Coventry University: E-Journals
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The art of the possible: Designing a small-scale transnational learning experience for law students in Denpasar, Indonesia, and London, UK
Full text linkThe article reports on the design phase of a small-scale transnational learning experience, bringing together 20 law students from Udayana University, Indonesia and The City Law School, London, UK. We reflect on how our backgrounds and previous experience as educators; the scope and scale of available resources; practical matters, especially time zones; and ethical considerations all fed into the design of the learning experience. Our conclusion is that attention is needed to all these design-constraining or enabling elements, both those which apply to any kind of learning experience and those which are the choice of the educators who do the designing. Our hope is that well-designed transnational legal education will enhance the learning experiences of a generation of students who are living in an interconnected world, within which they will eventually make their careers
The human capabilities approach in legal education: A case study of Jindal Global Law School in India
Full text linkThis article argues that the human capabilities approach towards legal education in India is preferable and necessary to ensure inclusive and equitable quality education, build lifelong skills, allow citizens access to justice, and make institutions effective, accountable, and inclusive. Legal education should not simply train lawyers to defend human rights in court, but capacitate and empower people, who, knowing their rights, can prevent violations. The article focuses on India – the most populous and one of the most diverse countries in the world – to demonstrate both opportunities, as well as challenges in applying the human capabilities approach to legal education. It explores the case of Jindal Global Law School as a successful example of involving law faculty and students through legal clinics, public service, outreach, and direct work with local communities to raise awareness, disseminate legal know-how, empower people, and build capacity to achieve better accomplishment of human rights, access to justice, development, and peace
Editorial
Full text linkThe European Law Faculties Association (ELFA) and The Law School Global League (LSGL) are delighted to present this special issue of the European Journal of Legal Education dedicated to Global Legal Education.
ELFA was founded to enhance the quality of legal education in Europe by providing a platform for discussion and exchange. Its primary objective is to foster cooperation among European universities and beyond. In turn, LSGL unites law schools from all over the world that are committed to the globalization of law, integrating global law into their learning outcomes and research endevours. The league's mission is to promote global legal education and scholarly research in response to the increasing globalization of law. This special issue brings together expertise from ELFA and LSGL faculty members from around the world. It engages with an array of issues and practices core to global legal education.
In our increasingly interconnected world, global legal education has emerged as an essential framework for preparing future lawyers to navigate complex legal landscapes that transcend national boundaries. Legal education today must equip students not only with a foundational understanding of law and its social impact but also with the ability to critically assess and engage with different legal traditions and cultures.
This special issue brings together authors who represent a global voice of legal academia and explores the significance of global legal education in our interconnected society, with a particular focus on (a) the importance of a values-based education, (b) the promotion of inclusive and diverse learning environments, (c) the role of clinical legal education, and (d) insights from collaborative processes of curriculum reform to promote social responsibility locally, nationally, regionally and globally
Fostering Collaboration in Research Management: The Ca' Foscari University's Research Management Community - RMC
Full text linkWhat is new?
Ca’ Foscari University of Venice has established a Research Management Community (RMC): a structured, cross-organizational initiative launched in March 2022 to tackle fragmentation, high turnover, and process inefficiencies in research support. This model formalizes collaboration among research managers and aligns with emerging European frameworks like RM-Comp.
What was the approach?
The RMC adopts a blended and participatory approach, combining peer-to-peer collaboration, structured knowledge sharing, and continuous review of processes. It draws inspiration from international trends and EU-funded initiatives (e.g. CARDEA and RM ROADMAP), emphasizing the strategic role of research managers in academia.
What is the academic impact?
The RMC has improved the quality and consistency of research support provided to professors and researchers, enhancing internal communication, aligning workflows, and reinforcing institutional knowledge across departments and central services.
What is the wider impact?
The model offers a scalable and transferable framework for other institutions dealing with similar organizational challenges. It contributes to professionalization trends across European research management and supports the broader recognition of the research manager’s role within universities and funding ecosystems
Booksprints as a Learning Format for Students in Higher Education: Teaching and Learning Collaborative Writing
Full text linkThis article introduces booksprints as an innovative teaching and learning format for academic writing for undergraduate students. Booksprints foster writing with alternative concepts of authorship and enable students to collaboratively go through an almost authentic digital writing and publishing process in a minimum of time, and at the same time facilitate various future skills, such as written communication, coping with change, and digital literacy. Still being in a ‘prototype’ phase, booksprints are only just being tested as a potential educational format that is a bridge between subject matter and writing/teaching methodology. This article, therefore, presents the basic design of booksprints as well as some specific features, such as moderation of the process by the facilitator, explicit role assignments, visualized project management and the use of digital platforms, in order to introduce them as a writing-intensive learning setting for higher education
Review of Change and Stability in Thesis and Dissertation Writing: The Evolution of an Academic Genre
Full text linkThis is a book review of Change and Stability in Thesis and Dissertation Writing: The Evolution of an Academic Genre by Paltridge and Starfield (2024)
Legal wellbeing pedagogy: A new model for promoting wellbeing in law schools
Full text linkThis paper introduces a new pedagogical model for law schools, the Legal Wellbeing Pedagogy. It draws upon positive psychology, namely Self-Determination Theory and its Basic Psychological Needs sub-theory, as its theoretical basis. Synthesising these theories with existing international research into legal education enables them to be adapted to meet the specific requirements of the discipline of law. Based on this theoretical grounding, the focus of Legal Wellness Pedagogy spans cognitive, experiential and affective engagement with learning and teaching in legal education. It provides a clear framework for the integration of challenge and growth, independence and meaning, and collaboration and connection into the law degree. It also highlights the role of empathy, reflection and values and ethics as key inter-connecting concepts to promote a holistic approach to wellbeing. Overall, this paper sets out a theoretically grounded model which is focused upon promoting positive wellbeing for both staff and students, reimaging the legal curriculum as a vehicle to facilitate thriving and flourishing in an evidence-based and sustainable manner
Legal skills: Understanding and adapting legal education to the changing needs of clients
Full text linkThe movie A Few Good Men is known for the infamous line: ‘You can’t handle the truth.’ Less attention is placed on the dialogue that follows when Jack Nicholson’s character tells the attorney cross-examining him: ‘You have the luxury of not knowing what I know… I have greater responsibility than you can fathom.’ In imbuing lawyering skills, much of the academic focus has been on legal writing, research, analysis, and advocacy. Although, these skills remain the core requirements for lawyers in ‘handling the truth’, this article argues, however, that, particularly, in a world changed by the pandemic and artificial intelligence, lawyers will need to be able to offer more. There needs to be a move from a ‘linear’ approach to case progression which, typically, starts with the historical facts of the dispute presented at an initial lawyer-client interview and progresses to final hearing or settlement, to one in which lawyers need to consider the wider implications of the conflict that has arisen. Consideration must be given to the personal, financial, societal factors or responsibilities that may have contributed to the legal issue for the client and how these factors may potentially impact on the client’s autonomy to resolve the dispute.
In attempting to ensure that future lawyers ‘fathom’ the client perspective, this article will examine importance of legal educators underpinning design thinking in law by being cognisant of, and engaging law students with theory, to include Bronfenbrenner’s theory of the ‘ecology of human development’ and the extent to which being part of this wider ecology impacts on conflict and the way in which a dispute develops. It argues that a robust theoretical framework will aid understanding for a more ‘client-centred’, multi-disciplinary and therapeutic jurisprudential approach enhancing design thinking, such that future generations of lawyers develop the transversal skills required to take a wider, shared leadership perspective in addressing clients’ concerns in a more complete way. While this applies more specifically to future lawyers in common law jurisdictions, it is argued that such understanding will be important for anyone who wishes to use their law degree or training, in-house or in industry, whether working with teams of professionals, clients or customers across both common and civil law jurisdictions
Innovative Cardiopulmonary Resuscitation Training Strategy for Primary Care Staff which Addressed Pandemic Limitations: Feasibility Study for a Randomized Controlled Trial
Full text linkPrimary care nurses, dental nurses, and support staff rarely attend cardiac arrest and lack crash-team support. International evidence indicates that retention of resuscitation knowledge and skills fades within the common 12-months re-training period. The primary aim was to develop and refine a new resuscitation training intervention, determining feasibility and acceptability of proposed study procedures and outcome measures. The secondary aim was to determine whether useful data should result from the main study. In a mixed-methods study, participants used a manikin with Lifesaver and QCPR resuscitation apps to determine their adult resuscitation and defibrillation skill levels. Data were recorded from the apps, observation and questionnaires. Focused interviews provided narrative data. A diverse sample was secured, and robust data resulted from data-collection activities. Participants reported procedures to be acceptable, and maintenance of skills was enhanced in the three-monthly training schedule. For the full study, minor issues of ambiguity in instructions and improved layout of the observation sheet will be corrected. Debriefing and repeated practice will be specific features. Modifications during the COVID-19 pandemic could guide essential training in similarly disruptive events. Progression criteria were exceeded. Proceeding to the statistically-powered, randomized controlled trial to establish the impact of a novel resuscitation training strategy was indicated
Students on the Frontlines of Academic Integrity in Ireland and Croatia: Who Are They and (Why) Do We Need Them?
Full text linkThe standards and guidelines for quality assurance in the European Higher Education Area (ESG), define, within the standard 1.1, that higher education institutions (HEIs) need to have public internal Quality Assurance (QA) policies that effectively support academic integrity and are battling academic fraud, among other points (ENQA et al., 2015). On a national level (standard 3.6), QA agencies need to assure the integrity of their activities, in that way assuring that the national higher education (HE) systems are reliable, resilient and fit for purpose. When it comes to student involvement in QA, students are becoming increasingly engaged in QA activities as equal partners (ESU, 2020); however, the extent of their involvement in the matters of academic integrity on a national level still varies based on the national legislation and the activities covered by national QA agencies.
Some countries, such as Ireland and Croatia, do involve students in discussions about academic integrity, prevention of academic misconduct, and implementation of different methods to preserve academic values within the curricula. In this paper, we have described the differences between the two mentioned national systems in terms of legislation, practices in preserving academic integrity within the Quality Assurance (QA) of higher education, and students’ reflections based on the information available at the webpages of the respective NUSs (Union of Students in Ireland and Croatian Students’ Council).
In Ireland, the national QA Agency, Quality and Qualifications Ireland, has formed a National Academic Integrity Network (NAIN), and is directly involved in monitoring academic integrity practices and preventing academic misconduct, with the possibility of persecuting said misconduct. NAIN’s members include students who engage through their NUS - Union of Students in Ireland (USI), and who actively contribute to co-creation of policies and practices related to academic integrity. The student members receive appropriate training and are able to train and organise capacity-building activities for other students. The students also organise different activities on their own, to raise awareness on the need for battling academic misconduct such as contract cheating.
In Croatia, the national QA Agency, Agency for Science and Higher Education (ASHE), is monitoring academic integrity through institutional self-assessment reports within internal QA evaluations, while the Law on Students’ Council and Other Students’ Organisations defines the position of students’ ombudspersons at each HEI, independently from the QA system. Students’ ombuds are students who do not receive training, but are able to request institutional reports. They are selected for a period of 1 year by the institutional students’ representation body, and they can help other students in protection of their rights in disciplinary processes.
QQI and ASHE were interviewed as part of this research, and the findings indicate that QQI was much more successful in terms of engaging students in academic integrity-related topics, while ASHE does not have a responsibility to independently work on this topic with students, although they periodically participate in activities related to academic integrity. Students involved in QQI’s NAIN Network are independent and they understand the academic integrity policy well. Both the agencies reiterated the importance of students’ involvement in academic integrity and the need for educating students on these topics within their study cycles. Students who are overall most engaged in academic integrity are already active students’ representatives, which means that additional efforts need to be made in order to ensure all students understand this topic