MGU 2008–18

2020 ◽  
pp. 125-150
Author(s):  
Jeremy Breaden ◽  
Roger Goodman
Keyword(s):  
Academic Staff ◽  
Private University ◽  
Law School ◽  
Reform Process ◽  
Law Schools ◽  
New Graduate ◽  
Major Reform ◽  
History Of ◽  
The University ◽  
New Generation

This chapter continues the ethnographic account of the private university known as ‘MGU’ introduced in the previous chapter. It starts by explaining the most major reform project undertaken at MGU in the mid-2000s: the establishment of a graduate law school. It sets this story in the context of the history of law education in Japan and outlines the system of new graduate law schools introduced in 2004 before telling the story of the establishment and disestablishment of the MGU Law School itself. It gives an outline of the new graduate law schools and then tells the story of the establishment and disestablishment of the MGU Law School. It concludes that in the case of MGU, it was almost certainly better institutionally that the university had opened a law school rather than it had not, even though it closed after only a few years. The rest of the chapter looks at the other reforms which MGU introduced from the mid-2000s. These included reductions in admissions quota, full-time staff and fees, and the rationalization of facilities. Teaching and the student experience were taken much more seriously by the academic staff. Changes were also made in courses and course names. These and other reforms aside, there was also a significant generational shift within MGU’s owning family, as a new generation emerged and as the family itself sought to lead by example in the reform process. Overall, these responses helped MGU to survive the severe challenges it had faced in the mid-2000s and set if on an apparently stable course for the 2020s.

scholarly journals The Dean Who Went to Law School: Crossing Borders and Searching for Purpose in North American Legal Education, 1930–1950

2016 ◽  
Author(s):  
Eric M. Adams
Keyword(s):  
North American ◽  
Graduate Training ◽  
Legal Education ◽  
Law School ◽  
University Of Minnesota ◽  
Law Schools ◽  
University Of Alberta ◽  
History Of ◽  
History Of Law ◽  
The University

This article is about the making of modern legal education in North America. It is a case study of the lives of two law schools, the University of Alberta, Faculty of Law and the University of Minnesota Law School, and their respective deans, Wilbur Bowker and Everett Fraser, in the decades surrounding the Second World War. The article follows Bowker’s unorthodox route to Alberta’s deanship via his graduate training under the experimental “Minnesota Plan” — Fraser’s long-forgotten effort to place public service at the centre of American legal education. In detailing an overlooked moment of transition and soulsearching in North American legal education, this article underlines the personalities, ideologies, circumstances, and practices that combined to forge the still dominant model of university-based legal education across the continent. Highlighting the movement of people and ideas, this study corrects a tendency to understand the history of law schools as the story of single institutions and isolated visionaries. It also reveals the dynamic ways in which law schools absorbed and refracted the period’s ideological and political concerns into teaching practices and institutional arrangements. In bold experiment and innate conservatism, personal ambition and institutional constraints, and, above all else, faith in the power of law and lawyers, the postwar law school was born.

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.

The University of Groningen in the World

2021 ◽  
Author(s):  
Klaas Berkel ◽  
Guus Termeer
Keyword(s):  
The Netherlands ◽  
Academic Staff ◽  
The World ◽  
History Of ◽  
History Of The University ◽  
International University ◽  
Religious Reasons ◽  
The University ◽  
The Impact ◽  
Over Time

The University of Groningen has been an international university since its foundation in 1614. The first professors formed a rich international community, and many students came from outside the Netherlands, especially from areas now belonging to Germany. Internationalization, a popular slogan nowadays, is therefore nothing new, but its meaning has changed over time. How did the University of Groningen grow from a provincial institution established for religious reasons into a top-100 university with 36,000 students, of whom 25% come from abroad and almost half of the academic staff is of foreign descent? What is the identity of this four-century-old university that is still strongly anchored in the northern part of the Netherlands but that also has a mind that is open to the world? The history of the university, as told by Klaas van Berkel and Guus Termeer, ends with a short paragraph on the impact of the corona crisis.

Influences of New England Law on the Middle Colonies

1983 ◽  
Vol 1 (2) ◽  
pp. 238-250 ◽  
Author(s):  
George L. Haskins
Keyword(s):  
New England ◽  
The United States ◽  
Law School ◽  
University Of Pennsylvania ◽  
Mother Country ◽  
The World ◽  
Middle Colonies ◽  
History Of ◽  
The Law ◽  
The University

On October 3, 1881, William Henry Rawle, the distinguished Philadelphia lawyer and scholar, addressed students at the University of Pennsylvania Law School hoping to illustrate, ‘in a very general and elementary way,’ the differences between the growth of English and early Pennsylvania jurisprudence. ‘It would have been more interesting and more broadly useful,’ Rawle apologized to his audience, ‘if the attempt could have been extended to embrace the other colonies which afterwards became the United States, for there would have been not only the contrast between the mother country and her colonies, but the contrast between the colonies themselves.’ Rawle was confident that such an examination would have revealed how ‘in some cases, one colony followed or imitated another in its alteration of the law which each had brought over, and how, in others, the law was changed in one colony to suit its needs, all unconscious of similar changes in another.’ ‘Unhappily,’ Rawle explained, ‘this must be the History of the Future for the materials have as yet been sparingly given to the world.’

Building an African Department of History at Makerere, 1950–1972

2003 ◽  
Vol 30 ◽  
pp. 253-282
Author(s):  
Carol Sicherman
Keyword(s):  
World War Ii ◽  
East Africa ◽  
Special Relationship ◽  
World War ◽  
Technical School ◽  
The World ◽  
University College ◽  
History Of ◽  
The University ◽  
New Generation

Once upon a time, in the euphoric 1960s, a new generation of historians of Africa undertook to write the history of Africa and Africans through the ages, overturning previous Western suppositions that Africa had no precolonial history worth investigating. As J.D. Hargreaves has written, they were “excited by the challenge to apply their craft to the continent which Hegel had judged ‘no historical part of the world’.” Among the explorers of the largely unmapped territories of prccoloniai history were members of the Makerere Department of History and their students, many of whom were to become professional historians. This essay sketches the construction of a modern Department of History at Makerere, a task requiring a new curriculum and a new staff.Makerere began in 1922 as a government technical school for Africans. Courses in medicine and teacher training soon replaced the original more “vocational” instruction in carpentry, surveying, mechanics, and the like. The next several decades saw an evolution into a “higher college,” preparing students from all over East Africa for examinations leading to university degrees. By the late 1930s, a top-level commission recommended fulfilment of an early forecast that Makerere would one day become a university college. In the meantime, as World War II put off any substantial changes, it loomed ever greater as the legendary “mountain” that only the best could ascend. In 1950, finally fulfilling the forecast, Makerere joined in a Special Relationship with the University of London to become the University College of East Africa.

scholarly journals University of Wollongong in Dubai: creating a private university in the public interest

2011 ◽  
Vol 1 (4) ◽  
pp. 1-13 ◽  
Author(s):  
Rob Whelan ◽  
Daniel Kratochvil
Keyword(s):  
Higher Education ◽  
Public Interest ◽  
Academic Staff ◽  
Private University ◽  
Subject Area ◽  
Content Type ◽  
The Public ◽  
Staff Members ◽  
Complex Organization ◽  
The University

TitleUniversity of Wollongong in Dubai: creating a private university in the public interest.Subject areaHigher education leadership and planning.Study level/applicabilityPostgraduate/higher education.Case overviewProfessor Rob Whelan was appointed President of the University of Wollongong in Dubai (UOWD) from the University of Wollongong in Australia (UOW). Professor Whelan brought to the job in Dubai the perspective that public‐good benefits flow from a comprehensive institution engaged with the larger community and these are led by academic staff members who produce research that serves the national interest. To apply this model to UOWD meant a thorough analysis of the organization in terms of both its culture and its broader environment. This case explores the various processes through which a new leader takes stock of an existing institution, identifies the potential for development in a particular direction, draws upon a range of stakeholders to refine the vision and develop it into a strategic plan, gains support for the plan, and then implements change through close collaboration with the institution's constituents.Expected learning outcomesThis case can be used to explore a number of issues in leadership and management including: identifying the various internal and external stakeholders in a complex organization; analysing strategies for mobilization for change, including the assessment of inclusive versus exclusive approaches; reviewing the opportunity costs of change; and assessing types of leadership.Supplementary materialsTeaching notes.

scholarly journals Disability Human Rights Clinics as a model for teaching Participatory International Human Rights Lawyering

2018 ◽  
Vol 25 (3) ◽  
pp. 23-52
Author(s):  
Yvette Maker ◽  
Jana Offergeld ◽  
Anna Arstein-Kerslake
Keyword(s):  
Human Rights ◽  
Legal Education ◽  
Law School ◽  
Law Students ◽  
Legal Analysis ◽  
Human Rights Law ◽  
Community Based ◽  
Scholarly Output ◽  
The University ◽  
New Generation

The Disability Human Rights Clinic (DHRC) was established at Melbourne Law School, the University of Melbourne, in 2015.  Its supervisors and students conduct legislative and policy reform projects as well as strategic litigation. The DHRC was created by Anna Arstein-Kerslake to address a significant lack of resources in community-based organisations to undertake in-depth legal analysis. It uses an innovative model of clinical legal education to harness the skills of law students to fill that gap and to expose a new generation of lawyers to the emerging field of disability human rights law. In this article, we draw on our experiences running the DHRC to argue that the model it establishes can create significant scholarly output in the human rights field, direct engagement with the community, and rich doctrinal and experiential learning for students.

Revisiting the Arthurs Report Twenty Years Later

2003 ◽  
Vol 18 (1) ◽  
pp. 33-44 ◽  
Author(s):  
Constance Backhouse
Keyword(s):  
Legal History ◽  
Law School ◽  
Faculty Members ◽  
Advisory Panel ◽  
Social Sciences And Humanities ◽  
The Social ◽  
Seminar Room ◽  
History Of ◽  
The University ◽  
Consultative Group

Harry Arthurs' Law & Learning report, conceived by the Social Sciences and Humanities Research Council of Canada and carried to fruition in 1983 by a ten-person Consultative Group and a twenty-three person Advisory Panel, was a formative document in the history of Canadian legal education. My recollection of the release of the report is probably intensified because of the circumstances in which I experienced it the following year - a seminar room filled with cranky faculty members at the Faculty of Law at the University of Western Ontario, as stony terrain as any venue one might have imagined for the reception of such a report. I was then a relatively junior untenured professor, hoping to build a scholarly record in the field of feminist legal history, who had unwittingly found myself in a law school in which most faculty were devoted to building its reputation as a professionally conservative, black letter law institution. Into such a milieu strode my former professor and mentor, Harry Arthurs, whose habit of describing Osgoode Hall Law School as the “best law school in the Commonwealth” had not particularly endeared him to the Western professoriate previously. I felt like a deer in the headlights, and my sense was that Harry Arthurs himself was very ill at ease in a room that exuded defensiveness and hostility, as well as both latent and overt anger.

Justice Education: A Desired Destination of The Menon Model

2020 ◽  
Vol 7 (1) ◽  
pp. 35-45
Author(s):  
Debasis Poddar
Keyword(s):  
Professional Education ◽  
Social Transformation ◽  
Legal Education ◽  
Law School ◽  
Professional Service ◽  
Contemporary History ◽  
Institutional Entrepreneurship ◽  
The People ◽  
History Of ◽  
New Generation

Since inception of the new-generation experiment in legal education with the National Law School of India University Bangalore (NLSIU), contemporary history of professional education rolls on toward excellence and the ordeal is on with the proliferation of similar institutional entrepreneurship. In the anxiety of competitive edge, few—too few—follow legacy of a model school in Bangalore; invented by N.R. Madhava Menon: the legacy vis-a-vis experiments with discipline, leadership, pedagogy, and the like. Minute prospect and consequence of (t)his model apart, Menon redefined the philosophy of professional education at NLSIU. What went spread over far and wide as trendsetter for the contemporary legal education is the letters of institutionalism, more so for ‘National’. Spirit of the NLSIU legacy but lies elsewhere. A practising lawyer-turned-educator, Madhava Menon has introduced a model to prepare well-baked product for the bench and the bar alike. At the same time, however, he brought in sense of social responsibility otherwise getting dwindled in the contemporary professional lifeworld. Not without reason that there is emphasis upon clinical legal education and legal aid clinic alike. In its essence, the author advances arguendo with the reasoning of his own, that pedagogy thereby initiated has had a teleological end to offer legal education en route to justice education; thereby spearhead progressive social transformation. The Menon Model is meant to raise human resource for professional service to the court and the people; instead of tertiary service to the market. After his model, the market ought to approach qualified professionals; not vice versa. The sooner such internal legacy of the (Menon) model earns appreciation is the better for prospect of professional education.

Working out women in law schools

Legal Studies ◽  
2001 ◽  
Vol 21 (1) ◽  
pp. 116-136 ◽  
Author(s):  
Celia Wells
Keyword(s):  
Women Students ◽  
Academic Staff ◽  
Equal Opportunities ◽  
Law Schools ◽  
Female Head ◽  
The University ◽  
Head Of Department ◽  
Working Out

Although well over half of law undergraduates are women, in nearly all law schools they are likely to encounter more male lecturers than women. Few of them will meet a woman law professor and even fewer will see a female head of department. Compared with their male counterparts fewer women students and academic staff will go on to the top of their profession. There is clear evidence that women of all ranks in universities are paid less than their male counterparts. The university sector as a whole is only slowly coming to recognise that some proactive policies might he needed before equal opportunities for women and other groups traditionally excluded from the portals are assured. This paper explores some of the explanations for the position of women in UK law schools.

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