According to this article, competition among law firms is heating up and those that are using Information Technology (IT) as a collaborative communication tool may have an advantage. The article looks at some technologies that law firms are harnessing to enhance lawyer-client interactions. This allows greater flexibility in access, leading to greater client satisfaction. The article begs the question of whether universities are preparing students to use technology as collaborative, communication tools? Are universities a strong link in the chain between students coming into the university with strong IT skills, and the changing nature of the workforce which is also utilizing the tools that IT has to offer?
A student recently posted an assignment in the form of a problem question on an internet forum, asking forum participants for advice as though his facts were a real case he was researching. When this came to light the student claimed he’d done nothing wrong, while the teacher claimed it was a case of academic misconduct. It made me think about students discussing their assignments with their lawyer parents, or with tutors who set them on the right track, or whose barrister mates comments on their papers prior to submission. Meanwhile, we ask students to use scholarly academic research methods. We would like them to use formal research tools such as library catalogues, digests, citators, bibliographies and current awareness services to locate text books, monographs, legal encyclopaedias and journal articles. We would like them to cite cases from the best sources, ie, authorised reports, and to use only official versions of legislation.
But where does academic misconduct begin and end? I mean, wouldn’t lawyers ask their friends where to start? Wouldn’t they ask another lawyer who has dealt with a similar case before? Or, heaven forbid, perhaps they’d even post their facts on an internet forum, hoping to get some quick advice. So, is informal legal research OK? If not, how do we get students to appreciate the importance of formal research methods and the place of more informal methods?
The Lawyer has produced something pretty impressive – a crystal ball for the legal professions, called 2018: A window into the future. It’s a collection of anecdotal and statistical information that sketches out what the legal industry will look like in five years’ time. While UK-based, in a global world this resource is worth a look, especially for those teachers whose subjects are more distinctly professional or skills-based and/or allow for critical analysis of what lawyers do, and will likely do in the future. Continue reading “The Future of the Legal Profession”