Abstract:<p class="JLDAbstract">The increasingly integrated world has facilitated important international and trans-border trends, such as a progressively connected global economy, a significant growth in transnational business transactions and an increase in global regulation of global issues. Such globalisation has had a transformational impact on the legal profession in a number of ways. These include the need to provide advice on issues or transactions that have a transnational or international element; the i… Show more
“…Educators play a central role in helping students develop characteristics valued by employers in a range of law and nonlaw fields, but which cannot always be developed in the classroom: for instance, emotional intelligence, cultural sensitivity, and adaptability. (Lawyers Weekly, 2012;O'Sullivan & McNamara, 2015). Educators are concerned with setting and modelling these characteristics as part of professional standards.…”
There is a growing interest in the internationalization of university education, including through overseas work and study, to enable students across diverse disciplines to develop as global citizens. Legal education traditionally focuses on domestic law, but a major shift is underway to internationalize the law school curriculum with the aim of developing 21st century lawyers as global lawyers. This chapter covers three key topics. First, it identifies important contextual factors influencing Australian law schools to incorporate overseas work and study immersion courses into the curriculum. Second, it presents a case study of internationalization initiatives at the University of Newcastle Law School, New South Wales, focused on overseas work integrated learning and intensive study trips in the Asia-Pacific region. A research project evaluating the impacts of these initiatives for students and staff is summarised. Third, the chapter concludes with reflections on the opportunities and challenges from the perspective of legal educators who must develop their own intercultural competence and navigate new ways of working with overseas service providers and academic institutions. Themes relevant to disciplines other than law are highlighted.
“…Educators play a central role in helping students develop characteristics valued by employers in a range of law and nonlaw fields, but which cannot always be developed in the classroom: for instance, emotional intelligence, cultural sensitivity, and adaptability. (Lawyers Weekly, 2012;O'Sullivan & McNamara, 2015). Educators are concerned with setting and modelling these characteristics as part of professional standards.…”
There is a growing interest in the internationalization of university education, including through overseas work and study, to enable students across diverse disciplines to develop as global citizens. Legal education traditionally focuses on domestic law, but a major shift is underway to internationalize the law school curriculum with the aim of developing 21st century lawyers as global lawyers. This chapter covers three key topics. First, it identifies important contextual factors influencing Australian law schools to incorporate overseas work and study immersion courses into the curriculum. Second, it presents a case study of internationalization initiatives at the University of Newcastle Law School, New South Wales, focused on overseas work integrated learning and intensive study trips in the Asia-Pacific region. A research project evaluating the impacts of these initiatives for students and staff is summarised. Third, the chapter concludes with reflections on the opportunities and challenges from the perspective of legal educators who must develop their own intercultural competence and navigate new ways of working with overseas service providers and academic institutions. Themes relevant to disciplines other than law are highlighted.
“…Through globalization, the increasing international procedures among countries give rise to legal practitioners' duties, which means that lawyers need to develop the necessary knowledge and skills in the areas of law, international law, and the law of other nations [11], the norms and values of other nations as well as the democratic values and views in universal frame.…”
The aim of this study is to examine Ukrainian and Turkish law students' attitudes towards democratic values and the factors that may affect these values and to compare them in terms of different variables. This study is a descriptive survey model. The research consists of total 226 students from three Schools of Law, two in Turkey and one in Ukraine, whose race, religion, culture and languages are different. We tried to determine their attitudes towards democratic values regarding as age, gender, grade, level of parents' education, accommodation types. We applied "Democratic Values Scale" with 17 items developed by Çermik. We have concluded that comprehensive democratic activities should be created and the curriculum equipped with democratic values should be regulated and implemented so that potential future lawyers, legists, policy makers, politicians and administrators to be graduated from Schools of Law can eliminate discrimination and distribute the rights equally and establish democratic order and social justice, promote and defend the freedom of thought.
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