Legal Education eJournal最新文献

{"title":"Challenges Facing Education in the 21st Century of Labor Law","authors":"Asri Wijayanti","doi":"10.2139/SSRN.2334157","DOIUrl":"https://doi.org/10.2139/SSRN.2334157","url":null,"abstract":"Labor law is a functional law, having private and public character. This is generally not the basis of labor law curriculum. Not all faculty of law put labor law as a compulsory subject. A gap between the lecture material to address the needs of a dynamic labor problem in the 21st century. This study aims to analyze the lecture material in Indonesian labor laws to the needs of the global community. The research method is a normative juridical approach with statute and the conceptual approach. The results are the first, the lecture material labor laws in Indonesia are still oriented the local, limited to the provisions of labor legislation in force in Indonesia. Second, there are inconsistencies between the Indonesian labor laws with ILO conventions contents, legal theory and philosophy of law. Third, as a mistaken understanding of the basic curriculum labor laws resulted in law school graduates have difficulty in overcoming the problems of international labor. Recommendations are expected labor law courses as a compulsory subject for all Faculty of law in Indonesia with a minimum of 4 credits semester. Revision of labor laws with learning materials based on ILO Conventions, the further study of Indonesian labor laws based on ILO philosophy of law.","PeriodicalId":337841,"journal":{"name":"Legal Education eJournal","volume":"85 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121185397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Economic Value of a Law Degree, Powerpoint Presentation","authors":"M. Simkovic, Frank Mcintyre","doi":"10.2139/SSRN.2270175","DOIUrl":"https://doi.org/10.2139/SSRN.2270175","url":null,"abstract":"Legal academics and journalists have marshaled statistics purporting to show that enrolling in law school is irrational. We investigate the economic value of a law degree and find the opposite: given current tuition levels, the median and even 25th percentile annual earnings premiums justify enrollment. For most law school graduates, the present value of a law degree typically exceeds its cost by hundreds of thousands of dollars. We improve upon previous studies by tracking lifetime earnings of a large sample of law degree holders. Previous studies focused on starting salaries, generic professional degree holders, or the subset of law degree holders who practice law. We also include unemployment and disability risk rather than assume continuous full time employment. After controlling for observable ability sorting, we find that a law degree is associated with a 73 percent median increase in monthly earnings and 60 percent increase in median hourly wages. The mean annual earnings premium of a law degree is approximately $57,200 in 2013 dollars. The law degree earnings premium is cyclical and recent years are within historical norms. We estimate the mean pre-tax lifetime value of a law degree as approximately $1,000,000.","PeriodicalId":337841,"journal":{"name":"Legal Education eJournal","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115092903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Satisfaction in the Practice of Law: Findings from a Long-Term Study of Attorneys' Careers","authors":"D. L. Chambers","doi":"10.2139/SSRN.2274162","DOIUrl":"https://doi.org/10.2139/SSRN.2274162","url":null,"abstract":"For forty years beginning in the late 1960s, the University of Michigan Law School conducted annual surveys of its alumni. The project included fifty successive graduating classes, with all but the most recent classes surveyed more than once. Over thirteen thousand alumni participated. Over the forty years, American legal education and the American legal profession underwent huge changes. When the study began, there were almost no women or minority students at Michigan and very few in the country as a whole. The vast majority of all students and lawyers were white and male. By the end, white men constituted far less than half of the students not only at Michigan but also at the huge majority of other law school in the United States. Similarly at the beginning of the survey, the overwhelming majority of Michigan graduates and law-school graduates in general began their careers in solo practice or in very small law firms. Few firms with more than one hundred lawyers even existed. By the end, more than half of Michigan students started their careers in firms of more than two hundred, and many started in firms of over a thousand.This article focuses on a theme that runs through all the graduating years – the varied satisfaction of graduates with their careers. Our findings, though necessarily limited to one school’s graduates, seem likely to apply to the experiences of most practitioners regardless of the school from which they graduated. Some findings may be surprising. We have found, for example, that, among Michigan’s graduates five, fifteen and twenty-five years out of law school, for both men and women, overall work satisfaction is much more closely related to perceptions of the social value of their work and the quality of their relations with co-workers than it is to their satisfaction with income or with their prestige in the community. This finding helps make more explicable another of our findings – that, on the whole, women practitioners are somewhat more satisfied than men – since it appears that, in general, women place a higher priority than men finding employment in settings where the work (as they view it) has comparatively high social value and where they are likely to have especially good relations with coworkers.","PeriodicalId":337841,"journal":{"name":"Legal Education eJournal","volume":"771 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116412832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Academic and Cultural Support for International LL.M. Students: Four Suggestions to Help Students Succeed","authors":"Susan C. Wawrose","doi":"10.2139/SSRN.2189830","DOIUrl":"https://doi.org/10.2139/SSRN.2189830","url":null,"abstract":"Law schools have an obligation to provide academic support to international students in LL.M. programs. Even students who are attorneys with practice experience abroad are likely to be novices in the study of American law. Like their first-year J.D. counterparts, they can benefit from instruction in the basics of the American legal system, assistance with communication in written and spoken English, and frank discussion of the best practices for success in the classroom. This article provides four suggestions for assisting international students studying in US LL.M. programs.","PeriodicalId":337841,"journal":{"name":"Legal Education eJournal","volume":"497 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125050077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Scholarships at Risk: The Mathematics of Merit Stipulations in Financial Aid Awards","authors":"J. Chen","doi":"10.2139/ssrn.2133018","DOIUrl":"https://doi.org/10.2139/ssrn.2133018","url":null,"abstract":"Many law schools in the United States condition financial aid grants on the recipients’ maintenance of a certain grade point average. These merit stipulations require students to meet or exceed minimum academic standards in order to keep all or part of their financial aid. Law students should take merit stipulations into account when they decide whether to accept an offer of admission paired with a conditional grant of financial aid. By all accounts, they do not. Law schools should transparently disclose the likely effect of merit stipulations on their financial aid awards. By all accounts, law schools do no such thing. Absent external coercion, they are unlikely to change their current practices. In the absence of industry-wide standards counseling full disclosure of financial aid practices, this article will try to equip law school applicants with the mathematical tools to assess the real impact of merit stipulations on their financial well being.This article first presents very simple models for discounting financial aid awards for the risk of failure to uphold a merit stipulation. It outlines a simple methodology for calculating the expected value of a financial aid award subject to a merit stipulation. The article also evaluates one extraordinary circumstance in which a law school has implicitly revealed its break-even point - the amount of aid that the school would award if it did not impose any merit stipulations.Building upon those foundations, this article performs a comprehensive analysis of law school grades and merit stipulations as artifacts of the standard normal distribution. It performs three distinct tasks. This article defines standard scores and explains how law school grading is based on the relationship between the standard score of each student’s raw score and the mean and standard deviation of of the distribution as a whole. This article then describes the risk of failure to satisfy a merit stipulation in terms of the normal distribution’s cumulative distribution function. For those instances in which the risk of failure to satisfy a particular school’s merit stipulation is known, this article demonstrates how to use the inverse cumulative distribution function to estimate the mean and standard deviation of a school’s grade distribution. As a bonus, this final exercise provides an introduction to value-at-risk analysis, a leading tool for assessing risk in global capital markets.","PeriodicalId":337841,"journal":{"name":"Legal Education eJournal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129276342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Way Forward: Transparency at American Law Schools","authors":"Kyle P. McEntee, P. Lynch","doi":"10.58948/2331-3528.1793","DOIUrl":"https://doi.org/10.58948/2331-3528.1793","url":null,"abstract":"Law school has long been thought of as an investment in human capital inherently worth consuming. This is a dated view. Today, entering the legal profession through law school requires an increasingly significant financial investment. Yet very little information about the value of a legal education is available for prospective law students. In fact, much of the information tends to mislead rather than inform aspiring lawyers. This Article surveys the available information with respect to one important segment of the value analysis: post-graduation employment outcomes. It then proposes a new standard for the presentation of post-graduation outcomes, \"The LST Proposal.\" Our hope is that this standard enables prospectives to take a detailed, holistic look at the diverse employment options from different law schools. This white paper builds on an earlier version, first published in April 2010. The original set forth an expose of the available law school employment information and proposed a way for law schools to voluntarily release better information. This Article updates descriptions of the current employment information, explains the recent reforms at the ABA Section of Legal Education that followed from the original paper, and offers a new proposal for the Section of Legal Education to adopt for the betterment of the legal profession.","PeriodicalId":337841,"journal":{"name":"Legal Education eJournal","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128216178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching in a Scholarly Way - A Scenario, Five Measures and Thee (Provocation.2.)","authors":"Sandra J. Welsman","doi":"10.2139/ssrn.1482422","DOIUrl":"https://doi.org/10.2139/ssrn.1482422","url":null,"abstract":"For a masterly exposition on ‘scholarship of teaching’ with a development model see Trigwell et al (2000). The authors elegantly craft reasoning for learnedness in teaching. They build with conviction from Boyer’s (1990/1997) four ‘separate, overlapping areas of scholarship’: of discovery, of integration (‘making connections across disciplines and placing specialists in larger context’), of application, and of teaching (to educate and entice future scholars). However, perhaps reflecting passage of time and my exploratory purpose, a series of intriguing issues also arise. This paper, developed and refined since 2006, pursues my inquiry into the ‘interdisciplinary space’ progressed from a platform of study, work and discussions in and about Australian universities. To keep this working paper hands-on (a deal more theory is discussed in linked papers) I develop a Scenario, a fact-based hypothetical, around a new Zoology-Law course – and test it against five adjudicative measures of ‘teaching in a scholarly way’. Theory and debate around teaching scholarship are considered, albeit briefly, and I reflect on how academic teachers in challenging, changing times, might see this now wider and higher performance expectation. For instance, reaching level E of the Prosser and Trigwell (1999) hierarchy must require considerable effort of any academic. He or she would need to be maintaining or advancing their core academic-research work, such as, in the science of genetics, with invention and publication. They would also be expected to follow the research and scholarship on teaching and teaching of genetics, to apply learning this in their teaching, and to ultimately publish and offer teaching leadership to colleagues. As demanding it would be, with education as the foundation of universities there are rising arguments (… effective learning, national productivity, work interest, competitiveness, student needs) why this expectation should and must be so.","PeriodicalId":337841,"journal":{"name":"Legal Education eJournal","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129925060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A World Without Law Professors","authors":"M. Siems","doi":"10.2139/ssrn.1481868","DOIUrl":"https://doi.org/10.2139/ssrn.1481868","url":null,"abstract":"Inspired by Alan Weisman’s book “The World Without Us” (2007) I analyse the thought experiment of a world in which law professors suddenly vanished. First, without academic teachers legal training would shift back to the legal professions. Purely professional law schools would provide legal training for future lawyers. This is feasible in both Common Law and Civil Law jurisdictions. These professional law schools can also be involved in a more general provision of legal education. In addition, non-law faculties of universities can take responsibility for teaching on law-related subjects. Secondly, I analyse the impact on legal research. Self-referential research would diminish. Doctrinal research would persist but it would be done by practitioners and the current oversupply would melt down. At universities legal research would continue but it would shift to related fields of social sciences and humanities. Thus, the threshold would be an “academic dinner party test”: legal research would have to show that it is of interest for other academic disciplines. Overall, I would therefore expect some changes; however, legal education and research would not disappear. In some respects, one could even argue that without law professors the quality of both teaching and research may improve. The paper finishes with the implications for the current system.","PeriodicalId":337841,"journal":{"name":"Legal Education eJournal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129661892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From Both Sides Now: The Job Talk’s Role in Matching Candidates with Law Schools","authors":"Anne M. Enquist, Paula Lustbader, John B. Mitchell","doi":"10.2139/SSRN.1687378","DOIUrl":"https://doi.org/10.2139/SSRN.1687378","url":null,"abstract":"In the heavily competitive law school teaching job market, the so-called “job talk” has assumed increasing importance in the ultimate hiring decision. Nevertheless, there is little published information to assist a law school faculty in structuring or evaluating the job talk and a similar paucity of information for candidates to guide them in creating and preparing for the presentation of their talk. This article is intended to fill that void. The article guides the preparation of faculty and candidates for both the job talk itself and for the crucial Q&A period that follows the talk. The article represents the authors’ collective 87 years of experience seeing both successful and unsuccessful job talks, as well as the experience of 15 colleagues around the country who reviewed our initial draft and commented on it from the perspective of their various law schools.","PeriodicalId":337841,"journal":{"name":"Legal Education eJournal","volume":"130 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114043465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Do Students Turn Over Their Rights When They Turn in Their Papers? A Case Study of Turnitin.com","authors":"S. Sharon","doi":"10.2139/SSRN.1396725","DOIUrl":"https://doi.org/10.2139/SSRN.1396725","url":null,"abstract":"Students around the world submit their essays to an online anti-plagiarism service known as Turnitin.com. Four students sued the service for copyright infringement because Turnitin added their papers to its database for use in future anti-plagiarism detection. The students lost their case, in both the district court and more recently in the court of appeals, based on a fair use analysis. This paper examines not only the copyright and fair use analysis that the court employs, but also the contracts and privacy issues that are applicable to this case.","PeriodicalId":337841,"journal":{"name":"Legal Education eJournal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124326572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}