)
	Language of Instruction	2	English
Academic Discipline		05	Law and related fields

Course Contents/Objectives/Teaching Method/Intended Learning Outcome

COURSE DESCRIPTION:
This class is an introduction of EU competition law, which is one of the key areas of EU law. EU competition law and US antitrust law are two main streams in the world's competition law and both have their own unique features, influenced by various economic theories.

The lecture will be composed of the presentations on the textbook by students and various inputs by the lecturer. The course will mainly focus on case study and its theoretical common background applied in the world.

In practice, economic evidence submitted by economic consultants is facilitated before the EU courts. Students will be informed of the real case experience throughout the lecture.

Each week, at the beginning of the class, students take turns presenting the summary and the topics from each chapter of the textbook. Students who are not presenting in that week are expected to participate in others’ presentations by asking questions and making comments.

EVALUATION is 50% by class presentations (mainly) /participation and 50% by final report (take-home exam).

LEARNING OBJECTIVE:
Students should get a clear understanding of:
　　1. Basic framework of global competition law
　　2. Leading principles and cases of EU competition law
Students should acquire the ability to explain:
　　1. Practical importance of the understanding of EU competition law
　　2. Practical importance of economics in competition law field

TEACHING METHODOLOGY:　
　 1. Presentations prepared by each student on assigned chapter of the text
　　2. In-class discussions (legal texts, case law) with lectures supported by presentations or videos
　　
（出席者によるプレゼンテーション、議論、教員による論点の深堀り、という三段階で進めていくことを考えております。）

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Preparatory Study

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Course Plan

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Method of Evaluation

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Textbooks

COURSE MATERIALS:
David J. Gerber, Competition Law and Antitrust, Oxford University Press, 2020

Daniel J. Gifford and Robert T. Kudrle, The Atlantic Divide in Antitrust - An Examination of US and EU Competition Policy, University of Chicago Press, 2015
Giorgio Monti, EC Competition Law, Cambridge University Press, 2007

Lab / Skill-development / On-site training	An educational approach in which students deepen their understanding of educational content through first-hand experience and trial-and-error by initiating their own activities at facilities and accommodations both on and off campus.
Fieldwork	An educational approach in which students conduct surveys and observations on their own to collect information both on and off campus.
Presentations	An educational approach in which students deepen their understanding of educational content by preparing materials and delivering presentations in class.
Discussions, Debates	An educational approach in which students deepen their understanding of educational content through sharing and discussing their opinions on designated topics.
Group work	An educational approach in which students are divided into small groups and assigned tasks on issues related to educational content.
Role-playing	An educational approach in which students deepen their understanding of educational content by being assigned specific roles to play, thus allowing them to experience different viewpoints.
Flipped classroom	An educational approach in which students study the course lecture in advance, and questions and discussions relating to that content are then held in class.
Problem-based learning	An educational approach in which students acquire knowledge and skills related to educational content by attempting to tackle specific projects or problems posed to them.

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