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Encouraging life-long learner skills and preparing students for a new style of lawyering in the 21st Century to meet changing needs requires approaching teaching in renewed ways. This paper describes the action reflection learning approach adopted when teaching a mediation law course in an Australian law school. The approach and outcomes are described with specific attention to how this style of teaching enriches the student experience. Student reflections describe the teaching method as having developed their skills, learning and appreciation of a new conflict resolution advocacy style.

With globalising transnational corporate law firms, high rates of depression among law students and lawyers, and a changing role for lawyers in the world of dispute resolution, academics and professional bodies have been doing some soul searching. They are pondering just what is required in a law degree to train future lawyers adequately. This article discusses the current positioning of law degrees and draws together some of the diverse trains of thought arguing for the adoption of different directions. The article discusses adopting a collaborative rather than an adversarial emphasis as a particular path that could address some of the changes and dilemmas raised.

With changes afoot in the judges sitting on the High Court later in 2023 this article addresses a hope for a future change enabling greater protection of fundamental rights of an individual to know the accusations and evidence against them. The decision in SDCV, by a slim majority of one, validated the challenged law in s 46(2) of the Administrative Appeals Tribunal Act 1975 (Cth). This precluded the right of SDCV or his legal team from knowledge of the evidence against him. This article documents the decision and reasoning of the High Court in this case. It sets forth the basis for concern in such national security situations. [ABSTRACT FROM AUTHOR]

Lifelong learning appears frequently on university statements of desirable graduate outcomes. It is also referred to as a desirable outcome for Australian law graduates. This paper examines academic staff perceptions of lifelong learning as part of a broader study about assessment practices in a recently established Australian law school. Findings indicate that participants value lifelong learning, and that some of their perceptions of assessment principles and practice are broadly aligned with the lifelong learning paradigm. However, responses also indicate a lack of precision about how students' capacity for lifelong learning ought to be developed, as well as a tendency for participants to conflate the "self-management" component of lifelong learning with a more traditional, higher education concept of learner autonomy. The paper argues that imprecision and confusion about how to assess relevant skills and attributes will continue where lifelong learning is understood only in general terms, or as a sub-set of generic, graduate attributes. It therefore recommends that some unpacking of the concept be undertaken, at the institutional level, and that possible assessment models and exemplars be provided for the different lifelong learning domains, including: self-awareness; self-management and judgement; self-efficacy and motivation; and relevant generic graduate skills such as research and/or information literacy, critical thinking and problem solving. (Contains 1 note.)

Based on a geriatric enrichment (GeroRich) effort, this study examines outcomes of infusing aging content across the master of social work (MSW) foundation curriculum. In a longitudinal research design tracking one class, there were no significant changes observed in students' levels of experience and interest in gerontological social work. Significant increases were observed in self-rated levels of gerontological knowledge and practice skills--clinical and macro. Full-time status, less gerontological experience, and higher knowledge predicted greater practice skills at the follow-up. Implications for educating the next generation of social workers to better meet the needs of older adults and their families are discussed. (Contains 5 tables.)

Introduction The main object of labour law has always been, and I venture to say will always be, a countervailing force to counteract the inequality of bargaining power which is [...]

The civil law reforms starting in the USA and exemplified by Lord Woolf's reform package (1995; 1996) in the U.K. are considered in the context of diminishing legal aid and pressure on judges to become case managers responsible for the economic performance of their courts. The reforms are being sold in a package that promises a fairer system for all, greater access, cheaper and quicker justice, less stress and greater party control. This move from the welfare state to a civil society is analysed using Habermas's critical theory in an effort to uncover and debate its assumptions. Specific recent changes in civil procedure in Queensland are referred to in this context.

Although the value of mentorship has been widely researched in other professions, little is known about mentorship among social workers. In addition, few studies have empirically addressed the relationship between mentorship and career outcomes. This study explores the difference in the career outcomes of 430 social workers who have been both a mentor and protege, a mentor but not a protege, a protege but not a mentor, or neither a protege nor a mentor. Career success, career satisfaction, and income level were used as outcome measures. The results indicate significant main effects for being a protege and for being a mentor on career success and career satisfaction, but mentorship was significant on income level only for the mentor. Overall, mentorship can be an important factor in facilitating the career development of both proteges and mentors. Empirical investigation of gender and racial dynamics involved in mentorship is recommended., For more than a decade there has been 'much ado about mentors' (Roche, 1979, p. 20) in both the popular media and the professional literature. Studies from the fields of [...]