Blackstone's Tower: The English Law School - College of Social ...

More documents

Recommendations

Info

Appendix few of the deviations are large or likely to be particularly significant. 34 Nor is this convergence particularly surprising. In respect of pay, promotion, terms of service and in many other ways they have been treated much the same as other academics. 35 This may be a reflection of the broader thesis that since the Second World War nearly all major public changes and decisions affecting the discipline of law in universities have been much more part of changes in higher education than of developments in legal practice and the legal system. 36 By and large this evidence suggests that academic lawyers are generally integrated into the academic profession. There is clearly a need for further research into the academic legal profession over and above the current work by Professors Sugarman and Leighton. Becher and Halsey are almost unique in providing a basis for comparing academic lawyers with colleagues in other disciplines. Both samples are small and relate to different times (1980 and 1989) in a rapidly changing context. It is possible that by using a questionnaire technique that dealt with attitudes and context Halsey's work would tend to encourage convergence; Becher suggests that academic culture is fragmented, but this is related more to ideas. As Becher acknowledges, sub-disciplines may be a better unit for comparison than whole disciplines 37 (commercial lawyers, legal theorists and public international lawyers belong to different clans, if not tribes) and it is probably also the case that comparing lawyers with other applied or soft disciplines would also be illuminating. A specific study would need an appropriate theoretical framework. This is clearly just a modest start. Notes 1 For more substantial essays on academic lawyers see "The Law Teacher as a Superstar", ALLD and "Good-bye to Lewis Eliot", (1980) JSPTL (NS) 2; see also the ILC Report, op. c/fc, paras 217-37 and Chap. 4, n. 31-34. 2 op. cit, at p. 30. 3 T. Bergin, (1968) 54 Virginia L. Rev. 637; a useful survey of the American literature on the theme is Douglas D. McFarland "Self-images of Law Professors" (1985) 35 J. Legal. Educ. 232. 4 Above, Chap. 2. s Halsey's main sample was larger, but this was weighted and included Scotland. The population used here covers academics in universities and polytechnics in England and Wales. This is a preliminary analysis, comparing the responses of law teachers (hereafter L) to the rest (hereafter R) in response to Halsey's questionnaire (Halsey's questions are referred to as q.1, q.2, etc.) which is printed in Decline of Donnish Dominion (hereafter DDD), Appendix 1. The figures are expressed in percentages, e.g. L 70 / R 65 means 70% of lawyers compared to 204
Appendix 65% of the rest. I have mainly used the total sample, without distinguishing between responses from Universities (U) and Polytechnics (P), except in one or two instances. The interpretation of the data is mine and is mainly intended to suggest some hypotheses for further research. The sample of law teachers is too small to produce results that are statistically significant, but the figures do suggest some potentially fruitful lines of enquiry. q.19g teaching has declined: disagree L 87 / R 74; q. 19h (research quality declined: disagree): L 86.6 / R 66.7. q.3. (more students) L 78.3 / R 60.8. q.4. (students applying better) L 57.1 / R 33.8. q4b. (students graduating better): the figures are complicated, but on the whole the lawyers were more positive than the rest. q.17g. L 16.3/R. 26.2. q.17h. L. 25.5 / R 33; q.27a L 76.1 / R.69.6; cf. q.28a. qq.23a-c. See above, Chap. 2, n. 59. q.34. q.34 L 47.7 / R 25.3. These figures exclude professional qualifications, so it seems that most law teachers have at least two qualifications. These figures may not be very different for other professional subjects, such as engineering, teaching and medicine, but sit uneasily with the claims of law also to be part of the social sciences and humanities. 16 See ESRC Report on Socio-Legal Studies (1994), op. cit., above. Chap. 6, n.17. For a critique of Rutland's practices in respect of the Ph.D., see W. Twining "Postgraduate Studies in Law" in P. Birks, (ed.) Reviewing Legal Education (forthcoming, 1994). 17 qq.32-33 18 q.30 (men) L 78.3 / R 60.8. 19 qq.(38a and b (U); 34a and b (P)). 20 qq.6d. and 17. 21 q.29a. 22 q.29e. 23 No direct question was asked about this issue, and the inferences from answers to questions about remuneration are inconclusive. 24 q.19i. L. 85.4/R.89.6. 25 q.29c 26 q.9 (a-i). 27 qq.13, 14a, 14b. Complex (e.g. there were fewer law teachers supervising postgraduate research students: L 38.6 / R 53.1) 28 e.g. q13: none L 8.6 / R 9.7; over 25% of time: L 42 / R 43.2. 29 q.12 a L. 88.7 / R. 85.3. 30 q.12b. 31 qq.4O a and b. DDD Chap. 11. 32 q.31. 33 q.13 Nil: L 75.2 / R 63.5; over 25% of time: L. 1.1 / R 9.9. Possible explanatory factors may include the points that many academic lawyers today are not licensed to practice, that opportunities for private practice by academic lawyers are quite restricted outside London, that a number of them are involved in pro bono work (in advice centres and in legal and other pressure groups) (qq. 36-37), and that some moved to universities because they did not enjoy practice. 205
Page 1:
THE HAMLYN LECTURES BLACKSTONE'S
Page 4 and 5:
AUSTRALIA The Law Book Company Bris
Page 6 and 7:
Published in 1994 by Stevens & Sons
Page 9:
TABLE OF CONTENTS The Hamlyn Lectur
Page 12 and 13:
The Hamlyn Lectures 1962 Lawyer and
Page 15 and 16:
The Hamlyn Trust The Hamlyn Trust o
Page 17 and 18:
ABBREVIATIONS (a) The following abb
Page 19:
ACKNOWLEDGMENTS In the course of th
Page 22 and 23:
Preface There is an irony in arguin
Page 24 and 25:
Preface Henry James' caretaker I wo
Page 26 and 27:
Law in Culture and Society tures an
Page 28 and 29:
Law in Culture and Society The Engl
Page 30 and 31:
Law in Culture and Society by the I
Page 32 and 33:
Law in Culture and Society narrow d
Page 34 and 35:
Law in Culture and Society teric. T
Page 36 and 37:
Law in Culture and Society have bio
Page 38 and 39:
Law in Culture and Society lectivel
Page 40 and 41:
Law in Culture and Society Snell on
Page 42 and 43:
Law in Culture and Society cesses a
Page 44 and 45:
Law in Culture and Society ated int
Page 46 and 47:
Law in Culture and Society 3 Comm.
Page 48 and 49:
Law in the Universities: The Histor
Page 50 and 51:
Page 52 and 53:
Page 54 and 55:
Page 56 and 57:
Page 58 and 59:
Page 60 and 61:
Page 62 and 63:
Page 64 and 65:
Page 66 and 67:
Page 68 and 69:
Page 70 and 71:
Page 72 and 73:
Page 74 and 75:
What are Law Schools for? distracti
Page 76 and 77:
What are Law Schools for? view of e
Page 78 and 79:
What are Law Schools for? and prest
Page 80 and 81:
What are Law Schools for? of legal
Page 82 and 83:
What are Law Schools for? continue
Page 84 and 85:
What are Law Schools for? 91. While
Page 86 and 87:
What are Law Schools for? ibid. Cha
Page 88 and 89:
4. Law School Culture: A Visit to R
Page 90 and 91:
Law School Culture: A Visit to Rutl
Page 92 and 93:
Page 94 and 95:
Page 96 and 97:
Page 98 and 99:
Page 100 and 101:
Page 102 and 103:
Page 104 and 105:
Page 106 and 107:
Page 108 and 109:
Page 110 and 111:
Page 112 and 113:
Page 114 and 115:
Page 116 and 117:
The Law Library is credited with re
Page 118 and 119:
The Law Library A guide to the Bodl
Page 120 and 121:
The Law Library cular obviously req
Page 122 and 123:
The Law Library in a book entitled
Page 124 and 125:
The Law Library "A case is the writ
Page 126 and 127:
The Law Library have long troubled
Page 128 and 129:
The Law Library are really primary.
Page 130 and 131:
The Law Library "Is it not in the n
Page 132 and 133:
The Law Library women and minoritie
Page 134 and 135:
The Law Library British Isles. Ther
Page 136 and 137:
The Law Library dence, Legal Histor
Page 138 and 139:
The Law Library written by practiti
Page 140 and 141:
The Law Library tioners' works, alt
Page 142 and 143:
The Law Library information and ful
Page 144 and 145:
The Law Library 28 S. Chibnall, Law
Page 146 and 147:
The Law Library which see the Prefa
Page 148 and 149:
Legal Scholarship and the Roles of
Page 150 and 151:
Page 152 and 153:
Page 154 and 155:
Page 156 and 157:
Page 158 and 159:
Page 160 and 161:
Page 162 and 163:
Page 164 and 165:
Page 166 and 167:
Page 168 and 169:
Page 170 and 171:
Page 172 and 173:
Page 174 and 175:
Page 176 and 177:
Page 178 and 179: The Quest For a Core somewhat diffe
Page 180 and 181: The Quest For a Core of the law, as
Page 182 and 183: The Quest For a Core content, it fo
Page 184 and 185: The Quest For a Core "Of course, la
Page 186 and 187: The Quest For a Core ive either ref
Page 188 and 189: The Quest For a Core worth remarkin
Page 190 and 191: The Quest For a Core In the late 19
Page 192 and 193: The Quest For a Core the vocational
Page 194 and 195: The Quest For a Core was essential
Page 196 and 197: The Quest For a Core riers" between
Page 198 and 199: The Quest For a Core new skills ort
Page 200 and 201: The Quest For a Core texts of their
Page 202 and 203: The Quest For a Core If I am asked
Page 204 and 205: The Quest For a Core Within the leg
Page 206 and 207: The Quest For a Core For example, w
Page 208 and 209: The Quest For a Core is a further a
Page 210 and 211: The Quest For a Core exposition of
Page 212 and 213: The Quest For a Core what and know-
Page 214 and 215: EPILOGUE Roland Barthes' marvellous
Page 216 and 217: Epilogue two reference groups who h
Page 218 and 219: Epilogue lent—tend to be excluded
Page 220 and 221: Epilogue Diversification might help
Page 222 and 223: Epilogue graduates will in future h
Page 225 and 226: APPENDIX English Law Teachers as Ac
Page 227: Appendix In respect of background,
Page 231 and 232: INDEX Academic ethic, the, 49-51, 5
Page 233 and 234: Index Kahn-Freund, Sir Otto, 105-10
Page 244: Blackstone's Tower: The English Law
show all

Blackstone's Tower: The English Law School - College of Social ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?