scholarly journals The Necessity of Clinical Legal Education in University Law Schools: A UK Perspective

2014 ◽  
Vol 7 ◽  
pp. 29 ◽  
Author(s):  
James Marson ◽  
Adam Wilson ◽  
Mark Van Hoorebeek
Keyword(s):  
Higher Education ◽  
Legal Education ◽  
Higher Education Funding ◽  
Law Schools ◽  
Legal Studies ◽  
Academic Benefits ◽  
Set Up ◽  
The Uk ◽  
The University

This paper proposes that the expansion and subsequent unbridling of the provision of a law clinic in the sector will provide the students with the skills necessary of graduates in the increasingly corporate, commercially motivated, UK university sector. Secondly, it provides a basis for the rationale of a movement in funding bands, a study which is being undertaken by the Higher Education Funding Council for England over the proceeding three years, in consequence to the increasing costs involved to the institutions. This increase in funding, coupled with a determination from the institution and case study evidence as presented in this paper, will hopefully propel clinical legal education to the forefront of undergraduate legal studies in the UK. Clinical legal education is a method of improving the student experience and offers various advantages if integrated fully into the university administrative set up. Such views have been given rigorous academic coverage, however this paper further analyses the academic benefits passed on to the student populace, in relation to the potential advantages to UK universities.

scholarly journals Distributed National Collections: Concept and Reality in Two Countries

2002 ◽  
Vol 14 (2) ◽  
pp. 103-115 ◽  
Author(s):  
Paul Genoni
Keyword(s):  
Higher Education ◽  
Resource Sharing ◽  
British Library ◽  
Higher Education Funding ◽  
National Library ◽  
Research Libraries ◽  
Similar Scheme ◽  
Set Up ◽  
The Uk ◽  
Specialized Subject

The ‘distributed national collection’ is a scheme whereby the British Library envisages completing agreements with other libraries to facilitate the development of specialized subject-based research collections in order to make the most of total national resources. The implementation in Australia of a similar scheme, the Distributed National Collection (DNC), was proposed during the late 1980s and 1990s, with the National Library (NLA) as a main advocate, and a great deal of enthusiasm was generated. The use of Conspectus was envisaged, and a DNC Office was set up at the NLA. It failed for various reasons: Conspectus proved unusable, the NLA had to cut back its own acquisitions, and financial restraints forced other libraries to look after their own interests. In the UK, the initiative for collaborative collection development has been driven by the British Library and the Higher Education Funding Councils. The UK has some features which give it a better chance of success - for instance, the responsible office should be independent of all the main players, whereas in Australia this responsibility could be carried only by the National Library; the UK has a more established network of research libraries, including a number outside the higher education/national library nexus; and the existence of BLDSC is highly beneficial. However, key challenges lie ahead, notably the complexities of managing the scheme, the time needed to put it into operation, the commitment demanded from participants (notably some sacrifice of local interests required for ‘deep resource sharing’), and obtaining the initial acceptance needed from users.

scholarly journals A STILE Project case study: the evaluation of a computer-based visual key for fossil identification

2011 ◽  
Vol 4 (2) ◽  
Author(s):  
Jean Underwood ◽  
Arne Dahlberg ◽  
Simon FitzPatrick ◽  
Malcolm Greenwood
Keyword(s):  
Teaching And Learning ◽  
Academic Staff ◽  
Learning Technology ◽  
Higher Education Funding ◽  
Resource Base ◽  
Student Access ◽  
Computer Based ◽  
Set Up ◽  
The Uk

The STILE Project (Students' and Teachers' Integrated Learning Environment) is one of 76 projects set up under the UK Government's Teaching and Learning Technology Programme (TLTP) initiative sponsored by the British Higher Education Funding Councils (HEFCs). The STILE Project uses hypermedia to provide greater opportunities for independent and flexible modes of learning both in a campus situation and for distance learning. The approach is resource-based. STILE provides a mechanism for both tutors and learners to discover and access relevant resources when they need them, together with facilities that enable users readily to use and re-use existing materials, to integrate them together, and to add further materials of their own in a way that seems natural to them (see Ruggles et al, 1995). The result is not a closed and finished product,but a set of tools and services and a continually developing resource base. The effect is to ease the load on academic staff in maintaining and supporting student access to resources, and to enrich the set of resources available to both staff and students.DOI:10.1080/0968776960040205

scholarly journals Making connections and building resilience: Developing workshops with undergraduates

2017 ◽  
pp. 404-418
Keyword(s):  
Higher Education ◽  
Vital Role ◽  
Education Sector ◽  
High Achieving Students ◽  
Financial Pressure ◽  
Wide Range ◽  
The Uk ◽  
The University ◽  
Uk Higher Education

While defining resilience is recognised as complex with recent research highlighting the disparity of interpretations, there is however, a common appreciation of the wide range of contributory factors impacting on students’ resilience within the Higher Education sector. These can include but are not limited to, an increasingly competitive environment for graduate jobs, increased financial pressure from student tuition fees, alongside the more traditional concerns of moving away from home and transitioning towards greater independence. Building on previous research at the University of Surrey with high achieving students, this paper outlines the development and delivery of a student focused workshop designed to enable the participants to build their understanding of resilience using different but complementary pedagogic approaches: LEGO® SERIOUS PLAY® and Concept Mapping. The case study included within this paper demonstrates one student’s reflection of the workshop and previous experiences which have contributed to their own resilience. What has become apparent at the University of Surrey, and more broadly within the UK Higher Education sector, is that universities have a vital role to play in fostering positive mindsets amongst students and developing strong and resilient independent learners.

scholarly journals Taking Clinical Legal Education Online: Songs of Innocence and Experience

2020 ◽  
Vol 4 (2) ◽  
pp. 6
Author(s):  
Hugh McFaul ◽  
Liz Hardie ◽  
Francine Ryan ◽  
Keren Lloyd Bright ◽  
Neil Graffin
Keyword(s):  
Legal Education ◽  
Law Schools ◽  
Online Technologies ◽  
Study Approach ◽  
Different Types ◽  
Challenges And Opportunities ◽  
Pro Bono ◽  
The Uk ◽  
Songs Of Innocence

<p>In common with the wider higher education sector, clinical legal education practitioners are facing the challenge of how to adapt their teaching practices to accommodate the restrictions imposed by governmental responses to the Covid-19 pandemic. Facilitating distance learning via online technologies has unsurprisingly become an area of increasing interest in the hope that it may offer a potential solution to the problem of how to continue teaching undergraduates in a socially distanced environment.</p><p><br />This paper seeks to provide clinical legal education practitioners with evidence-based insights into the challenges and opportunities afforded by using digital technologies to deliver clinical legal education. It adopts a case study approach by reflecting on the Open Justice Centre’s four-year experience of experimenting with online technologies to provide meaningful and socially useful legal pro bono projects for students studying a credit bearing undergraduate law module. It will analyse how a number of different types of pro bono activity were translated into an online environment, identify common obstacles and posit possible solutions. In doing so, this paper aims to provide a timely contribution to the literature on clinical legal education and offer a means to support colleagues in law schools in the UK and internationally, who are grappling with the challenges presented by taking clinical legal education online.</p>

scholarly journals Taking Clinical Legal Education Online: Songs of Innocence and Experience

2020 ◽  
Vol 27 (4) ◽  
pp. 6-38
Author(s):  
Hugh McFaul ◽  
Liz Hardie ◽  
Francine Ryan ◽  
Keren Lloyd Bright ◽  
Neil Graffin
Keyword(s):  
Legal Education ◽  
Law Schools ◽  
Online Technologies ◽  
Study Approach ◽  
Different Types ◽  
Challenges And Opportunities ◽  
Pro Bono ◽  
The Uk ◽  
Songs Of Innocence

In common with the wider higher education sector, clinical legal education practitioners are facing the challenge of how to adapt their teaching practices to accommodate the restrictions imposed by governmental responses to the Covid-19 pandemic. Facilitating distance learning via online technologies has unsurprisingly become an area of increasing interest in the hope that it may offer a potential solution to the problem of how to continue teaching undergraduates in a socially distanced environment.This paper seeks to provide clinical legal education practitioners with evidence-based insights into the challenges and opportunities afforded by using digital technologies to deliver clinical legal education. It adopts a case study approach by reflecting on the Open Justice Centre’s four-year experience of experimenting with online technologies to provide meaningful and socially useful legal pro bono projects for students studying a credit bearing undergraduate law module. It will analyse how a number of different types of pro bono activity were translated into an online environment, identify common obstacles and posit possible solutions. In doing so, this paper aims to provide a timely contribution to the literature on clinical legal education and offer a means to support colleagues in law schools in the UK and internationally, who are grappling with the challenges presented by taking clinical legal education online.

The Lawpaths Project

2003 ◽  
Vol 3 (2) ◽  
pp. 83-85 ◽  
Author(s):  
Sarah Carter ◽  
Melissa Bowden
Keyword(s):  
Best Practice ◽  
Legal Education ◽  
Legal Information ◽  
Legal Studies ◽  
Research Technology ◽  
Information Skills ◽  
The Uk ◽  
University Of Bristol ◽  
The University

The Lawpaths project >http://library.kent.ac.uk/library/lawpaths/< is a project to provide a resource bank of customisable legal information skills materials, based on best practice. It is funded by the JISC over three years, starting in August 2002 under the X4L (Exchange for Learning) programme. The project partners are the University of Kent, the Institute of Advanced Legal Studies and the UK Centre for Legal Education, in collaboration with the University of Bristol, Cardiff University and the Institute for Learning & Research Technology

scholarly journals Editorial

ReCALL ◽  
2006 ◽  
Vol 18 (2) ◽  
pp. 151-152
Author(s):  
JUNE THOMPSON
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
New Technologies ◽  
Higher Education Funding ◽  
Academic Journal ◽  
Step Down ◽  
The Uk ◽  
The University ◽  
Uk Higher Education ◽  
Teaching Initiative

This issue of ReCALL represents something of a watershed in the journalÕs history, for a number of reasons. First of all I have to report that Professor Graham Chesters has decided that he wishes to step down as co-editor, and I would like to thank him here for all his work for the journal over the years. Back in 1990 when Graham and I were involved with the Computers in Teaching Initiative Centre for Modern Languages (CTICML) at the University of Hull, funded by the UK Higher Education Funding Council, one of the required ‘deliverables’ was a regular Newsletter, designed to inform university language lecturers about developments in the use of new technologies in language learning. It soon became apparent that some of the material that was being submitted for publication was far too substantial for a Newsletter, yet merited dissemination among our readers. It was Graham who saw the potential need for a new academic journal in this field, and thus ReCALL was born. I still blush to see my attempts at desk-top publishing in those early issues!

scholarly journals Building your influence: the role of the smart sustainability leader

2020 ◽  
Vol 2 ◽  
pp. 53
Author(s):  
Janet Haddock-Fraser ◽  
David Gorman
Keyword(s):  
Higher Education ◽  
Training Programme ◽  
Theory And Practice ◽  
Decision Makers ◽  
Working Models ◽  
University Of Edinburgh ◽  
The Uk ◽  
The University

Anyone seeking to influence another is a potential leader.  Within higher education, determining what an institution should undertake on sustainability can be daunting.  Sustainability leaders face labyrinthine, multifaceted sub-cultures, influencers and viewpoints across staff, students, government, business and alumni all with an opinion on whether, how and in what order of priority sustainability should be taken forward.  In this paper we take on this challenge by synthesising and critically evaluating core principles and working models for influencing and leading for sustainability in higher education. We identify a series of eight challenges affecting delivery of sustainability and seek to understand how conceptual models and principles in sustainability decision-making and leadership could address these. We draw on the experience of both authors, in tandem with comments from workshop and leadership training programme participants who attended the Environmental Association for Universities and Colleges (EAUC) Leadership Lab training in the UK, as well as reflections arising in a detailed case study from the University of Edinburgh.  We bring key insights from theory and practice for the benefits of individuals or teams seeking to influence and persuade key decision-makers to embrace the sustainability agenda.

scholarly journals A Holistic Approach to Integrate and Evaluate Sustainable Development in Higher Education. The Case Study of the University of the Basque Country

2021 ◽  
Vol 13 (1) ◽  
pp. 392
Author(s):  
Estibaliz Sáez de Cámara ◽  
Idoia Fernández ◽  
Nekane Castillo-Eguskitza
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Basque Country ◽  
Holistic Approach ◽  
Institutional Setting ◽  
Practical Case ◽  
Development Indicators ◽  
Agenda 2030 ◽  
The University

Since the United Nations (UN) approved the Agenda 2030 for Sustainable Development in 2015, higher education institutions have increasingly demonstrated their commitment by supporting several initiatives. Although a great deal of progress has been made, there is still a lack of integrative approaches to truly implement Sustainable Development Goals (SDGs) in higher education. This paper presents a practical case that illustrates how to design and articulate SDGs within an institutional setting adopting a holistic approach: EHUagenda 2030 plan of the University of the Basque Country (UPV/EHU). It is based on empirical inquiry into global and holistic sustainable transformation and a real experience to move towards a verifiable and pragmatic contribution to sustainability. This plan describes the contribution to 12 of the 17 SDGs, along with three sectorial plans (Equality Campus, Inclusion Campus and Planet Campus), as well as the refocus of the UPV/EHU’s Educational Model and the panel of sustainable development indicators, which addresses the technical aspects of monitoring the SDGs. The methodology (mapping; mainstreaming; diagnosis and definition and, finally, estimation) is systematic and replicable in other universities yet to embark upon this integration. This case study makes a contribution towards the understanding of the complexity of the changes in Higher Education and the ways to approach it.

Can you measure IT? The UK experience of TechQual+

2014 ◽  
Vol 15 (1/2) ◽  
pp. 32-40 ◽  
Author(s):  
Ian Hall ◽  
Jessica Stephens ◽  
Sarah Kennedy
Keyword(s):  
Data Protection ◽  
Senior Managers ◽  
Web Based ◽  
Content Type ◽  
Survey Tool ◽  
Technology Services ◽  
Protection Legislation ◽  
The Uk ◽  
The University

Purpose – The University of York Library, part of its Information Directorate, has successfully run an annual user survey using LibQUAL+ since 2008. The tool has proven invaluable in understanding user needs and measuring improvements. The ability to benchmark performance has been well received by university senior managers. Following this positive experience, the Directorate piloted the TechQual+ survey to assess its technology services. TechQual+ is a total market-survey tool developed on the same principles as LibQUAL+. York was the first university in the UK to do this. The purpose of this paper is to reflect upon the experience and its relevance to information services. Design/methodology/approach – A team was established to co-ordinate the distribution of the survey, which was e-mailed to all university members. The survey was conducted over a period of three weeks in December 2011 using their web-based tool. The team worked with the survey providers to make amendments in order to comply with UK Data Protection legislation. Findings – The TechQual+ tool provided a rich set of data on the IT needs of University of York students and staff, including a wealth of comments. As the first use of the tool in the UK, a number of outcomes arose from the pilot: methods for running the survey in order to meet UK data protection requirements; feedback on the tool itself, with some questions not understood from a UK context; a rich set of results data, with some similarities (and several differences) to those available through LibQUAL+. Originality/value – The paper presents the first application of the TechQual+ survey in UK and discusses the issues faced when implementing it in a UK context. The case study will be of interest to libraries or converged services interested in assessing their IT provision.

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