TY - JOUR

T1 - A Model for Responding to UK and International Law Students’ Great(er) Expectations in Wales’ Internationalised Learning Environment

AU - Clear, Stephen

AU - Parker, Marie

PY - 2019/7/8

Y1 - 2019/7/8

N2 - Whilst previous studies have sought to understand UK Law student expectations, to date, none have explored such within the context of an internationalised legal education environment; nor how international student expectations compare to UK native learners. This study, which collates findings as to student expectations from 2013-2017, as well as how these changed throughout the year, finds that the majority of UK students focused on their career aspirations and employability. Meanwhile the expectations held by most international students focused on their desire to develop academic knowledge from other jurisdictions, and in some cases to improve language skills. The challenge facing facilitators was how to promote internationalisation, whilst reflecting more of what students’ expected, within the remit of learning outcomes. This investigation demonstrates that, owing to current threats to the internationalised legal education system in Wales, there is a pressing need to appreciate and respond to the expectation-reality gap for all learners, via appropriate teaching and extra-curricular interventions. This article proposes a model that draws upon pedagogical theory and new empirical data to fully promote internationalisation and facilitate deeper, effective learning experiences for the benefit of all students. The results of which are transferable to other Law Schools throughout the Commonwealth which have an international mix of learners.

AB - Whilst previous studies have sought to understand UK Law student expectations, to date, none have explored such within the context of an internationalised legal education environment; nor how international student expectations compare to UK native learners. This study, which collates findings as to student expectations from 2013-2017, as well as how these changed throughout the year, finds that the majority of UK students focused on their career aspirations and employability. Meanwhile the expectations held by most international students focused on their desire to develop academic knowledge from other jurisdictions, and in some cases to improve language skills. The challenge facing facilitators was how to promote internationalisation, whilst reflecting more of what students’ expected, within the remit of learning outcomes. This investigation demonstrates that, owing to current threats to the internationalised legal education system in Wales, there is a pressing need to appreciate and respond to the expectation-reality gap for all learners, via appropriate teaching and extra-curricular interventions. This article proposes a model that draws upon pedagogical theory and new empirical data to fully promote internationalisation and facilitate deeper, effective learning experiences for the benefit of all students. The results of which are transferable to other Law Schools throughout the Commonwealth which have an international mix of learners.

M3 - Article

VL - 13

JO - The Journal of Commonwealth Law and Legal Education

JF - The Journal of Commonwealth Law and Legal Education

SN - 1476-0401

IS - 1

ER -