773
Views
4
CrossRef citations to date
0
Altmetric
Original Articles

Legal teaching methods to diverse student cohorts: a comparison between the United Kingdom, the United States, Australia and New Zealand

Pages 389-411 | Received 08 Sep 2015, Accepted 12 May 2016, Published online: 20 Jun 2016

References

  • Abbott, M., Wong, S., Williams, M., Au, M., & Young, W. (1999). Chinese migrants’ mental health and adjustment to life in New Zealand. Australian and New Zealand Journal of Psychiatry, 33, 13–21.10.1046/j.1440-1614.1999.00519.x
  • Abramson, K. (2006). Art for a Better Life: A new image for American legal education. Brigham Young University Education and Law Journal, 227–293.
  • Adam, S., & Nel, D. (2009). Blended and online learning: Student perceptions and performance. Interactive Technology and Smart Education, 6, 140–155.10.1108/17415650911005366
  • Anderson, D. (1983). Access to privilege: Patterns of participation in Australian post-secondary education. Canberra: Australian National University Press.
  • Arkoudis, S., & Doughney, L. (2014). Good practice report- English language proficiency. Melbourne: Australian Government, Office for Teaching and Learning.
  • Arkoudis, S., & Tran, L. (2010). Writing blah, blah, blah: Lecturers’ approaches and challenges in supporting international students. International Journal of Teaching and Learning, 22, 169–178.
  • Arkoudis, S., Yu, X., Baik, C., Borland, H., Shanton, C., Lang, I., & Watty, K. (2013). Finding common ground: Enhancing interaction between domestic and international students. Teaching in Higher Education, 18, 222–235.10.1080/13562517.2012.719156
  • Australian Department of Education. (2014). Research snapshot: export income to Australia from international education activity in 2013. Retrieved from https://www.aei.gov.au/research/Research-Snapshots/Pages/default.aspx
  • Becker, D. M. (2001). Some concerns about the future of legal education. Journal of Legal Education, 51, 469–486.
  • Bowden, R. (2000). Fantasy Higher Education: University and college league tables. Quality in Higher Education, 6, 41–60.10.1080/13538320050001063
  • Brown Wright, G. (2011). Student-centered learning in higher education. International Journal of Teaching and Learning in Higher Education, 23, 92–97.
  • Bryant, A., & Charmaz, K. (2010). The SAGE handbook of grounded theory. Thousand Oaks, CA: Sage.
  • Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London: Sage.
  • Corbin, J., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13, 3–21.10.1007/BF00988593
  • Corbin, J., & Strauss, A. L. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Thousand Oaks, CA: Sage.
  • Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process Boston. New York, NY: D.C. Heath.
  • Dewey, J. (1938/1963). Experience and education. New York: Collier Books.
  • Dey, I. (1999). Grounding Grounded Theory. San Diego, CA: Academic Press.10.1016/B978-012214640-4/50011-5
  • Di Maggio, P. J., & Powell, W. W. (1983). The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields. American Sociological Review, 48, 147–160.10.2307/2095101
  • EACEA (2012). The European higher education area in 2012: The Bologna Process implementation report. Brussels: Education Audiovisual and Culture Executive Agency.
  • Fitzpatrick, S. (2009). The challenge of teaching law subjects with large and diverse student cohorts. Journal of the Australasian Law Teachers’ Association, 2, 113–119.
  • Forbus, P., Newbold, J., & Mehta, S. (2011). First-generation university students: Motivation, academic success, and satisfaction with the university experience. International Journal of Education Research, 6, 34–55.
  • Gibbs, G. R. (2010a). Grounded theory: Axial coding. Retrieved from http://www.youtube.com/watch?v=s65aH6So_zY&feature=relmfu
  • Gibbs, G. R. (2010b). Grounded theory: Open coding, part 4. Retrieved from http://www.youtube.com/watch?v=AwmDRh5l7ZE
  • Gibbs, G. R. (2010c). Grounded theory: Selective coding. Retrieved from http://www.youtube.com/watch?v=w9BMjO7WzmM&feature=relmfu
  • Graham, J. G. (2012). English language proficiency and the prediction of academic success. TESOL Quarterly, 21, 505–521.
  • Hu, C. (2010). When cultures meet in blended learning: What the literature tells us. In E. M. W. Ng (Ed.), Comparative Blended Learning Practices and Environments (p. 278). China: Hong Kong Institute of Education.10.4018/978-1-60566-852-9
  • ICEF Monitor. (2013). New Zealand aims to double value of international education by 2025. Retrieved from http://monitor.icef.com/2013/05/new-zealand-aims-to-double-value-of-international-education-by-2025/
  • Ireland, J. (2008). Blended learning in intellectual property: The best of both worlds. Legal Education Review, 18, 139–161.
  • Kenny, P. (2013). Meeting the online competition for undergraduate tax law students: Innovate or detonate? Paper presented at the Australasian Tax Teachers’ Conference, Auckland.
  • Kivinen, O., & Nurmi, J. (2003). Unifying higher education for different kinds of Europeans. Higher education and work: A comparison of ten countries. Comparative Education, 39, 83–103.10.1080/03050060302563
  • Kraal, D. (2013). A grounded theory approach to the minerals resource rent tax. Australian Tax Forum, 28, 841–874.
  • Kraal, D. (2014). University teaching: A reflection on tax teaching and cultural diversity. Journal of the Australasian Tax Teachers’ Association, 91, 119–215.
  • Kraal, D., & Lugo Marin, A. M. (2013). Stage one of Australia’s transfer pricing changes: Public submissions (re)action. Journal of Australian Taxation, 15, 189–232.
  • Leech, N., & Onwuegbuzie, A. J. (2008). Qualitative data analysis: A compendium of techniques and a framework for selection for school psychology research and beyond. School Psychology Quality, 23, 587–604.10.1037/1045-3830.23.4.587
  • Liamputtong, P., & Ezzy, D. (2005). Qualitative research methods. Melbourne: Oxford University Press.
  • Liu, N. C. L., & Cheng, Y. (2011). The academic ranking of world universities. Higher Education in Europe, 30, 127–136.
  • Marszal, A. (2012) , 4 October. University rankings: which world university rankings should we trust? The Telegraph. Retrieved from http://www.telegraph.co.uk/education/universityeducation/9584155/University-rankings-which-world-university-rankings-should-we-trust.html
  • McKerchar, M. (2010). Design and conduct of research in tax, law and accounting. Pyrmont: Lawbook Co.
  • McLean, M. (1983). Education of cultural diversity. Comparative Education, 19, 179–191.10.1080/0305006830190206
  • Miles, M., & Huberman, M. (1994). An expanded sourcebook: Qualitative data analysis (2nd ed.). London: Sage.
  • Minas, J., Shimeld, S., & Bingham, S. (2013). Using one-on-one interviews in tax teaching. Journal of the Australasian Tax Teachers’ Association, 8(1), 1–21.
  • Morgan, A., & Wilson-Rogers, N. (2013). The use of a study tour and reflective journals: Embedding alternative delivery and assessment methods into a traditional tax curriculum. Auckland, New Zealand: Paper presented at the Australasian Tax Teachers Association.
  • Murray, D., & Arkoudis, S. (2013). Discussion paper 1: Preparation and selection five years on: English language competence of international students - outcomes report. Canberra: Australian Government, Australian Education International.
  • Neuman, W. L. (2011). Social research methods: Qualitative and quantitative approaches (7th ed.). Boston, MA: Pearson.
  • North, B. (2000). The development of a common framework scale of language proficiency. New York, NY: Peter Lang.
  • OECD. (2011). Education at a glance 2011: OECD indicators. Retrieved from http://www.oecd.org/education/school/educationataglance2011oecdindicators.htm
  • OECD. (2013). World migration in figures. Retrieved from http://www.oecd.org/els/mig/dioc.htm
  • OECD. (2014). Education at a glance 2014: OECD indicators. Retrieved from http://www.oecd.org/education/eag.htm
  • Owen, S., & Davis, G. (2009). Learning and teaching in the discipline of law: Achieving and sustaining excellence in a changed and changing environment. Chippendale, NSW: Australian Learning and Teaching Council.
  • Sawyer, A., Tomlinson, S. R., & Maples, A. J. (2001). Developing essential skills through case study scenarios. Journal of Accounting Education, 257–282.
  • Schön, D. A. (1991). The reflective practitioner: How professionals think in action. Aldershot: Arena.
  • Schön, D. A. (1995). Educating the reflective legal practitioner. Clinical Law Review, 2, 231–250.
  • Schwartz, M. H. (2001). Teaching law by design: How learning theory and instructional design can inform and reform law teaching. San Diego Law Review, 38, 347–462.
  • Shanghai Jiao Tong University. (2014). Academic ranking of world universities 2014. Retrieved from http://www.shanghairanking.com/World-University-Rankings-2014/Australia.html
  • Stacey, E., & Gerbic, P. (2009). Introduction to blended learning practices. In E. Stacey, & P. Gerbic (Eds.), Effective blended learning practices: Evidence-based perspectives in ICT-facilitated education (p. 19). Hershey, NY: Information Science Reference.10.4018/978-1-60566-296-1
  • Tan, L. M. (2012). Using on-line assessments in a distance learning taxation course: Effects on students’ performance. Journal of the Australasian Tax Teachers’ Association, 7, 153–170.
  • Taylor, L.T., Cheer, U., Boister, N., Toomey, E., Mueller, S., & Wilson, D. (2012). Improving the effectiveness of large-class teaching in law degrees. Canterbury, NZ: University of Canterbury.
  • Times Higher Education. (2014). Times Higher Education world university rankings 2014-2015. Retrieved from http://www.timeshighereducation.co.uk/world-university-rankings/2014-15/world-ranking
  • Welch, A. (2002). Going global? internationalizing Australian universities in a time of global crisis. Comparative Education Review, 46, 433–471.10.1086/343120
  • White, G. (2011). Interactive learning. The Clinical Teacher, 8, 230–235.10.1111/tct.2011.8.issue-4

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.