Higher Education institutions around the world are subject to an increasing amount of pressure from the state. In many cases, this has resulted in their having to cope with increasing numbers of students on the basis of diminished resources. Withing universities, this results in pressure being exerted on individual departments to carry out more activity more quickly, more efficiently, and above all more cheaply.
How have law schools reacted to this? Will we see an increasing movement towards the training of professional lawyers, or is the liberal law degree alive and well? What are the pedagogic concerns of law teachers? Is there a pressing need to learn more about the nature of law as a discipline so that new areas of law teaching and legal research can be developed within university law schools?
This volume brings together the work scholars who have examined such questions from a number of different perspectives. There are comparative insights from common law jurisdictions outside the United Kingdom, as well as discussion of the future development of law schools by writers from every area of current socio-legal education research.
