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Table of Contents

Introduction

Abstract
This book is intended as a guide to colleagues who are new to their roles as legal academics or new to particular aspects of their roles. This book is not a rule book or even a definitive how to guide but rather an attempt to share our experience, and the experience of colleagues, with you. We hope that in doing so you can build on that experience and perhaps avoid making some of the mistakes and falling into some of the traps we did. We have tried to do justice to the fact that there is no typical legal academic and no typical role. We all do slightly different things in slightly different institutions and we all have slightly different backgrounds, career paths and ambitions.
Chris Ashford, Jessica Guth

Meg

Frontmatter

Chapter 1. From Legal Practice to Academia

Abstract
Meg has been working in legal practice as a solicitor for about five years and is now considering a move into academia. She doesn’t really know what to expect or whether she has the skills and knowledge necessary to make the switch.
Karen Jones

Chapter 2. Lectures

Abstract
Meg has successfully secured her first academic post, working in a research-rich institution. She has now been told that she will be teaching large groups of students in lectures.
Anthony Bradney

Chapter 3. Marking

Abstract
Meg has just been given her first batch of exam scripts and coursework to mark.
Becky Huxley-Binns

Chapter 4. Gender Issues in Teaching and Learning — Difficult Situations with Students

Abstract
Meg has now been teaching for a few weeks, and is concerned that some students are not taking her as seriously as she would like. She is now reflecting upon how gender may be playing a part and shaping the learning and teaching experience.
Rachel Anne Fenton

Chapter 5. Research and Scholarship

Abstract
Meg is expected to carry out scholarship and research and has a time allocation for both. She is therefore trying to understand what exactly the differences are so that she can meet expectations.
Richard Mullender

Chapter 6. Designing Research

Abstract
Meg now has an idea of what she would like to do in research terms, and is designing her first research project.
Matthew Weait

Chapter 7. Reference Writing

Abstract
Meg has received several requests for references from her current students.
Gary Watt

Chapter 8. PhD by Publication

Abstract
Meg’s institution is keen for all its academic staff to have PhDs. Meg has heard about the possibility of doing a PhD by publication and is thinking about whether this might be a good route for her.
Tim Connor

Chapter 9. Work-Life Balance

Abstract
Meg has a relatively high teaching load but is expected to deliver research outputs. She is struggling to fully understand and meet the many demands the institution is placing on her. She has one young child at home and is planning for another.
Richard Collier

Chapter 10. Wellbeing

Abstract
Meg is feeling increasingly stressed due to the many, growing, and competing demands upon her time.
Richard Collier

Chapter 11. Managing Maternity, Paternity and Parental Leave

Abstract
Meg is pregnant and is looking for advice on maternity and parental leave.
Helen Stalford

Chapter 12. From Module Leadership to Course Leadership

Abstract
Meg has returned from her recent maternity leave. She has now been asked to take over the programme leadership of one of the law school’s programmes.
Donna Whitehead

Chapter 13. Quality Assurance Agency and Validation

Abstract
Meg has recently become a programme leader. She must now revalidate the programme, and validate a new proposed programme.
Graeme Broadbent

Chapter 14. Navigating University Management Committees and the Meeting Structures

Abstract
Meg has recently become a programme leader and in that role has been invited to attend many more meetings. She is trying to understand how her role fits into the general structure of roles and how to negotiate the committee and meeting structures.
Annabelle James

Chapter 15. Undertaking Peer Review

Abstract
Meg’s career is developing as she settles into her new job with its major management responsibilities. She recognises, however, that she needs to maintain her engagement and output in scholarly work and seeks advice as to how to develop a role undertaking peer review for academic publications.
Nigel Duncan

Chapter 16. Open Access Publishing

Abstract
Meg has finished writing a research output, and is considering Open Access publishing.
Laura J. Wilkinson

Chapter 17. Taking on a Management Role

Abstract
Meg has seen a management role advertised at another institution and is considering applying.
Mark O’Brien

Chapter 18. Gender Issues in HE Management

Abstract
Meg has recently been appointed to a management position at a different institution. She is now facing a number of management issues relating to gender.
Rosemary Auchmuty

Chapter 19. Performance Review

Abstract
Meg is now line-managing a team.
Chris Gale

Anton

Frontmatter

Chapter 20. Being a Private University

Abstract
Anton, a successful solicitor, is considering his future employment options and is considering working for a private university to teach the next generation of lawyers.
Chris Maguire

Chapter 21. Academic Dress

Abstract
Having moved to the private sector legal education provider Anton is unsure about the correct approach to his dress/appearance.
Jessica Guth

Chapter 22. The Standardised Client and Clinic

Abstract
Anton is keen to develop the use of Standard Client as part of the learning and teaching strategy for the law clinic.
Rory O’Boyle

Chapter 23. Developing Clinic

Abstract
Anton is keen to develop the use of Standard Client as part of the learning and teaching strategy for the law clinic.
Victoria Murray

Chapter 24. Further Developing Street Law

Abstract
Following the success of the law clinic, the institution is also keen to develop a street law programme.
Sarah Morse, Paul McKeown

Chapter 25. Writing for a Professional Audience

Abstract
Anton would like to disseminate his research and expertise to practitioners.
John Hodgson

Chapter 26. Simulation and Legal Education

Abstract
As part of Anton’s broader approach to learning and teaching he is looking to integrate simulation into the law curricula.
Karen Barton

Chapter 27. Large Group Teaching

Abstract
Alongside Anton’s work with the law clinic he is teaching mainly large groups of students.
Karen Devine

Chapter 28. Designing Out Plagiarism

Abstract
Anton is confident about his subject matter but rather bemused about the assessments he is supposed to set. Examinations are necessary and he is able to write those but his colleagues keep warning him that plagiarism can be a real problem and that he should think carefully about any coursework he sets his students.
Alison Bone

Chapter 29. Student Feedback

Abstract
Anton is reviewing his approach to feedback/feedforward.
Vera Bermingham

Chapter 30. Problem-Based Learning

Abstract
Anton would like to make use of problem-based learning as part of the law curriculum.
Ben Fitzpatrick

Chapter 31. Reflection in Teaching, Learning and Practice

Abstract
Anton has now made use of a range of approaches to his learning and teaching but remains eager to engage with reflective practice.
Richard Grimes

Chapter 32. Organising a Specialist Conference

Abstract
Anton has been tasked with organising a conference.
Ben Livings

Chapter 33. Embedding Employability Skills (or Helping Graduates Get Jobs)

Abstract
Anton’s institution requires all programmes to embed employability skills.
Ben Middleton

Chapter 34. Teaching Distance Learning Students

Abstract
Anton has been asked to take responsibility over the next semester for delivering a criminal law module to a cohort of distance-learning students. He has taught the module to students attending the law school for their classes for two years but has never taught distance learning students before and is anxious to ensure that they get the best experience he can provide.
Robert Hiscocks

Chapter 35. Supporting Student Law Societies and Extracurricular Activities and Students

Abstract
Anton is keen to learn more about the student law society and how he can support extracurricular activities.
Edward Mowlam

Chapter 36. External Engagement — Enterprise

Abstract
Anton, drawing on his practice experience, is keen to develop the external engagement portfolio of the law school.
Christopher J. Newman

Chapter 37. External Examiners

Abstract
Anton has been told that he should consider becoming an external examiner.
Chris Gale

Jack

Frontmatter

Chapter 38. Facilitating Small Group Discussions

Abstract
Jack has recently taken up his first HE appointment and is teaching mainly small groups of students.
Francis King

Chapter 39. Innovation and the Use of Film in Legal Education

Abstract
Jack is eager to explore innovative teaching methods, in order to engage his students more and produce better results. He is considering using film in order to engage students in legal learning.
Hugo de Rijke

Chapter 40. Approaches to Law

Abstract
Jack is considering different approaches to law, and the approach that is right for him.
Kevin J. Brown

Chapter 41. Teaching and Assessment Can be Inclusive Too

Abstract
Jack is reflecting upon how to ensure that his teaching and assessment is as inclusive as possible.
Jackie Lane

Chapter 42. Using Animations with Students

Abstract
Jack is seeking to further develop his innovative approach to teaching with the use of animation.
Carol Withey

Chapter 43. Developing Students’ Legal Writing Skills

Abstract
Jack is keen to develop his students’ writing skills.
Lisa Webley

Chapter 44. Working with the Library

Abstract
Jack is exploring opportunities to work with the library.
Emily Allbon

Chapter 45. Engaging with Schools and Prospective Students

Abstract
Jack has been asked to get involved with Open Day activities and school visits. This is not something he has done before and he is unsure of the expectations.
Jessica Guth

Chapter 46. Building a Research Profile

Abstract
Jack’s institution is increasingly asking him to develop his impressive record of teaching innovation into a research agenda.
Rosemary Hunter

Chapter 47. Postgraduate Certificates in Higher Education

Abstract
Jack is enthusiastic to develop his teaching profile and skills.
Jessica Guth

Chapter 48. The EdD Experience

Abstract
Jack is considering how best to progress his career and one of the issues that has come up is whether he should do a doctorate. He is not that interested in doing a substantive piece of legal research as he is not sure how this will further his career in the sector he wishes to work in. A colleague has suggested a Doctor of Education as a possible alternative.
Elizabeth Mytton

Chapter 49. Social Media, Blogging and Tweeting

Abstract
Jack is interested in blogging and using social media in his professional academic life.
Paul Bernal

Chapter 50. Gaining Recognition for Teaching

Abstract
Jack would like recognition for his growing teaching expertise.
Michael Bromby

Chapter 51. Legal Education Research

Abstract
Jack would like to develop a research agenda based on his teaching expertise.
Fiona Cownie

Chapter 52. Despite My Job or Because of My Job: Impact and Research

Abstract
The institution is increasingly asking Jack to develop his impressive record of teaching innovation into a research agenda. Jack is developing Legal Education research but feels he is too often under-resourced with funds to attend conferences and lacks sufficient time to do his research. He is also struggling to balance this demand with his continued desire to develop high quality teaching materials, and to support his students.
Jane Ching

Chapter 53. Looking for an Academic Job? Wanting to Develop Your Academic Career?

Abstract
Jack is seeking to move from his ‘teaching-focused’ institution to a research-intensive university and is looking for advice on job hunting.
Jon Reast

Chapter 54. Applying for a Move to a Research-Intensive HEI

Abstract
Jack is seeking to move from his ‘teaching-focused’ institution to a research-intensive university.
Jonathan Doak

Nadia

Frontmatter

Chapter 55. Applying for Lectureship with PhD/Research Experience

Abstract
Nadia is currently working as a research assistant, having completed her PhD one year ago. She is now applying for her first lectureship.
Liz Oliver

Chapter 56. Teaching from Other People’s Materials

Abstract
Nadia has got her first job as a lecturer and is being asked to contribute to teaching by taking tutorials and some lectures on a module run by a colleague.
Michael Jefferson

Chapter 57. Devising New Modules

Abstract
Nadia is asked to devise and deliver a new undergraduate module, available to students in the final year of studying either an LLB or a BA law degree. Nadia would like some advice on what sort of course she should design.
David McArdle

Chapter 58. Challenges of International Students

Abstract
According to the UK Council for International Student Affairs in 2012–2013 there were over 425,000 international students studying in higher education in the UK. With these students paying on average about £12,000 per year, and considerably more at our most well-known institutions, international students represent a significant income stream in the higher-education economy. In addition to revenue, international students bring cultural diversity, different legal experiences and new perspectives on our common law system. However, international students can also bring significant challenges to those who deal with them both inside and outside the classroom environment. This chapter will look first at why students choose to study in the UK, outline some of the challenges they present to tutors and offer advice on dealing with them.
Deveral Capps

Chapter 59. Applying for Research Funding

Abstract
Nadia has designed a research plan and now wants to apply for research funding.
Sally Wheeler

Chapter 60. Presenting at Conferences

Abstract
Nadia now wants to present her research findings at a conference.
Fiona Cownie

Chapter 61. Preparing Journal Articles for Submission

Abstract
Following the successful presentation of her research work at a conference, Nadia is now looking to publish the research in her first journal article.
Philip A. Thomas

Chapter 62. Book Proposals

Abstract
Nadia wants to publish her work as a book and is seeking advice on putting together a book proposal.
Dave Cowan

Chapter 63. Managing Research and Research Teams

Abstract
Nadia has been successful in securing research funding but must now manage the research including the team working with her.
Fiona de Londras

Chapter 64. Battling the Exclusive Research Culture

Abstract
Nadia is keen to balance her research commitments with teaching but feels there is an ‘exclusive’ research culture.
Chloí J. Wallace

Chapter 65. Promotions in Higher Education

Abstract
Nadia has been doing well. She has had a journal article and book chapter accepted for publication and work is progressing well on her book. She has been able to secure a small research grant for a pilot project and has just received her teaching evaluations for her second year of teaching. They are positive. Nadia is now thinking about promotions and moving up the career ladder but she knows very little about what the next step is or how the process works.
Jessica Guth

Chapter 66. Editing Special Issues

Abstract
Nadia has seen a call to edit the special issue of a journal in her research area.
Chris Ashford

Chapter 67. Editorial Boards/Being an Editor

Abstract
Having recently gained insights into the editing process following the editing of a special issue, Nadia is now keen to join an editorial board and has ambitions to one day be an editor.
Chris Ashford

Chapter 68. PhD Supervision

Abstract
Nadia has received an application from a potential PhD student and is considering whether she should take on the supervision of this student.
Sally Wheeler

Chapter 69. The Law Subject Associations

Abstract
Nadia is keen to get involved in one or more academic association but does not know which ones might benefit her most.
Becky Huxley-Binns

Chapter 70. Dealing with the Media

Abstract
Nadia finds herself fielding an increasing number of media enquires about her research.
Paul Bernal

Chapter 71. Readerships/Professorships — How to Get There

Abstract
Nadia is mapping out her future career path.
Philip N.S. Rumney
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