It is the first Master of Laws of its kind in Latin America, and one of the first in the world outside the Anglo-Saxon sphere, conceived at the level of the most prestigious LL.M.s of the Law Schools of the United States.
The Master of Laws – LL.M. with international orientation in Cybercrime and technologies applied to investigation has a core of required subjects and a huge number of subjects available to study freely and in a personalized way, taught by a body of around 200 professors who have great preparation, academic trajectory and professional experience in the subject.
The LLM with an international focus on Cybercrime and technologies applied to investigation is also endorsed by Abat Oliba CEU University (Spain), which issues the degree jointly with the Universidad Austral the certificate specific to the Cybercrime orientation of this LLM.
Thirty years after creating the first Master's programs in Spanish, combining Cybercrime and technologies applied to investigation with Anglo-Saxon teaching methods, the Universidad Austral It is once again a pioneer with the first LL.M. in the Latin world, which constitutes a true revolution in the way of understanding postgraduate legal education, adding a cutting-edge theme with a unique LLM in the region.
The Master of Laws (LL.M.) with an international focus on Cybercrime and Technologies Applied to Investigation is an academic and professional training program. It specifically aims to strengthen and consolidate competencies within a profession or field of professional application. Throughout the program, students delve into competencies linked to disciplinary or multidisciplinary theoretical frameworks, expanding and enhancing their performance capabilities in a specific professional field or across multiple professions. Specifically regarding the focus of this LLM, upon completion of the program, students will possess the tools and specific knowledge related to the various issues surrounding cybercrime.
The unstructured pathway of the Curriculum comprises optional curricular content. For the purposes of choosing the subjects that make up the Unstructured pathway – Elective subjectsEach student must submit a Personalized Study Plan (PSP) for approval by the LL.M.-CI Master's Program Directorate. The Directorate will decide on the request taking into account the graduate profile sought in the program, the interests, needs and characteristics of the student in particular and the content and methodology of the proposed subjects or seminars.
The Personalized Study Plan submitted by the student must include between 540 to 600 hours which are comprised of the following subjects:
ACCESS THE CATALOG AND CREATE YOUR STUDY PLAN
To obtain the degree, approval of a Final Project is required, which is individual and written and may have two formats:
1) Of applied law of free choice.
2) Case or case analysis.
Students will dedicate one hundred and sixty (160) hours to complementary activities for the definition, development, and monitoring of the Master's thesis. Seminars, workshops, tutorials, or other activities may be developed to support the progress of the work.
The objective of both formats is for the student to acquire and demonstrate “the integration of learning carried out in the training process, the deepening of knowledge in a professional field and the handling of innovative skills and perspectives in the profession” (cf. Res. ME 160/2011, pt. 8.1).
For these purposes, the final project in applied law, chosen by the student, must demonstrate that the student has acquired general and specific academic knowledge related to the research topic, problem, and field of study. Through this research, the student will make significant and innovative contributions to the understanding of an aspect of legal reality. In this sense, their contribution will be to draw attention to problems, data, and sources previously not considered or addressed from other perspectives. The case analysis format will involve an innovative application or personal work that, grounded in theoretical frameworks, demonstrates the resolution of complex problems, proposals for improvement, or the analytical development of real cases (see Resolution ME 160/2011, point 1.2.2).
The Final Projects will be developed under the direction of a Director of Master's Thesisand will be evaluated by a jury in an oral and public defense. The specific aspects relating to methodology, modality, format and formal requirements of the final project are regulated in the General Regulations for Master's and Specialization Programs of the Faculty and in the Specific Regulations for the Master of Laws – LL.M.
Students who have completed and passed the Diploma in Cybercrime and Technologies Applied to Investigation, 2021 and 2022 editions, will have the opportunity to accredit them towards the Master of Laws – LL.M. with international orientation in Cybercrime and technologies applied to investigation.
To this end, a monographic research topic or a commentary on a ruling must be proposed for each of the Diploma programs completed and passed, subject to eventual approval. The topic must be linked to the content covered in the aforementioned Diploma program(s). Once the topic is approved, the student will be eligible to prepare and submit an original written work that must meet the following formal requirements:
– Minimum length of 6.000 words, excluding the cover page, the abstract, the list of bibliographic and/or jurisprudential references and, where applicable, the text of the judgment.
– Font type and size: Times New Roman, 12 pt.
– Line spacing 1,5.
– Margins: all must be 3cm.
For the purpose of grading the written work, which will be averaged with the grade obtained in the respective end-of-year colloquia of each of these Diploma programs, the following elements will be taken into account:
– Development outline, evaluating the expository method and the coherence of the argumentative line that is developed.
– Depth of theoretical reflection applied to the problem.
– In your case, insight in analyzing the factual situation.
– Originality of the theoretical or practical approaches.
– Conclusion, evaluating the consistency and coherence of the ideas reached as a result of the preceding argumentative development.
– Presentation, considering compliance with the instructions, the quality of the writing, spelling, vocabulary, thoroughness and, where applicable, methodological correctness in the handling of bibliographic and jurisprudential references.
This special transition and accreditation regime is presented only once for those students who have completed the Diploma in Cybercrime and Technologies Applied to Investigation, 2021 and 2022 editions.
Finally, students who have completed and passed the Diploma in Law 4.0, Diploma in Criminal Litigation, Diploma in Economic Criminal Law, Diploma in Compliance and Criminal Law, Master's Degree in Criminal Law and the "Right to be Forgotten and Digital Cleaning" Program may accredit them in the unstructured LL.M. pathway, under the terms and with respect to the subjects and hours provided in the Table attached as an ANNEX as a Study Plan.
In order to obtain credit for these hours in the Unstructured LLM Track, the student, in addition to meeting the evaluation and approval requirements of each program, must submit a monographic research paper that connects one of the topics covered in the program for which they are seeking credit to cybercrime and/or technologies applied to investigation. The requirements for the monograph will be the same as those established in point 5).
The LL.M. of the Universidad Austral Its most distinctive feature is its great flexibility, without losing any of the high standards that have characterized its Master's programs for two decades.
This flexibility manifests itself in multiple ways, the main ones of which are highlighted here:
This Master's Degree in Law of the Universidad Austral Its overall objective is to provide legal professionals from various fields with a solid academic foundation that integrates the philosophical, ethical, scientific, and practical elements necessary for professional practice related to law. Thus, it aims to ensure that students obtain a higher education in their chosen area of law, deepening their training according to the current state of knowledge in each discipline, with an openness to research geared toward professional practice.
A distinctive feature of the Faculty is its use of participatory teaching methods, which include prior study and analysis of materials and cases by students. The aim, primarily through the case method in its various forms, is to help students develop their imagination and legal reasoning skills, enabling them to argue logically and rationally in the field of law at a postgraduate level. Furthermore, the Faculty strives to train them in the skills required for their professional practice.
Among the objectives of these postgraduate programs at the Faculty is also the acquisition of a solid foundation in legal doctrine, reaffirming the importance of the proper study of theory. While prioritizing participatory methods, each professor also incorporates the necessary theoretical elements into the bibliography and lectures, thus guiding students toward a critical, rather than dogmatic, understanding of the content.
The various requirements of the LL.M., like the various postgraduate programs of the Faculty, are geared towards training students so that, as graduates, they have the abilities to:
a) To act with critical thinking in their work reality and to value reflection and legal research as a working method.
b) Learn to perceive and relate all the facts of legal cases and problems, selecting relevant information and distinguishing it from irrelevant information.
c) Identify the law applicable to the facts submitted for consideration and interpret it.
d) To easily make appropriate, prudent and fair decisions in the face of various legal situations.
e) Argue in favor of the choice made and against the rejected alternatives and express these arguments orally and in writing.
g) To be professionals prepared axiologically and technically to perform a function of agreement, justice and equity in the conflicts of interests that the legal phenomenon raises and, in the case of magistrates and officials of the Judicial Branch, to resolve with justice, equity and technical competence the cases submitted to their judgment.
h) To acquire a methodology of permanent training in the legal field, and the awareness that it is essential to always resort to updating and learning in the face of the dynamic and complex regulations of social life, in order to better serve the community.
i) Working as a team, developing the potential for synergistic action with other colleagues.
j) Be qualified to participate in the strategic planning of the needs of clients, the organization, the State or judicial bodies.
k) To be trained to provide a high-quality service to the community through their skill in properly raising the various legal problems that arise in community life and in finding, in different circumstances, fair solutions to them.
As a subsidiary to training for professional practice, efforts are made to discover among the students those who have a vocation for research and higher teaching in the field of Law, and to sow in them the seed of academic life.
La teaching methodology of the Master's Degree in Law is eminently practical and participatory, with the use of case method.
If you are looking build learning on the participants' experienceThis approach allows participants to learn from both the previously provided material and their own perspectives, and to defend their analysis. The aim is to develop a synthesis of the opinions of the professionals attending the course and, naturally, those of the instructor, who leads the class.
Teachers seek to involve as many participants as possible in the development of the class, transforming it into a debate of diverse opinions and in the search for a solution to the case.They also moderate participation, giving the floor to participants, guiding their intervention, asking questions, organizing comments, and contributing their experience and points of view on the matter.
The classes end with a systematization of the conclusions reached during the studyeven though these may be diverse and contradictory, and where appropriate, with the appropriate conceptual specification of the topic discussed.
To make the most of classes and academic time, students need to read and study the material and cases provided beforehand.
The Faculty has been pioneer in Argentina and throughout the Spanish-speaking world in the use of active and participatory teaching methodsand especially the case method, both at the postgraduate level, where it began to use them in the area of Continental Law, and where they are applied in two-thirds of the classes, and at the undergraduate level, where it is one of the few Latin institutions that uses them intensively.
In light of the above, its faculty employs various versions of the Socratic method in legal education. Specifically, the case method utilizes a multitude of pedagogical variations, starting from a common trunk that the Faculty itself developed and adapted to Continental Law based on the pedagogical methodologies used in American Law Schools and Business Schools.
In this way, all educational activities of the Faculty strive to put into practice the three principles postulated by Christopher C. Langdell, the Dean who revolutionized Harvard Law School and the entire American legal education system, when in 1870 he began teaching using the case method:
1) that the student's efforts are parallel to those of the teacher;
2) that the study be designed in such a way as to obtain the greatest and most lasting benefits; and
3) that the classes are in such a way that it is better for the student to attend than to stay at home reading a textbook.
In light of the foregoing, and assuming as an indispensable basis a deep understanding of the theoretical aspects and the normative structure of the various legal institutions, The case method consists of analyzing judicial decisions and hypothetical situational cases, evaluating the different alternative solutions presented, and making decisions about the best course of action..
Therefore, the Faculty's legal teaching places strong emphasis on To train students in legal reasoning, researching sources to make decisions, and in the writing and expression skills of their arguments and ideas.
The case study methodology is demanding for both students and teachers.To make the most of classes and academic time, students need to read and study the assigned materials and cases beforehand. For professors, the case method is demanding, requiring careful preparation of the materials and cases, as well as active participation in the class.
In postgraduate studies, the usual way of doing this begins with the professor presenting and discussing with the students the fundamental theoretical guidelines of the legal institution under analysis, which they have all previously studied from the materials. The doctrine is addressed, but not "theoretically", but through critical analysis, seeking foundations, reasons, applications, strengths, weaknesses, and needs for evolution...
After studying the material, one moves on to case method, which occupies two-thirds of the session dedicated to each topic. In the same The aim is to build learning on the knowledge and experience of the participantsso that they are allowed to learn both from the material previously provided and from the viewpoints of other students, and not only from the contribution that the teacher can make, as in the lecture system.
Following the Roman idea that law arises from facts, The method demands that, given a specific factual situation, one investigates the principles that underpin appropriate solutions. to the same, critically analyzing them to see which ones respond to what the circumstances need.
The debate on specific applications of the law and on concrete facts that require a solution also leads to The involvement of everyone with the institutions under analysis is crucial. This is because the whole person, with their intelligence and emotions, is involved, leading to a better understanding of the principles of law. When seeing them in operation, do not forget the elements that have been analyzed and debated.
The case study typically consists of a court ruling or a situational narrative, usually based on real facts and circumstances. Other variations of the method include film clips, actual lawsuits and responses, out-of-court counseling scenarios, and so on.
Sometimes professors provide a whole catalog of preliminary questions for case analysis, and at other times they discuss it directly, leaving the student to face the problem alone, without previously outlined paths.
The case analysis is first carried out in small groups of five to eight people, and then discussed in a plenary session of the entire class., dedicating approximately one hour to team discussions and one and a half hours to joint debate.
Teamwork is essential in the adaptation of the Anglo-Saxon case method carried out in the Faculty, since it allows exponentially multiplying the participation of everyone, and enriching itself enormously with the views of others, creating the habit of cooperative work, so necessary in the world of legal professions.
Both in teamwork and in the discussion session with the whole class, the teachers seekto involve as many participants as possible in the development of the teaching, transforming it, through questions, into a debate of diverse opinions on the factual and legal aspects of the situation under study and training them in the search for the best solution to the case.
The educational methodology is based on studying the theory in order to apply it to real-world cases. It develops in LL.M. students a deep critical sense in the analysis of institutions and situations in the world of Law. This produces that a deep-rooted critical legal mindset be instilled in them, leading them to analyze with scientific rigor and depth and to naturally resolve a multitude of complex legal problems.
The case method, understood in this way, has proven to be a An exceptional tool in practical training as a training tool in legal reasoning and argumentationYes, and it has been applied with excellent results within the Faculty For almost twenty years, both at the postgraduate level, in our Master's and Specialization programs, and at the undergraduate level, in our Law degree program.
Therefore, as all those who have done so can attest, having studied Law at the Universidad Austral es a unique and unforgettable experience, which leaves a profound mark and transforms, renewing and modifying the ways of approaching the legal phenomenon and professional activity.
Some of the outstanding skills that LL.M. students acquire at the College through the constant application of analysis, group discussion, and decision-making through the case method are the following:
Therefore, it is a source of pride that, after this training in legal thinking and mentality, almost all undergraduate and postgraduate graduates They have managed to position themselves as expert lawyers in the areas of law they have chosen..
Indeed, as a logical result of the remarkable theoretical and practical training provided to students, the Faculty constantly receives job offers from law firms, companies, and public sector institutions.
Thus, they find themselves working in the country's leading studies, both in Buenos Aires and in the main capitals of the interior, in law firms and in important national and multinational companies and in relevant positions in the public administration and the judiciary, or abroad, usually in international law firms.
For the reading and study of doctrinal and jurisprudential materials, the Faculty provides the material in digital format in advance.
There are many benefits to using these digital tools:
To protect copyright, the Faculty takes charge of a license for each student who pays CADRA through the use of bibliographic materials.
The texts in digital format are downloaded from the postgraduate virtual platform, which is accessed with a username and password.
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