Modernising legal education
This project draws together international insights from academia, industry and regulators around the theme of innovation and technology in legal education.
- Dr Catrina Denvir (Department of Business Law and Taxation, Monash University)
- Dr Margaret Hagan (Stanford Law School)
- Professor Ian Walden(Queen Mary University of London)
- Mr Patrick Cahill (Queen Mary University of London)
- Associate Professor Genevieve Grant (Monash Law School)
- Ms Esther Lestrell (Monash Law School)
- Professor Paul Maharg (Osgoode Hall Law School)
- Professor Sylvie Delacroix (Birmingham Law School)
- Paresh Karanthi (Westminster)
- Dr Andrew Moshirnia (Department of Business Law and Taxation, Monash University)
- Professor Jeff Giddings (Monash Law School)
- Mr Nigel Spencer (Said Business School Oxford)
- Mr Alex Smith (ReedSmith)
- Ms Julie Brannan (Solicitors Regulation Authority)
- Mr Rob Marrs
Project Background and Aims
Over the last decade, cost-pressures, technology, automation, globalisation, de-regulation and changing client relationships have transformed the practice of law. Yet in the face of these changes, legal education has remained surprisingly unmoved. Technology is still a relative rarity in legal education as either a means or ends, and opportunities to acquire skills beyond what regulators prescribe or what legal academics are willing to teach, are few and far between. In pursuit of a modernisation agenda, the ‘Modernising Legal Education’ edited collection draws together international insights from academia, industry and regulators around the theme of innovation in legal education.
Edited by Catrina Denvir and published by Cambridge University Press in 2019, this forthcoming volume offers readers an opportunity to reflect upon the role that legal technology can and should play in education, both as a tool to enhance teaching and a subject of study in its own right. The contributions offer insight into and examples of new initiatives, and provide a fertile source of inspiration for those interested in technology in legal education.
The collection draws together work from a variety of authors each of whom employ a range of different analytical methods. Examples include: qualitative analysis of observations and feedback collected following the implementation of innovative and experimental teaching methods (including the use of Virtual Reality to enhance the teaching of Legal Ethics, the virtual gamification of Criminal Law); comparison of online versus face to face approaches to teaching the legal curriculum, and; analysis of regulatory structures governing the legal education and training pathway.