Pub Date : 2023-02-06DOI: 10.1080/03069400.2022.2153310
Ai Nhan Ho
ABSTRACT This paper discusses how would-be lawyers are trained in Vietnam and analyses some recent developments and potential transformation. Under the current Vietnamese system, law graduates have to go through the professional training delivered by the Judicial Academy – a national legal professional school, and 12 months practising as a probationary lawyer in a law firm, before sitting the Bar Examination. Those successfully passing the Bar Examination are licensed by the Minister of Justice to practise law. However, Vietnamese legal education is a relatively new and theoretical-based system with various challenges that have limited the quality of law graduates. This, in turn, has adversely affected the training of would-be lawyers in Vietnam. The limitations in professional training delivered by the Judicial Academy have also contributed to this problem. Nevertheless, recent developments in Vietnam have promised some positive transformations and innovation towards a better lawyer training system in the future. These include the adoption of clinical methodology in legal education; the establishment of the Vietnam Law School Network; and the introduction of a Joint Training Programme for would-be lawyers, judges and public prosecutors.
{"title":"The training of would-be lawyers in Vietnam: the current system, recent developments and potential transformation","authors":"Ai Nhan Ho","doi":"10.1080/03069400.2022.2153310","DOIUrl":"https://doi.org/10.1080/03069400.2022.2153310","url":null,"abstract":"ABSTRACT This paper discusses how would-be lawyers are trained in Vietnam and analyses some recent developments and potential transformation. Under the current Vietnamese system, law graduates have to go through the professional training delivered by the Judicial Academy – a national legal professional school, and 12 months practising as a probationary lawyer in a law firm, before sitting the Bar Examination. Those successfully passing the Bar Examination are licensed by the Minister of Justice to practise law. However, Vietnamese legal education is a relatively new and theoretical-based system with various challenges that have limited the quality of law graduates. This, in turn, has adversely affected the training of would-be lawyers in Vietnam. The limitations in professional training delivered by the Judicial Academy have also contributed to this problem. Nevertheless, recent developments in Vietnam have promised some positive transformations and innovation towards a better lawyer training system in the future. These include the adoption of clinical methodology in legal education; the establishment of the Vietnam Law School Network; and the introduction of a Joint Training Programme for would-be lawyers, judges and public prosecutors.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44715300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-26DOI: 10.1080/03069400.2022.2133212
Christine Storr, C. McGrath
ABSTRACT There is a lack of consolidated knowledge that identifies best practices when using digital learning tools, technologies and interventions in legal education. This paper seeks to illustrate the scope and nature of the current evidence that supports digital learning in legal education. The paper provides a scoping review of 10 years of empirical research in digital learning in legal education. Moreover, the paper discusses different forms of evidence in an effort to understand the kind of evidence legal scholars invoke when presenting what works in digital learning in legal education and why. In the paper, we present a picture of the empirical field of digital learning in legal education, including where these studies are being done, and the types of studies conducted. Moreover, we thematise the main findings across the studies: improved student learning, student satisfaction with digital tools, and drivers of engagement. We conclude by identifying some potential knowledge gaps.
{"title":"In search of the evidence: digital learning in legal education, a scoping review","authors":"Christine Storr, C. McGrath","doi":"10.1080/03069400.2022.2133212","DOIUrl":"https://doi.org/10.1080/03069400.2022.2133212","url":null,"abstract":"ABSTRACT There is a lack of consolidated knowledge that identifies best practices when using digital learning tools, technologies and interventions in legal education. This paper seeks to illustrate the scope and nature of the current evidence that supports digital learning in legal education. The paper provides a scoping review of 10 years of empirical research in digital learning in legal education. Moreover, the paper discusses different forms of evidence in an effort to understand the kind of evidence legal scholars invoke when presenting what works in digital learning in legal education and why. In the paper, we present a picture of the empirical field of digital learning in legal education, including where these studies are being done, and the types of studies conducted. Moreover, we thematise the main findings across the studies: improved student learning, student satisfaction with digital tools, and drivers of engagement. We conclude by identifying some potential knowledge gaps.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42112822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/03069400.2022.2153311
L. Blackburn
{"title":"Qualifying work experience: do Street Law projects provide a “legal service”?","authors":"L. Blackburn","doi":"10.1080/03069400.2022.2153311","DOIUrl":"https://doi.org/10.1080/03069400.2022.2153311","url":null,"abstract":"","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43190843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/03069400.2022.2142379
Doron Goldbarsht, Nathan Johnston
ABSTRACT Numerous studies prove that modern, student-centric approaches to tertiary education, such as blended learning, can enhance the quality of learning. However, while teaching methods have evolved, the texts from which students study remain the same. Little research exists examining the relationship between blended learning and the traditional textbooks currently in use. This article suggests taking the student-centric approach one step further by not just flipping the classroom, but also flipping the textbooks in legal education. We anticipate that the benefits that flow to students from flipped classrooms can be further realised by flipped readings. We aim to subvert the traditional approach to legal texts and adapt to the challenges of the past few years, informed by modern pedagogy and guided by our students. Our proposed approach to achieving these ends is through a novel “flipped textbook”. The article aims to shed light on the justification for the novel approach, and the method by which we aim to flip the readings. Further, the article aims to broaden the literature on student-centric pedagogy beyond examining the “active agents” of education (teachers) and towards examining the “passive agents” (here, textbooks). We hope to inspire further research and innovation in student-centric text design.
{"title":"Pedagogical 2.0: the case of flipped reading","authors":"Doron Goldbarsht, Nathan Johnston","doi":"10.1080/03069400.2022.2142379","DOIUrl":"https://doi.org/10.1080/03069400.2022.2142379","url":null,"abstract":"ABSTRACT Numerous studies prove that modern, student-centric approaches to tertiary education, such as blended learning, can enhance the quality of learning. However, while teaching methods have evolved, the texts from which students study remain the same. Little research exists examining the relationship between blended learning and the traditional textbooks currently in use. This article suggests taking the student-centric approach one step further by not just flipping the classroom, but also flipping the textbooks in legal education. We anticipate that the benefits that flow to students from flipped classrooms can be further realised by flipped readings. We aim to subvert the traditional approach to legal texts and adapt to the challenges of the past few years, informed by modern pedagogy and guided by our students. Our proposed approach to achieving these ends is through a novel “flipped textbook”. The article aims to shed light on the justification for the novel approach, and the method by which we aim to flip the readings. Further, the article aims to broaden the literature on student-centric pedagogy beyond examining the “active agents” of education (teachers) and towards examining the “passive agents” (here, textbooks). We hope to inspire further research and innovation in student-centric text design.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45324967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/03069400.2023.2172245
Leela Cejnar, Elisabeth Valiente Reidl, Jennifer M. Fletcher
In the aftermath of the Covid-19 pandemic, the higher education sector worldwide has faced an increasing move towards a culture of collaboGration, to drive innovation and commercialisation, between universities, industries and policy-makers. In addition, there is pressure in the sector for greater diversity in international education, optimisation of hybrid models of online/face-to-face teaching and micro-credentialing. In 2020, the World Economic Forum predicted that “50% of all employees will need reskilling by 2025, as adoption of technology increases”. Law graduates also face an increasingly automated workplace, which will expect employees to generate valuable client relationships, while identifying cost and other efficiencies, through the use of a variety of digital technologies. During the Covid-19 pandemic, as teachers who had to suddenly embrace technology and the digitisation of education and adapt to unprecedented times, we became more acutely aware of the longer-term impact that the “virtual world” of learning can have on preparing students for their futures of work, irrespective of disciplinary background. We explore what it means to deliver “real-world” experiences when we design experiential learning curricula, to better “digitally” prepare our students for the workforce. For law graduates, this means facing a workplace which is increasingly embracing “digital fluency”, including through the use of hybrid workplaces, the adoption of “e-learning” or online training for induction and continuing education programmes, “on the job” use of AI-based tools for document review/analysis and storage, as well as for legal research and translation, interactions with other professionals and clients.
{"title":"Designing higher education experiential learning for the post-pandemic hybrid workforce","authors":"Leela Cejnar, Elisabeth Valiente Reidl, Jennifer M. Fletcher","doi":"10.1080/03069400.2023.2172245","DOIUrl":"https://doi.org/10.1080/03069400.2023.2172245","url":null,"abstract":"In the aftermath of the Covid-19 pandemic, the higher education sector worldwide has faced an increasing move towards a culture of collaboGration, to drive innovation and commercialisation, between universities, industries and policy-makers. In addition, there is pressure in the sector for greater diversity in international education, optimisation of hybrid models of online/face-to-face teaching and micro-credentialing. In 2020, the World Economic Forum predicted that “50% of all employees will need reskilling by 2025, as adoption of technology increases”. Law graduates also face an increasingly automated workplace, which will expect employees to generate valuable client relationships, while identifying cost and other efficiencies, through the use of a variety of digital technologies. During the Covid-19 pandemic, as teachers who had to suddenly embrace technology and the digitisation of education and adapt to unprecedented times, we became more acutely aware of the longer-term impact that the “virtual world” of learning can have on preparing students for their futures of work, irrespective of disciplinary background. We explore what it means to deliver “real-world” experiences when we design experiential learning curricula, to better “digitally” prepare our students for the workforce. For law graduates, this means facing a workplace which is increasingly embracing “digital fluency”, including through the use of hybrid workplaces, the adoption of “e-learning” or online training for induction and continuing education programmes, “on the job” use of AI-based tools for document review/analysis and storage, as well as for legal research and translation, interactions with other professionals and clients.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47840842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-20DOI: 10.1080/03069400.2022.2153313
A. Mazhar
considers the tension between majoritarian political institutions such as Parliament and the judiciary. It is concerned with the perceived need to safeguard fundamental rights and the linked need to protect minorities from what J. S. Mill in On Liberty called the tyranny of the majority. In chapter 9 the author subjects the work of Sumption to critical analysis (at pp. 150–55) in what is the most sustained engagement with another legal theorist in the book. The book is not as integrated as it could be, and the theoretical material it introduces does not structure the work or inform the analysis of the substantive content. In places it is quite a difficult read for undergraduate students and the whole book is rather court centric. It gives insight into how judges see their role in public law cases, it provides an expert overview of recent developments in public law, and chapter 4 (and the first part of chapter 5) is an accessibly written original and valuable analysis.
{"title":"What is legal education for? Reassessing the purposes of early twenty-first century learning and law schools","authors":"A. Mazhar","doi":"10.1080/03069400.2022.2153313","DOIUrl":"https://doi.org/10.1080/03069400.2022.2153313","url":null,"abstract":"considers the tension between majoritarian political institutions such as Parliament and the judiciary. It is concerned with the perceived need to safeguard fundamental rights and the linked need to protect minorities from what J. S. Mill in On Liberty called the tyranny of the majority. In chapter 9 the author subjects the work of Sumption to critical analysis (at pp. 150–55) in what is the most sustained engagement with another legal theorist in the book. The book is not as integrated as it could be, and the theoretical material it introduces does not structure the work or inform the analysis of the substantive content. In places it is quite a difficult read for undergraduate students and the whole book is rather court centric. It gives insight into how judges see their role in public law cases, it provides an expert overview of recent developments in public law, and chapter 4 (and the first part of chapter 5) is an accessibly written original and valuable analysis.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48715013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-19DOI: 10.1080/03069400.2022.2153312
M. Nehme
The start of the pandemic in 2020 changed the way many of the law faculties in Australia operate. Faculties who solely taught their law degree face-to-face had to shift gears suddenly and move overnight their education to an online space. Additionally, new international law students found that they could not enter the country due to the border closures that lasted for over 18 months. Existing international students had to decide whether they wished to stay in Australia and be separated from their families or leave and continue their studies on schedules that could be incompatible with their time zones. While classes were delivered in an online environment, there was a wide variety in the quality of delivery depending on the technological skills of the academics involved. Furthermore, as both the material and the delivery were designed hastily, the content did not take into account the cultural diversity of learners nor cater for the needs of international students. Legal academics had little time to reflect on their offerings, and it resulted, in many cases, in the development of inauthentic and incomplete teaching practices. Almost three years since the start of the pandemic, our lives are now returning to some sort of normalcy. The passing of time has allowed for improvement in the technological skills of staff. It has also provided the academy an opportunity to reflect on the experiences and needs of international students – needs that were initially ignored, marginalised or misunderstood. Consequently, law faculties have developed different formats to help with the integration of the international law student cohort who had started their degree during the pandemic and not yet stepped on Australian soil. This has been achieved through reflection on teaching experiences and the initiation of a range of activities. The focus of this article is on the way law faculties have attempted this integration through the delivery of classes and additional support offered to international students.
{"title":"Catering for international law students in a new world","authors":"M. Nehme","doi":"10.1080/03069400.2022.2153312","DOIUrl":"https://doi.org/10.1080/03069400.2022.2153312","url":null,"abstract":"The start of the pandemic in 2020 changed the way many of the law faculties in Australia operate. Faculties who solely taught their law degree face-to-face had to shift gears suddenly and move overnight their education to an online space. Additionally, new international law students found that they could not enter the country due to the border closures that lasted for over 18 months. Existing international students had to decide whether they wished to stay in Australia and be separated from their families or leave and continue their studies on schedules that could be incompatible with their time zones. While classes were delivered in an online environment, there was a wide variety in the quality of delivery depending on the technological skills of the academics involved. Furthermore, as both the material and the delivery were designed hastily, the content did not take into account the cultural diversity of learners nor cater for the needs of international students. Legal academics had little time to reflect on their offerings, and it resulted, in many cases, in the development of inauthentic and incomplete teaching practices. Almost three years since the start of the pandemic, our lives are now returning to some sort of normalcy. The passing of time has allowed for improvement in the technological skills of staff. It has also provided the academy an opportunity to reflect on the experiences and needs of international students – needs that were initially ignored, marginalised or misunderstood. Consequently, law faculties have developed different formats to help with the integration of the international law student cohort who had started their degree during the pandemic and not yet stepped on Australian soil. This has been achieved through reflection on teaching experiences and the initiation of a range of activities. The focus of this article is on the way law faculties have attempted this integration through the delivery of classes and additional support offered to international students.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42925078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-09DOI: 10.1080/03069400.2022.2145827
P. Leighton
After many decades of growth, internationalism, competitiveness and generally enhanced reputation, including for law, universities are today entering a less congenial period. There are many reasons for this. Some, such as Brexit are particular but others, such as the effects of the pandemic are more generalised. This is, therefore, a welcome book as it reflects on the roles of universities, largely beyond teaching and research. As the title suggests, its core concern is the nature of the relationship between universities and society more generally. Chapter 2 is especially insightful. It takes an historical and sociological approach, highlighting the fact that it was not until the eighteenth century that research, as opposed to teaching, became established. Today, we have become so conscious of “league tables” for research, its funding and outputs that it came as something of a surprise that this development was relatively recent. There is also a useful reminder that law, along with theology, medicine and the arts, was one of the first established disciplines of the early universities in Europe, though the rise of the English common law and its rejection of Roman law had a profound effect. The modern era has seen many initiatives to change the direction and nature of universities. The authors argue that the role of the university as an “academic community” has been subject to many challenges. For example, there has been the rise of the “entrepreneurial university” which capitalises knowledge and emphasises technology transfer. Probably the best-known universities adopting this model are MIT and Stanford University, USA, with their strong links to “Silicon Valley”. Strangely neglected is the rise of private, corporate universities, which are in some jurisdictions a common feature of legal education. Indeed, the essential differences between “public” and “private” institutions and their practical consequences are not fully explored, such as issues of accountability and the moves to seeing students as “consumers” – the focus of this book is largely on public universities. The book then considers many contemporary challenges, not least the role of technology and the rise of mass online learning. However, the bulk of the book is concerned with academic commitment and leadership (ACL) which is promoted as developing a more effective link between universities and society. ACL builds on the notion of corporate social responsibility(CSR) which has been a feature of management
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Pub Date : 2022-11-30DOI: 10.1080/03069400.2022.2145829
G. Ferris
knowledge is required to understand this book as the author intended, this book may be better aimed either at students who are willing to undertake their own initial research or at students who are slightly more advanced in their research or higher education. Such benefits, especially accessibility, make this book an excellent resource for both teaching with, and indeed learning from. Interestingly, it should be noted that not only teachers and students from a solely legal background would benefit from reading this book: given the arguable inter-disciplinary nature of some of the arguments advanced, student readers of the disciplines of both international relations/politics and history may find the book at minimum thought-provoking or, indeed, useful to their own studies (though, of course through the prism of international law itself).
{"title":"The rule of law and the separation of powers","authors":"G. Ferris","doi":"10.1080/03069400.2022.2145829","DOIUrl":"https://doi.org/10.1080/03069400.2022.2145829","url":null,"abstract":"knowledge is required to understand this book as the author intended, this book may be better aimed either at students who are willing to undertake their own initial research or at students who are slightly more advanced in their research or higher education. Such benefits, especially accessibility, make this book an excellent resource for both teaching with, and indeed learning from. Interestingly, it should be noted that not only teachers and students from a solely legal background would benefit from reading this book: given the arguable inter-disciplinary nature of some of the arguments advanced, student readers of the disciplines of both international relations/politics and history may find the book at minimum thought-provoking or, indeed, useful to their own studies (though, of course through the prism of international law itself).","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43982293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-28DOI: 10.1080/03069400.2022.2145828
Aminah Prianca Karim
it accepts that there is not an agreed definition of CSR. The idea is of an institution fostering public good. Academics are “social leaders” in public life by, for example, contributing to policy development, public events, mentoring and “public teaching”. Chapter 4 of the book provides many examples of initiatives, some of which will be of interest to law schools. Chapter 5 provides more detailed analysis of the application of ACL at the Hebrew University, Israel. This book is strong on analysis but perhaps less so on critique. The analysis is largely of the university as an institution, rather than consideration of how individuals, including students, are affected. Or perhaps how their experience is enhanced? CSR itself has been the subject of considerable critique, some describing it as merely “whitewashing”. Similar critiques apply to international trends towards managerialism, i.e. bringing in specialist managers to perform key roles, such that the notion of an academic community is weakened. Managerialism has caused friction and arguably a decline in appreciation of the role of individual academics and groups. It is interesting that many of the recommended ACL activities are already a feature of most law schools in the UK and wider. Law clinics are a feature of a growing number of schools and the experience of students who participate is increasingly recognised by professional bodies. Links between law schools and a range of associations and bodies are common, and students are used in research projects. This is an interesting book, especially when it moves from theory to practice. Unfortunately, the management of universities has sometimes led to cynicism, born out of providing grandiose “labels” for what are simply good learning experiences which also enhance the reputation of the sector as well.
{"title":"Minorities and the making of postcolonial states in international law","authors":"Aminah Prianca Karim","doi":"10.1080/03069400.2022.2145828","DOIUrl":"https://doi.org/10.1080/03069400.2022.2145828","url":null,"abstract":"it accepts that there is not an agreed definition of CSR. The idea is of an institution fostering public good. Academics are “social leaders” in public life by, for example, contributing to policy development, public events, mentoring and “public teaching”. Chapter 4 of the book provides many examples of initiatives, some of which will be of interest to law schools. Chapter 5 provides more detailed analysis of the application of ACL at the Hebrew University, Israel. This book is strong on analysis but perhaps less so on critique. The analysis is largely of the university as an institution, rather than consideration of how individuals, including students, are affected. Or perhaps how their experience is enhanced? CSR itself has been the subject of considerable critique, some describing it as merely “whitewashing”. Similar critiques apply to international trends towards managerialism, i.e. bringing in specialist managers to perform key roles, such that the notion of an academic community is weakened. Managerialism has caused friction and arguably a decline in appreciation of the role of individual academics and groups. It is interesting that many of the recommended ACL activities are already a feature of most law schools in the UK and wider. Law clinics are a feature of a growing number of schools and the experience of students who participate is increasingly recognised by professional bodies. Links between law schools and a range of associations and bodies are common, and students are used in research projects. This is an interesting book, especially when it moves from theory to practice. Unfortunately, the management of universities has sometimes led to cynicism, born out of providing grandiose “labels” for what are simply good learning experiences which also enhance the reputation of the sector as well.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45796254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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