Open research questions in Legal Education and Practice Innovations
55 unresolved questions extracted from the limitations and future-work sections of 5,060 Legal Education and Practice Innovations papers in our library. Each links back to the study that raised it.
What the literature leaves open
In this study, firstly, according to the core theory, it put forward a course design framework of Financial Law and Regulation based on three elements of legal knowledge teaching, vocational practice situation construction and value shaping. Then it expounded this framework along five aspects of hierarchical setting of goals, reconstruction of knowledge according selection and implementation of various types of instructional methods, construction of evaluation system and ideological political curriculum embedded teaching. Finally it took loan contract law system as an example to interpret relevant ideas by virtue of authentic teaching resources and judicial practice cases involved among. requirement, situational to And so this work hopes to show that there is no fundamental conflict among any of these competing goals: comprehensive content coverage alongside deep competence development; professional knowledge transmission alongside values formation; instructional efficiency and accurate assessment on the one hand, authentic learning engagement, sustained study motivation, and long-term commitment to self-directed growth on the other; in short: there need not be tension at all between what one teaches, how one teaches, what one asks students to produce as evidence of having learned it, why one has chosen what to teach and how to teach it, and whether teaching is ultimately worthwhile – if these things are done using an approach that is grounded theoretically and based on careful examination and analysis of empirical data about both teachers’ practice and learners’ actual behavior and learning experience. Policy recommendations are put forward here for institutional administrators, curriculum designers, and instructors who wish either to take up or build upon what is suggested by this paper’s framework: Firstly, higher vocational finance programs need to make explicit within their talent cultivation plans’ core competency indicators some kind of reference to legal practice competence—which may take the form either of specific kinds of reasoning and applied capacity instead of just content coverage—and thereby create the necessary policy conditions under which institutional such administrations need to fund construction and maintenance work on situated financial legal casebases and digitalized teaching resource pools—which cannot simply be seen as individual teacher responsibilities but also as shared community assets—to ensure that materials are available to innovations can occur; Secondly, 58 instructors undertaking all these projects; Thirdly, institutional administrations ought to establish structured PD programs concerning PBL design, authentic assessment methods and ideological-political curriculum embedding etc – in order to build up adequate levels of staff capability among teachers implementing this approach; Fourthly, course quality evaluation systems need to have added to them measures assessing the ideological-political curriculum’s effect, using tools capable of identifying whether real value formation has occurred –rather than simply looking for evidence that formal documents relating to this matter had been produced –to help ensure this dimension does get properly attended to. Looking ahead, the fast-moving development of financial technology itself – algorithmic credit scoring, AI-based loan approval engines, digital currency transactions, more online lending platforms – will inevitably keep giving rise to fresh financial legal problems that call for combined legal-and- technical understanding not provided in today’s course packages. Not yet decided is the platform-lending case which will make the definitive mark on the future of loan-contract jurisprudence; no fully-formed regulatory framework exists yet for contracts involving digitally-represented money. And herein lies the main task for the coming stage of reforms - namely how to redesign Financial Law and Regulation classes such that they equip students with the ability needed to cope effectively with this fundamentally unpredictable situation – enabling them indeed to have both adequate present legal knowledge and also those types of reasoning competencies and professional values which will continue their usefulness over whatever very long time periods may lie ahead.
Design of Curriculum for Development of Legal Practice Competence in Financial Law and Regulation Courses · 2026 · DOIThe ecosystem will benefit from stronger alignment in the thought leadership and process for achieving Singapore’s vision for the legal industry. This alignment must span across all stakeholders involved in formal and continuing legal education (eg, the Singapore law schools, SILE, Law Society, SAL and relevant Government agencies). In the current landscape, there is no single coordinating body with oversight of all the changes being instituted or considered at any given time. Stakeholders set up their own platforms to deal with matters directly under their charge. The existing limited coordination can result in potential duplication on the one hand, and yet be insufficiently nimble to respond as a system to changes in the operating context on the other. The Working Group thus recommends that a Standing Committee be set up as a coordinating body the (a) oversee recommendations of the Working Group; and (b) continue taking in feedback and providing general direction to stakeholders in legal education to ensure that the training and development of law students and lawyers meet the needs implementation of the to: 71 EMBARGOED UNTIL 8 JANUARY 2024, 11.30AM of the profession. 33 The Standing Committee will regularly discuss with relevant government agencies the latest competencies, developments and training needed for the legal industry. The composition of the Standing Committee should include representation from the stakeholders in the legal system and profession, including the law schools, Temasek Polytechnic, SILE, Law Society, SAL, SCCA, industry representatives and the Judiciary and other government agencies. The Standing Committee will advise on the needs of the sector and on the requirements to fulfil the needs. For the Standing Committee to be effective in its advisory and guiding role, the various stakeholders should be prepared to support and implement its recommendations as the baseline for further refinement. The terms of reference for the Standing Committee (or any sub-committees thereunder) can make this clear. The Standing Committee should also work in tandem with existing industry advisory committees set up by the law schools to ensure that their efforts are not duplicative. The Standing Committee should advise the law schools on the overall direction of their curricula, and the industry advisory committees can be consulted on the details of the implementation of any changes. The terms of reference of the Standing Committee could include the following: To implement the recommendations of the Working Group (including setting out the details of implementation) relating to formal legal education (at above), CLE (at and above) and ALPs.
To tackle these issues holistically, the Working Group’s recommendations are three-fold: provide adequate training and opportunities for ALPs to develop specialisations or take on specialised roles; for law schools to consider how ALPs’ prior learning and/or work experience can be recognised through credit exemptions in law school and review the regulatory framework for ALPs, including a medium-to-long term study on enhancing the scope of work that ALPs can do, including providing legal services. 1. Modularised, stackable certification programmes TP’s Diploma in Law and Management provides a useful foundation for aspiring non-lawyer legal professionals. TP has started to incorporate elements of technology and multi-disciplinary approaches within its curriculum. It is recommended that this be taken further through the introduction of modularised, stackable certification programmes in new areas such as legal technology, project management, regulatory compliance,30 sustainability-related standards, data analytics, and functional areas such as e-discovery to allow diploma graduates to continue their professional development in these relevant areas and be accredited in these functional specialisations. These programmes should be developed by TP in collaboration with relevant organisations (eg, SAL, SCCA and ICDL-Asia) and industry partners to ensure industry relevance and recognition. Similarly, the legal sector competency roadmap should take into account the skills and competencies that would continue to add value to the roles of ALPs. Training providers of continuing legal education should be encouraged to design suitable training programmes that are industry-recognised and provide opportunities for career progression to graduates from TP’s Diploma programme as well as existing paralegals and legal executives. This would in turn create new pathways for ALPs other than the conventional route of joining a law practice only to then pursue further studies to qualify as a practising lawyer. 30 For example, TP already offers a Specialist Diploma on Corporate Secretarial Practice which is targeted at both fresh graduates and working adults and is curated in collaboration with the Chartered Secretaries Institute of Singapore. Nanyang Polytechnic also offers a separate course on Fund Management. TP may wish to leverage on these courses for the purpose of the present recommendation. 68 EMBARGOED UNTIL 8 JANUARY 2024, 11.30AM However, the success of any scheme (to introduce stackable relevant programmes) is largely dependent on law practices changing their mindset to treat ALPs as adding value to a lawyer’s work and not merely as manpower for lower value-added work.
As there is a need to ensure that practical competencies are adequately developed at the early stage of a lawyer’s career, it is recommended that SILE, the Law Society and SAL work together to introduce milestone training programmes for newly qualified lawyers within the first five years of practice. The programmes should be curated based on the competencies identified as critical for a new lawyer’s development and can be implemented as a mandatory or voluntary cohort-wide requirement. At the start of a lawyer’s career, emphasis should be placed on crucial foundational areas of professional obligations such as ethics and AML/CFT/PF (which will apply throughout the span of a lawyer’s career) and vocational skills such as written and oral advocacy. These training programmes should also focus on equipping junior lawyers with the skills necessary for a future-ready practice, such as in cross-disciplinary thinking and collaboration, problem solving, and technology- enabled practice. It is recommended that completion of such a milestone training programme (if implemented) would fulfil a lawyer’s CPD requirements for that year. It is noted that SAL will be introducing a structured certification programme for junior lawyers to upskill in stages across their first five years of practice on a voluntary basis. The certification programme will be a milestone training programme for its participants and will also prepare them for eventual specialization as disputes or corporate lawyers, as well as for specialist practice areas such as building and construction, maritime and shipping, and data and digital economy. This provides a continuum of qualifications commencing with certification and which are stackable towards SAL’s specialist accreditation. 62 EMBARGOED UNTIL 8 JANUARY 2024, 11.30AM The Working Group recommends that the structured milestone programme be developed within the Standing Committee, with input from the law schools, stakeholders and industry for continuity and synergies with law school curricula. 63 EMBARGOED UNTIL 8 JANUARY 2024, 11.30AM VII. ALLIED LEGAL PROFESSIONALS ALPs refer to non-lawyer legal professionals who are employed in the legal sector. These include paralegals, legal executives and, more recently, newer roles such as legal project managers and legal technologists. ALPs are envisaged to play an increasing role in law firms’ operations in the future. There is a need to develop a competent corps of ALPs to complement lawyers in the legal workforce. A.
To upskill Singapore lawyers to meet the national vision for the legal industry, it is recommended that the training requirements for all categories of lawyers be eventually harmonized to a 16-point requirement. There is no longer as cogent a reason for having differentiated treatment based on PQE phases (or seniority) as learning is lifelong. The 16-point requirement takes into account the amount of training necessary for lawyers to meet their competency requirements at each stage and would ensure a more even and structured approach to raising the legal sector’s skills and competencies. In tandem with the harmonisation of CPD points, the content of CPD should be focused on acquiring competencies which are required at each PQE stage (and with correlation to job roles where possible), and which are critical for a lawyer of the future and to achieve the vision for the legal industry. An indicative mapping of some practice and general competencies, which are identified to be useful or relevant at the various stages of a lawyer’s career and which should be regularly reviewed to ensure relevance, is as follows: 58 EMBARGOED UNTIL 8 JANUARY 2024, 11.30AM The need to upskill does not diminish with seniority. Moreover, different skills are required as a lawyer progresses in seniority, and lawyers should keep abreast of new legal or other developments relevant to the profession to remain relevant and competitive in the legal industry. That said, the CPD framework should continue to reward teaching and giving back to the legal industry, in areas that are aligned to the competency framework. Hence, it is recommended that: The policy of awarding additional points for teaching be maintained but adjusted to award double points for lawyers who teach. The efforts and contributions by lawyers in providing quality training should continue to be recognised. The ability to earn all requisite CPD points for each year by teaching be maintained for lawyers with PQE of above 15 years, but subject to subparagraph (d) below. 59 EMBARGOED UNTIL 8 JANUARY 2024, 11.30AM For lawyers with PQE of up to 15 years, a maximum of 50% of the requisite CPD points can be acquired by teaching. As the Singapore legal profession must remain a trusted profession, all lawyers (regardless of PQE) must undertake modules relating to professional ethics and regulatory matters (including AML/CFT/PF obligations). The particulars of these components will be subject to the further recommendations of the Ethics Committee. These proposals would encourage lawyers (particularly in the senior category) to continue to teach and provide a steady resource of trainers that will be required if the competency framework and training roadmaps are implemented, creating a virtuous cycle of senior practitioners imparting their knowledge to younger members of the profession. At the same time, for young lawyers, the emphasis should be to acquire skills and competencies at the early stage of their legal career. In recognition of the inflexibility that an annual CPD requirement may impose on lawyers who may wish to consider more robust and substantive upskilling programmes, it is also recommended that SILE consider how a “stacking” system can be implemented to allow practitioners to complete their CPD obligations over a certain number of years (eg. 48 points over three years) for programmes that are longer and/or more intensive, such as graduate diploma courses or audit courses offered by the law schools. This system would be similar to the requirements for accountants’ continuing education. To discourage practitioners their CPD requirements until the tail end of the three-year period, the option to stack can be made available only where lawyers are participating in a suitably substantive and lengthy programme that is aligned with the competency framework. The Working Group notes that the current CPD requirements are tied to the annual PC renewal, and further review is needed to assess how the stacking system can be implemented.
It is recommended that a universal legal sector competency framework be introduced to provide strategic direction and guidance to facilitate competency and talent development. The competency framework will be complemented by 54 EMBARGOED UNTIL 8 JANUARY 2024, 11.30AM a proposed training roadmap to assist lawyers in identifying relevant and suitable training programmes for their particular career stage and aspirations. In this regard, SAL will be introducing LIFTED as a competency framework for the legal profession. The Working Group recommends that LIFTED be adapted, and subsequently modified and built on with consultation from stakeholders and continued work to align the framework with SkillsFuture Singapore’s skills taxonomy, to provide synergy with the national competency framework. The framework should set out the specific competencies (and therefore skills and knowledge) expected of lawyers based on specific stages of PQE, eg, PQE of less than five years, five to 15 years, and above 15 years and, where possible, with correlation to job roles (eg, junior associate, senior associate or partner for legal practitioners; or legal counsel, senior legal counsel or general counsel for in-house counsel). It is further envisaged that for each stage, the framework will comprise two broad categories of competencies which lawyers should seek to acquire or further develop, namely: (a) practice competencies (eg, in substantive law or technical areas); and (b) general competencies (or functional skills). Overlaying this, professional ethics and conduct standards should be a required competency at every stage. Practice competencies are competencies closely related to legal practice. This may include keeping abreast of best practices or practice tools, deepening knowledge in core areas or learning about developments in new areas of law. Lawyers would typically be motivated to hone practice competencies to add to or deepen their legal knowledge to better serve clients, and so that they can keep up to date with professional obligations and regulations governing professional conduct to avoid falling afoul of them. General competencies are essential life skills which any individual professional should ideally possess,27 albeit customised for legal practice. A non-exhaustive list of areas of knowledge or skill which fall under each of the competencies for lawyers would include the following: 27 These skills are set out in existing frameworks, such as SSG’s Critical Core Skills which comprise a set of competencies assessed to be transferable skills that enable individuals to be employable and facilitate career mobility. These include creative thinking, building inclusivity, customer orientation, adaptability and global perspective. 55 EMBARGOED UNTIL 8 JANUARY 2024, 11.30AM The framework can be tailored to address the needs of specific practice area(s) of a lawyer, such as dispute resolution, corporate law, building and construction, data and digital economy law, admiralty law, corporate insolvency law, family law, criminal law, and areas of compliance and sustainability. The framework should be regularly reviewed and updated to deal with new practice areas, knowledge or skills which a lawyer might be expected to acquire. In the above regard, the Working Group recommends that the Standing Committee (see section VIII at [201] below): oversee the introduction of the competency framework and its implementation, together with a training roadmap of specific courses or programmes for lawyers within each competency, and tailored to specific PQE phases (with correlation to job roles where possible); and engage industry and other stakeholders to ensure that the job roles and competencies identified within the framework are consistently reflective of the industry’s needs and national strategic priorities, taking into account the feedback and recommendations provided by the Law Society to the Working Group. 56 EMBARGOED UNTIL 8 JANUARY 2024, 11.30AM C.
The Working Group recommends that SILE conducts a review of the Part A Exams to align its requirements with local law school curricula following the Working Group’s recommendations on formal legal education. Subject to the recommendations of the Ethics Committee, legal professional ethics in Singapore should be a compulsory, assessable component of the Part A Exams. SILE should also review whether the content differences in the Priestly 11 subjects in the Singapore law schools and the overseas law schools which are not currently examinable are sufficiently far apart such that certain essential areas not covered by the overseas law schools should be assessable under the Part A Exams. The Working Group also recommends that components of communication skills, accounting and financial concepts, technology and data literacy, and civil law be assessable in the Part A Exams. This can be done by including relevant issues or questions that require a baseline familiarity with these components within the existing examined subjects, on par with the expectation for law graduates from the Singapore law schools. Additionally, if the recommendation to institutionalise exposure to public sector legal work is adopted for law students in the local law schools, returning overseas law graduates (who might have even less exposure to the Singapore 49 EMBARGOED UNTIL 8 JANUARY 2024, 11.30AM legal system and rule of law) should be encouraged to attend the activities recommended at [105] above for the local law students. 50 EMBARGOED UNTIL 8 JANUARY 2024, 11.30AM C. Part B Exams and practice training period The Working Group’s mandate to review the post-university legal education came after the review of the Committee for the Professional Training of Lawyers (“CPTL”), whose recommendations will take effect from 2024. The CPTL was set up in 2016 to conduct a root-and-branch review of the professional training regime (specifically Part B and practice training) and how it might be modified to raise the quality and consistency of training standards across law practices. The CPTL was not mandated to review other aspects of formal legal education, including law school education and the Part A Course/Exams. The review of Part B and practice training has been addressed by three structural recommendations and 17 specific recommendations from the CPTL. The CPTL recommendations are being implemented progressively, with the new regime coming into force from the 2024 Part B session. A summary of the CPTL’s recommendations is at Annex F. In particular, the Part B Course curriculum will be revised to equip candidates with broad knowledge of Singapore law and legal practice. The revised Part B Curriculum will comprise six modules, all compulsory (as set out in the table below). The Working Group recommends that the CPTL recommendations should take their course before a further substantive review on their effectiveness is conducted. However, some recommendations in the Report, such as adjustments to the curricula of law schools, if accepted, would inevitably affect the content of some modules of the Part B Course, and should be taken into consideration as the content of the Part B Course is developed. As such, the Working Group recommends the incorporation of various elements (arising from the recommended changes to the law school curricula) into the following corresponding Part B Course modules. 51 EMBARGOED UNTIL 8 JANUARY 2024, 11.30AM Whilst formal legal education focuses on building a foundation of a broad range of substantive law with complementary skills, Part B is designed to prepare candidates for entry into the legal workforce. The stringency of the Part B Exams will be raised, to maintain the expected quality of newly qualified lawyers. In this regard, the Part B Course is viewed as a key part of the continuum of legal education. Efforts should therefore be made to prevent repetition and eliminate unnecessary overlaps with the other components of legal education, to free up more time for the teaching of content that would be useful for practice. 52 EMBARGOED UNTIL 8 JANUARY 2024, 11.30AM VI. THIRD (ENHANCEMENT) PHASE – CONTINUING LEGAL EDUCATION A.
The Working Group recommends that the current duration of law degree programmes be maintained. 45 EMBARGOED UNTIL 8 JANUARY 2024, 11.30AM F. Concluding observations on formal legal education The Working Group recommends that law schools should continue to develop students with a strong foundation in the law. At the same time, law schools should equip law students with basic necessary skills to start legal practice and help them develop skills for lifelong learning. The Working Group is cognisant that the recommendations pertaining to the first (foundational) phase, if accepted, will impose greater demands on law schools and students. To cater to the demands (within a four-year law course), law schools may need to re- examine if components in the current core curriculum should be tweaked. 46 EMBARGOED UNTIL 8 JANUARY 2024, 11.30AM G.
learning abilities and monitor The Working Group recommends that the law schools continue to train students’ these competencies, in line with the broader implementation and monitoring efforts for LifeSkills in the AUs. Regular feedback should be obtained from the law schools regarding the effectiveness of the measures implemented, with suggestions on any needed refinements to the initiative. their development of 25 26 The LifeSkills Framework has been rolled out in the AUs, the polytechnics and the Institute of Technical Education from the AY2022 intake. The AU framework and Polytechnic/ITE framework have different baseline competencies, contextualized to their respective student profiles and life stage. The AUs are implementing the LifeSkills Framework through various approaches, including enhancements to the core curriculum which impact students across all faculties. All three law schools develop critical thinking and promote independent learning as integral parts of their pedagogical design. For example, NUS Law adopts the Socratic method and/or self-directed learning for substantive law modules, and has developed a bespoke career tool to help students explore activities for self-development. It also provides opportunities for independent research through its compulsory “Legal Analysis, Research and Communication” module. SMU Law adopts a problem-based pedagogical approach. For instance, its SMU-X and Law Capstone courses are designed to require students to apply their foundational knowledge to real-world problems, which require critical thinking and problem-solving skills. SUSS Law has a compulsory course on “Critical Thinking and Legal Interpretation” and applies the “flipped classroom” approach which requires students to prepare for seminars via self-directed study of online materials beforehand. 43 EMBARGOED UNTIL 8 JANUARY 2024, 11.30AM E.
As lawyers will often be required to work with other domain experts, it is recommended that law schools should provide more opportunities for law students to be exposed to other non-law areas23 by way of existing cross- disciplinary modules or electives, and opportunities to take modules outside the law faculty. Similar to the specialisation and minor offerings of NUS Law and SMU Law, the Working Group recommends that SUSS Law allow interested students to specialise in relevant non-law areas (eg, psychology and social work) by undertaking modules in these areas under formalised specialisation tracks as part of their undergraduate law degree programme.24 Given SUSS Law’s more compressed curriculum time (as some of its students are adult learners) this can be introduced within the existing portion of the curriculum already designated for non-law content without diluting the substantive core legal content of the degree programme.
It should be mandatory for law students to have a baseline level of exposure to public sector legal work (such as in the Judiciary, the Attorney-General’s Chambers or the legal departments of Ministries and statutory boards). Such exposure should entail gaining an appreciation of the public sector’s perspective on the rule of law and governance in Singapore and of how the Singapore legal system works, and an understanding public policy making. Having regard to the resource constraints of these agencies, as well as the limited time in law school, the Working Group recommends the implementation of the following staged approach (with the details to be considered and determined by the Standing Committee in consultation with the law schools and government agencies as necessary): In the initial phase, such exposure could be institutionalised by way of forums or fireside chats, engagements with senior Government officials, or short “brown bag”-style seminars, on selected topics. To alleviate resource constraints, the law schools could take turns to host such sessions over the course of each year with the sessions made available to all law students across the three law schools. In the intermediate phase, the law schools could work with the relevant to develop a government agencies and/or statutory boards programme, 20 whereby law students would undertake short attachments (of a few days) with selected government agencies and/or statutory boards. In the longer term, the law schools could explore with the relevant government agencies and/or statutory boards the development of targeted programmes to expose law students to specific areas of public 20 This programme could be similar to the Junior College Law Programme. This is a two-week programme held during the junior college and pre-university holidays, where about 400 students shadow lawyers in law firms and legal organisations to find out more about the legal profession. 40 EMBARGOED UNTIL 8 JANUARY 2024, 11.30AM legal work, such as understanding policymaking. Such sector programmes may take the form of attachments or courses, depending on the modality that would be the most suitable for achieving the specific aims of each programme. 3. Multi-disciplinary appreciation and non-law minors Lawyers often encounter issues pertaining to other disciplines and are required to work with practitioners or experts from those domains. Cross-disciplinary programmes expose law students to students and concepts from other disciplines, allowing them to collaborate and solve multi-disciplinary issues. This will broaden a law student’s perspective and provide him with the opportunity to apply his legal training to an unfamiliar discipline, simulating the realities of legal practice.
As the Ethics Committee will make detailed recommendations on this matter, the Working Group recommends that law schools should continue to expressly teach professional ethics and conduct standards in the context of legal practice through discrete modules and/or as applied ethics within existing substantive law courses. These components should include instruction on the duties and obligations of a lawyer, including specific guidance on the professional conduct requirements under the Legal Profession (Professional Conduct) Rules 2015. As professional conduct and ethics are viewed as a whole-of-career obligation, it is further recommended that they should be reinforced at regular intervals as 13 See the “Response delivered at the Opening of the Legal Year 2023” by Chief Justice Sundaresh Menon, 9 January 2023 at para 28. 25 EMBARGOED UNTIL 8 JANUARY 2024, 11.30AM a mandatory component in Part A and Part B and in continuing legal education (see the respective sections below).
The limitations of this study must be acknowledged. Furthermore, the use of identical quiz questions introduces a potential learning effect on post-test scores, and the study only measured immediate performance, lacking data on longer-term learning, retention, or the development of higher-order skills like critical thinking.
Alkhatib & Shaban (2023) investigated the use of visual arts, creative methods, and technology to enhance legal education, proposing innovative pedagogical strategies that go beyond traditional approaches, which broadened the understanding of the possibilities of interdisciplinary methods in legal education, influenced the formulation of tools, and substantiated the possibility of integrating creative approaches into the teaching of even such dogmatic disciplines as private law. Their study demonstrates that the use of visual aids, graphic schemes, infographics, legal comics, and other creative forms of representing legal information can significantly increase the level of mastery of complex private law concepts, make the learning process more attractive for students, and promote the development of critical thinking through alternative forms of analyzing legal problems. for diversifying pedagogical King (2016) developed visual approaches to teaching property law, demonstrating the effectiveness of visual pedagogy in mastering complex legal concepts, which substantiated the feasibility of using visualization in teaching abstract private law institutions and influenced the understanding that property law, as one of the most abstract and conceptually complex branches of private law, especially needs innovative pedagogical approaches. His methodology involves the use of diagrams, schemes, spatial models and other visual means to represent such complex concepts as property law, limited property rights, easements, mortgage law and other property law institutions, which are traditionally taught exclusively through verbal descriptions and abstract legal constructs. King's research was particularly influential in the realization that many students have difficulty understanding abstract legal concepts precisely because of their exclusively verbal representation, and that visualization can make these concepts more accessible and understandable. His approaches are directly applicable to teaching other sections of private law, in particular contract law, inheritance law, family law, where there is also a need to visualize complex legal relationships, legal constructs, and procedures. In addition, Corrales Compagnucci et al. (2022) proposed an integrative approach combining law, technology and design in teaching data protection and privacy law, demonstrating the benefits of an interdisciplinary methodology, which served as a theoretical basis for substantiating the need to integrate design thinking into the teaching of private human-centered approach in the educational process and demonstrated specific ways of practical implementation of interdisciplinary approaches in teaching private law disciplines. Their concept of "law by design" suggests that legal norms and mechanisms for protecting rights should be designed taking into account the needs of end users, and not only formal legal requirements, which requires future lawyers the understanding of influenced law, the role of a 268 la Este artículo no presenta ningún conflicto de intereses.
Abstract: In an increasingly litigious and politically charged environment, university general counsel (UGC) play a critical yet understudied role in shaping institutional responses to student activism and diversity, equity, and inclusion (DEI) efforts.
Student Affairs in Litigious Contexts: The Perspectives of General Counsel and Institutional Leaders on Collaborating to Support Students · 2025 · DOIBy conducting semi-structured interviews with individuals working in the field and a document analysis of relevant public statements and legal texts, we find that there is at least some degree of jurisdictional conflict, albeit limited to a specific segment of the legal services market, particularly tenancy law.
Navigating Jurisdictional Boundaries: Traditional Lawyers vs. Legal Tech Firms in the German Legal Services Market · 2025 · DOIAddressing the gap in the literature around HE students’ perceptions of conducting empirical research, in this paper we explore insights into the benefits of or barriers to undertaking such research and the extent to which students believe that it should form part of their undergraduate experience.
Students as researchers: the effects of employing law students on an empirical research project · 2021 · DOIThese lawsuits form an important but understudied element of the LGBTQ Rights Movement and connect two prevailing strands of historiography related to LGBTQ college students: institutional purges of LGBTQ students until the mid-20th century and the contributions of LGBTQ student organizations in the late 20th century.
“Gay People Pay Activity Fees Too”: The Committee on Gay Education’s Pioneering Legal Victories at the University of Georgia · 2021 · DOIIn the forty years since, while serving as an adjunct professor of law and visiting professor at several such institutions, I have also encountered the occasional law scholar who, in a moment of academic noblesse oblige, has regarded my anthropology credentials as quaint but insufficient evidence that one has the tough-minded capacity that flows from a legal education.
Initially, a legal counsel could appear in a criminal trial as an attorney, although until 2009 this entitlement was limited to a defined group of represented bodies.
What is lacking however is a corresponding appreciation of the changing attitudes to the teaching of dispute resolution in the majority of UK law schools, where the promotion of adversarialism within the curriculum appears to remain the focus as the primary and only method of dispute resolution.
graduate school is not well known, but the impact of research and publishing suggested that several different publishing styles exist from man to man and from discipline to discipline (Walton, 1970).
The demands of the late 60's_ and the early 70's were more strident than their predecessors, but the notion that something is wrong with legal education is scarcely of recent origin.
- 9 7- Downloaded by [UQ Library] at 14:26 10 November 2014 The Commercial Law Teacher One of the many problems which remains to be solved is the place of the commercial law teacher.
Commercial law in Australia: The development of the teaching of law to commerce students · 1969 · DOIAlthough much valuable work has been done on the history of the legal profession, particularly in its earlier stages, and although the history of attorneys and solicitors has been written, little is known about the development of barristers as a branch of the profession and their relations with the other branches.
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