Carruthers, Penny

Galloway, Kate

Skead, Natalie Kym

English

In the past 10 years we have witnessed a seismic shift in the practice of law. This shift is largely the result of the growing impact of digital technology on both the substantive content of law and the delivery of legal services. Legal education has been somewhat slow to respond. While there may have been considerable focus on integrating technology in how we teach, including an increase in the online delivery of content most commonly in the form of blended learning models, the review and revision of the substantive content of what we are teaching has lagged behind. Indeed, the first substantial review of the Priestley 11 commenced late in 2018, 26 years after their initial articulation. In this paper we report on a longitudinal study of Property Law teaching in Australia. In doing so, we explore the changes to both the substance and mode of delivery of this prescribed area of knowledge in the past 10 years, and provide some commentary on further changes that are needed to ensure Australian law graduates are adequately equipped with relevant knowledge and skills in this important area. <br/

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The Shifting Sands ofProperty LawTeaching in Australian Law Schools

https://pure.bond.edu.au/ws/files/33186630/Program.pdf

The Shifting Sands ofProperty LawTeaching in Australian Law Schools

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Bond University Research Portal