Scope

The book is divided into two parts. In the first part we consider the practices in three particular modules in Bristol, Leeds and Sheffield Universities. The first two are examples of standalone modules that seek to address socio-legal studies and include a specific engagement with empirical legal research. The third provides a discussion of an assessment method that requires students to engage in such research. All three chapters provide practical examples of how such modules/assessments may be devised, while also reflecting on the problems and limitations they present.

The second part concentrates on what are referred to as the qualifying law degree (QLD) subjects. This focus comes out of the importance of such modules to the undergraduate curriculum, and the disappointment that the initial survey found only one respondent who indicated that empirical research was used in a core QLD module (property). In addition, none of the modules mentioned in the survey were taught in the first year of the undergraduate degree - where QLD subjects predominate.

It is worth considering further what can be offered by each of these approaches - the standalone module and incorporation into the QLD subjects - and their limitations.

 
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