Pauline Collins

Legal educators' perceptions of lifelong learning: conceptualisation and practice

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.

Criterion referenced assessment as a form of feedback: Student and staff perceptions in the initial stages of a new law degree

Abstract Criterion referenced assessment (CRA) has become the preferred method of grading in higher education institutions in recent years. There has been a substantial amount of academic literature over recent years that has attempted to advocate, explain or outline best practice for CRA. This paper explores academic and student participants’ perceptions of CRA and related marking practices based on a study focused on assessment practices in a new Australian regional law school. Existing research proposes two broad rationales for the use of CRA: to increase the reliability and validity of assessment practices; and to provide greater transparency within grading of assessment items for students. The aim of the research discussed here was to discover whether the stated rationales for CRA in the literature aligned with the perceptions of and uses by academic staff and students. Preliminary findings are based on a small, qualitative sample of staff and students. They suggest that, whilst academic participants’ valuing of CRA does echo some of the researched rationales, they more strongly value this practice because of the time efficiencies that the use of CRA and marking rubrics can achieve for the provision of feedback. This finding is important because it stands in possible conflict with perceptions of students in our study, who appeared to perceive criteria sheets or marking rubrics as being distinct from individualised feedback. Implications of our findings are discussed.

Where Have All the Flowers Gone

Giroux (2006, p.8) likens the post 9/11 American university to a militarized knowledge factory. Isaac Cordal (Wang, 2015) an artist, captures this in his miniature installations which depict factory-like settings, but in which no items are actually produced. The industrial setting of rows of white lab-coated middle-aged men engaged in busy work conjures a sterile, pointless environment in which students and academics have become slaves of production. Skeletal overlords supervise the industry in which universities are now a business and students have turned into customers.

The Value of Respect: What Does it Mean for an Army?

ABSTRACT The Australian Army has adopted “respect” as a new addition to the existing trio of values, “courage, initiative and teamwork.” This article explores what respect may mean as an army value. The significance of respect surrounding two incidents involving Australian Defence Force personnel while on duty in Afghanistan is considered. The first is the so-called “green on blue” attack by an Afghan National Army soldier killing three Australian soldiers on 29 August 2012. The second concerns allegations of mutilation of suspected Afghan insurgents’ corpses by soldiers attached to an Australian Special Forces Unit on 28 April 2013. The incidents have resulted in internal military investigations: in the second incident, with a view to possible prosecution for breach of the law of armed conflict and related disciplinary offences; and in the case of the green on blue attack, leading to a civilian coronial inquest. This article discusses the training and modelling of behaviour required to instil such a value as respect.

International corporate criminal liability for private military and security companies — a possibility?

‘It is the duty of the discipline of international law to contribute to the rethinking of the international society and its legal system and to provide alternatives for our collective future.’

Inclusive team assessment of off-campus and on-campus first year law students using instantaneous communication technology

Motivation for academics teaching law in todays globalised technological world is provided from research on team assessment and the use of technology in higher-education learning, as supported by student evaluations from this first year law course. The experience of offering a competitive team assessment item utilising “state-of the-art” web conferencing tools to enable both on-campus and off-campus students to present, as a team, live debates, is discussed. This assessment treats students in an inclusive way furthering both motivation and student engagement. The course, (Law in Context), models a team approach designed to engage students in the study of legal theory and jurisprudence. Students are required to work together to produce an assessment item that requires critical thinking, oral communication and the art of argument, all vital to the practice of law. The findings reveal an overall positive response.

It's just another war!

Purpose - This paper aims to raise awareness and the level of debate on a significant new development in international law. Design/methodology/approach - The paper takes a historical overview in considering current approaches to the phenomenon of private military corporations (PMCs) and uses case examples to discuss the issues raised. Findings - The paper concludes that the phenomenon raises many issues that need further analysis, such as the outcome of this phenomenon on the future of democracy in sovereign states. Research limitations/implications - The topic allows for much further research into such matters as definitional, jurisdictional and enforceability issues with regard to corporate entities known as PMCs. Practical implications - For peace and human rights to prevail in democracies in which the state maintains the monopoly on the use of force, the paper argues that PMCs should be prohibited rather than subjected to mere regulation. Originality/value - The paper is the first to use the term “preyfits” in describing the actions of transnational corporations. While most scholars argue for regulation of PMCs, this paper argues for their total prohibition.