Teaching property law in a changing world: A longitudinal study 2011–19

Research output: Contribution to journalArticle

Abstract

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. This article reports on a longitudinal study of property law
teaching in Australia. In doing so, it explores the changes to both the
substance and mode of delivery of this prescribed area of knowledge in the
past 10 years, and provides 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.
Original languageEnglish
Pages (from-to)123-148
Number of pages25
JournalAustralian Property Law Journal
Volume28
Publication statusPublished - Dec 2020

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