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This paper investigated the extent to which the engagement levels of a self-selected cohort of students enrolled in first-year law programmes at three New Zealand universities varied according to ethnicity. When viewed in the light of factors identified within the international literature as having a bearing on student engagement and, in consequence, academic success and retention, no significant differences were identified in the ways students of Pakeha (European), Maori, Pasifika, Chinese and Indian descent interacted with the law school at which they were enrolled. This was despite some identified differences in students' backgrounds and motivations for study and in the external factors having an impact on their study. Nevertheless, the identified differences between the ethnicities in relation to personal and external factors can be utilised to enhance and/or improve the engagement of particular groups of students. Overall, the findings indicate a need for law schools to focus on student engagement in first-year programmes with a view to improving the engagement levels of students across all ethnicities.

From 2014 to 2019 the authors conducted a longitudinal study of a self-selected of cohort of students enrolled in undergraduate law programmes at three New Zealand universities. This article reports the experiences and reflections of 75 cohort members who participated in all seven data collections. By the end of the study, most of the cohort of 75 were engaged in legal work. Results are discussed in the light of four factors influencing student persistence, engagement, and self-efficacy. Results provide data on the nature of participants' pre-university backgrounds and characteristics; the nature of formal learning opportunities offered to them while at law school and the frequency and ways in which they participated in those activities; their relationships with their teachers and peers; and external events occurring while they were studying that had an adverse impact on their studies. We cannot offer evidence as to how these influences combined to influence the persistence, engagement or self-efficacy of individual students or the wider cohort, but we report commonalities and trends in responses. Also reported is data relating to the cohorts employment destinations and experiences. Areas for further, empirical study are identified, including the need for research on groups under-represented in this cohort. [ABSTRACT FROM AUTHOR]

From 2014 to 2019, we conducted a national longitudinal study capturing the law school and beyond experiences of a self-selected cohort of students who were enrolled in first-year law programmes at the Universities of Auckland, Canterbury, and Waikato in 2014. Our aim was to provide law students, law teachers, law schools, the Council of Legal Education, and the legal profession with comprehensive data on the Aotearoa | New Zealand law student and law graduate experience. Data were collected on seven different occasions over students’ time at law school and transition into the workforce. A total of 75 students (9.5 per cent of the full dataset, n = 785) participated at each data point, and we sought to capture their lived experiences as law students and graduates. Consistent with actual enrolments at Aotearoa | New Zealand law schools, a majority of the cohort (64 per cent, n = 48) was female. Consistent with the gender-focused Aotearoa | New Zealand and international literature, our results show that in some respects the law student experience was a gendered one. However, this finding was not replicated in early workplace experiences. We consider what lessons the identified gender differences offer for law teachers, the legal profession, and employers of law graduates. [ABSTRACT FROM AUTHOR]

This paper investigates cross-sectional and longitudinal trends in data collected from a self-selected cohort of law students enrolled at three New Zealand universities. From the beginning of their first year of study to the end of their third year, students were invited to complete questionnaires that documented a range of expectations, perceptions, and attitudes. Analysis was carried out to better understand students' interest in a legal career, satisfaction with law school, and psychological distress across their first three years at law school. Using descriptive and inferential statistics, we found that students' academic self-efficacy (i.e. perceived ability to be successful in law courses) and attitudes towards assessment emerged as noteworthy contributors to the law school experience. Students who persevered across three years of law school remained stable in their career interests and satisfaction with law school. However, two out of three students appeared at risk for mental health difficulties and we document an increase in psychological distress from the beginning of law school to the end of second year. Discussion focuses on how law schools might respond to these findings. [ABSTRACT FROM AUTHOR]

The article focuses on a study undertaken in 2011 to determine and carry out good practice when teaching the competencies and skills particular to the discipline of law to large classes of law students in the School of Law at the University of Canterbury in New Zealand. Findings reveal a clear correlation between the views expressed by the students and the findings emerging from legal education literature.

The article discusses court cases in New Zealand in relation to defamation and negligence. It highlights the case Leigh versus Attorney-General which is considered a defamation claim coming from questions asked in the New Zealand Parliament concerning the circumstances wherein Leah ceased he contractual employment for the Ministry of the Environment. It tackles absolute privilege and statements made in Parliament.

The article discusses the verdicts of New Zealand High Court and European Court of Human Rights on the exemption of journalists in forced disclosure of confidential sources. It states that Justice Randerson of the High Court carefully looked at the case of broadcaster John Campbell regarding his interview with an anonymous thief related to the issue of war medal burglary. It notes that the police required Campbell and his production team to disclose information involving the theft based on Evidence Act 2006. It mentions that the European Court preserve a privilege to thoroughly examine limitations of journalistic sources. According to Justice Randerson, the function of media in public interest is significant; thus, there is no exemption for a journalist to conceal the identity of sources.

This article reports on a study undertaken in 2015-2017 to ascertain employer views on the work readiness of New Zealand law graduates. It draws on data gathered from 15 qualitative interviews and an online survey of over 100 law firm and non-law firm employers of New Zealand law graduates. Its focus is law graduates engaged in legal work -- in both law firm and non-law firm settings. This study is linked to a longitudinal study following a cohort of students who began their legal studies in 2014 at the universities of Auckland, Canterbury, Waikato, and Victoria University of Wellington. Examined concurrently, the data from these two studies will assist New Zealand law schools to develop more "work-ready" graduates from the Bachelor of Laws (LLB) degree. We begin with a discussion of the major strengths and weaknesses of current law graduates as identified by employers. This includes employer perspectives on the skills, attributes and knowledge base of graduates, as well as views on the work readiness of different types of graduates -- male/female, graduates of different ethnicities and ages, graduates with double degrees, and Honours graduates. While employers identified a number of strengths of today's law graduates, such as digital literacy and research skills, two important shortcomings commonly highlighted by employers were deficiencies in writing skills, and a lack of appreciation for the practical or real world understanding of legal work. We then suggest some initiatives which New Zealand law schools might take to better prepare law graduates for the workplace. Possibilities include the introduction of a capstone course, more focus on skills development, and more opportunities for work-integrated learning. This article also queries whether the New Zealand Council of Legal Education's current prescription for the LLB degree might require amendment in order to better meet the needs of today's employers. [ABSTRACT FROM AUTHOR]