scholarly journals Transnationalizing Mexican Legal Education: But, What About Students' Expectations?

2009 ◽  
Vol 10 (6-7) ◽  
pp. 767-782 ◽  
Author(s):  
Luis Fernando Perez Hurtado
Keyword(s):  
Legal Education ◽  
School Enrollment ◽  
Bachelor's Degree ◽  
Law School ◽  
Institutions Of Higher Education ◽  
College Level ◽  
Basic Law ◽  
Bachelor's Degrees ◽  
Law Degree ◽  
Academic Year

The number of Mexican institutions of higher education (hereinafter also referred to as “Institutions” or “IHE”) offering Bachelor's Degrees in Law has increased rapidly. For example, in the 1997–1998 academic year, there were 364 Institutions offering the basic law degree; by the 2006–2007 academic year, the number had increased to 930. It is as if, over the last ten years, each week a new IHE began offering a Bachelor's Degree in Law. During that same period, law school enrollment in Mexico increased from 170,210 to approximately 240,000. By 2003, the Bachelor's Degree in Law was the degree program with the highest enrollment in the country – 11 out of 100 students at the college level chose it.

scholarly journals Transforming legal education through emotions

Legal Studies ◽  
2018 ◽  
Vol 38 (3) ◽  
pp. 450-479 ◽  
Author(s):  
Emma Jones
Keyword(s):  
Higher Education ◽  
Legal Education ◽  
Well Being ◽  
Law School ◽  
Law Students ◽  
Objective Analysis ◽  
Transformative Power ◽  
England And Wales ◽  
Legal Scholarship ◽  
Law Degree

AbstractLaw has traditionally viewed emotions as the enemies of rationality and reason, irrational and potentially dangerous forces which must be suppressed or disregarded. This separation and enmity has been mirrored within undergraduate legal education in England and Wales, with its rigid focus on seemingly impartial and objective analysis and notions such as the ubiquitous ‘thinking like a lawyer’. This paper will argue that attempts to disregard or suppress emotions within the law school are both misguided and destined to fail. It will explore the integral part emotions play within effective legal learning, the development of legal skills, and the well-being of both law students and legal academics. It will also consider how developments in legal scholarship and the evolving climate of higher education generally offer some potential, but also pitfalls, for the future acknowledgment and incorporation of emotions within undergraduate legal education in England and Wales. Bodies of literature relating to not only legal education, but also education generally, psychology and philosophy will be drawn on to demonstrate that emotions have a potentially transformative power within legal education, requiring them to be acknowledged and utilised within a more holistic, integrated form of law degree.

The Langdell Problem: Historicizing the Century of Historiography, 1906–2000s

2004 ◽  
Vol 22 (2) ◽  
pp. 277-337 ◽  
Author(s):  
Bruce A. Kimball
Keyword(s):  
United States ◽  
Legal Education ◽  
The United States ◽  
Bachelor's Degree ◽  
Law School ◽  
Law Schools ◽  
Christopher Columbus ◽  
History Of ◽  
Admission Requirement

Christopher Columbus Langdell (1826–1906) is arguably the most influential figure in the history of legal education in the United States, having shaped the modern law school by introducing a number of significant reforms during his tenure as dean of Harvard Law School (HLS) from 1870 to 1895. Langdell's innovations—including the admission requirement of a bachelor's degree, the graded and sequential curriculum, the hurdle of annual examinations for continuation and graduation, the independent career track for professional faculty, the transformation of the professional library from a textbook repository into a scholarly resource, and the inductive pedagogy of teaching from cases—became the characteristics gradually adopted by university law schools after 1890 and, eventually, schools of other professions. Langdell thus transformed legal education from an undemanding, gentlemanly acculturation into an academic meritocracy.

scholarly journals Online Clinical Legal Education: Challenging the Traditional Model

2016 ◽  
Vol 23 (5) ◽  
pp. 33
Author(s):  
Les McCrimmon ◽  
Ros Vickers ◽  
Ken Parish
Keyword(s):  
Legal Education ◽  
Law School ◽  
Law Students ◽  
First Century ◽  
The Internet ◽  
Traditional Model ◽  
Degree Programs ◽  
Law Schools ◽  
Use Of Technology ◽  
Law Degree

<p>It has been suggested that the “Digital Age provides an opportunity to revitalize and modernize legal education and to make it more individualized, relevant, human, and accessible”. Delivery of law degree programs fully online is one way the internet has begun to change, if not (yet) revolutionise, legal education in the twenty-first century.  In Australia, law students have been able to obtain their law degree online for a number of years.  Online clinical legal education, however, is still in its infancy.</p><p>In this article, the authors argue that the greater use of technology in legal education is inevitable, and law schools offering degrees fully online will continue to increase, at least in Australia. The rewards and risks of online legal education are considered from the perspective of a law school in which over 80% of its 855 students study law fully online. The development and implementation of clinical opportunities for students studying online also is discussed.</p><div><div><p> </p></div></div>

The Legal Profession: The Training and Literature of Law

2019 ◽  
pp. 591-616
Author(s):  
Lawrence M. Friedman
Keyword(s):  
Nineteenth Century ◽  
Civil War ◽  
Legal Education ◽  
Legal Profession ◽  
Law School ◽  
College Degree ◽  
Law Schools ◽  
The Law ◽  
Law Degree ◽  
College Or University

This chapter discusses changes in the legal profession in the second half of the nineteenth century, covering the rise of the law school, the literature of the law, and legal periodicals and casebooks. No state in the nineteenth century made a law degree, or a college degree, a prerequisite for admission to the bar. Many lawyers, however, even in the 1850s, did go to college, and more and more students who could afford it chose law school as well. Indeed, by 1900 it was quite clear that the law schools would come to dominate legal education. After the Civil War, an increasing number of law schools formed some sort of tie with a college or university. More than three-quarters of the schools open and running in the 1890s were of this type.

scholarly journals Athletes Drive Distinctive Trends of COVID-19 Infection in a College Campus Environment

2021 ◽  
Vol 18 (14) ◽  
pp. 7689
Author(s):  
Austin T. Hertel ◽  
Madison M. Heeter ◽  
Olivia M. Wirfel ◽  
Mara J. Bestram ◽  
Steven A. Mauro
Keyword(s):  
Risk Group ◽  
Temporal Trends ◽  
Rapid Identification ◽  
College Campus ◽  
Surveillance Program ◽  
Institutions Of Higher Education ◽  
Rt Pcr ◽  
Campus Environment ◽  
Incidence Risk ◽  
Academic Year

The COVID-19 pandemic forced most institutions of higher education to offer instruction and activities offsite, impacting millions of people. As universities consider resuming normal operations on campus, evidence-based guidance is needed to enhance safety protocols to reduce the spread of infectious disease in their campus environments. During the 2020/2021 academic year, Gannon University in Erie, PA, USA, was able to maintain most of its operations on campus. Part of Gannon’s disease mitigation strategy involved the development of a novel in-house, real-time RT-PCR-based surveillance program, which tested 23,227 samples to monitor the presence of COVID-19 on campus. Temporal trends of COVID-19 infection at Gannon were distinct from statewide data. A significant portion of this variance involved student athletes and associated staff, which identified as a higher incidence risk group compared with non-athletes. Rapid identification of athlete driven outbreaks allowed for swift action to limit the spread of COVID-19 among teammates and to the rest of the campus community. This allowed for successful completion of instruction and a modified season for all sports at Gannon. Our findings provide insights that could prove useful to the thousands of institutions seeking to resume a more traditional presence on campus.

scholarly journals Revenue efficiency in higher education institutions under imperfect competition

2016 ◽  
Vol 32 (4) ◽  
pp. 282-295 ◽  
Author(s):  
Geraint Johnes ◽  
John Ruggiero
Keyword(s):  
Higher Education ◽  
Imperfect Competition ◽  
Monopolistic Competition ◽  
Higher Education Institutions ◽  
Institutions Of Higher Education ◽  
Revenue Efficiency ◽  
Academic Year ◽  
Modelling Process ◽  
Selection Of

A number of studies have considered the evaluation of efficiency in higher education institutions. In this paper, we focus on the issue of revenue efficiency, in particular ascertaining the extent to which, given output prices, producers choose the revenue maximising vector of outputs. We then relax the price taking assumption to consider the case in which the market for some outputs is characterised by monopolistic competition. We evaluate efficiencies for English institutions of higher education for the academic year 2012–13 and find considerable variation across institutions in revenue efficiency. The relaxation of the price-taking assumption leads to relatively small changes, in either direction, to the estimated revenue efficiency scores. A number of issues surrounding the modelling process are raised and discussed, including the determination of the demand function for each type of output and the selection of inputs and outputs to be used in the model.

Affirmative Action and Aboriginal Government: The Case for Legal Education in Nunavut

1999 ◽  
Vol 14 (2) ◽  
pp. 21-75 ◽  
Author(s):  
Kelly Gallagher-Mackay
Keyword(s):  
Justice System ◽  
Critical Mass ◽  
Legal Education ◽  
Law School ◽  
Law Schools ◽  
Disadvantaged Communities ◽  
The Public ◽  
Education Gap ◽  
The University ◽  
And Training

AbstractThe Nunavut Land Claim Agreement commits federal and territorial governments to the recruitment and training of Inuit for positions throughout government. In the justice sector, there is currently a major shortage of Inuit lawyers or future judges. However, there also appears to be a fundamental mismatch between what existing law schools offer and what Inuit students are prepared to accept. A northern-based law school might remedy some of these problems. However, support for a law school requires un-thinking certain key tenets of legal education as we know it in Canada. In particular, it may require a step outside the university-based law school system. Universities appear to be accepted as the exclusive guardian of the concept of academic standards. Admission standards, in particular, serve as both a positivist technology of exclusion, and a political rationale for the persistence of majoritarian institutions as the major means of training members of disadvantaged communities. Distinctive institutions – eventually working with university-based law schools – have the potential to help bridge the education gap between Inuit and other Canadians. In so doing, they have the potential to train a critical mass of Inuit to meaningfully adapt the justice system to become a pillar of the public government in the Inuit homeland of Nunavut.

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