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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.

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]