Abstract
As law schools in Hong Kong begin to integrate experiential learning into their educational models, clinical legal education (CLE) has symbiotically gained traction as an effective way for students to apply their legal knowledge in a skills-based and client-centered environment. This empirical study is the first of its kind to evaluate the impacts of CLE at The University of Hong Kong (HKU) over the past ten years, by analyzing the survey responses provided by 125 law students regarding their attitudes towards and experiences of CLE. The article traces the birth and development of CLE at HKU, turning first to its theoretical basis to make the case for its importance, and placing emphasis on the ability of CLE’s teaching-service pedagogy to alleviate the public interest law deficit and supplement passive learning as an engaging instructional method in the Hong Kong context. The survey results are then discussed in light of the doctrinal analysis to illustrate that clinic and non-clinic students alike are generally satisfied that HKU’s CLE program has achieved its skills, cognitive, and civic aims, and notably, that clinic students had a statistically significant higher intention to participate in pro bono work after graduation than non-clinic students or students engaged in volunteering.
Highlights
Since its proliferation in response to the early 20th century legal aid access to justice movement in the United States (US)[2], clinical legal education (CLE) has been lauded as a transformative experiential learning model, bridging the gap between teaching law students black letter law and professional skills and advancing law clinicians’ social justice and service mission.[3]
The analysis indicated that clinic students had a statistically significant higher intention to engage in pro bono work after graduation than non-clinic students
There were no significant differences in the attitudes of clinic and non-clinic students towards clinical work being compulsory for all law students, clinical work increasing students’ likelihood to undertake pro bono work after graduation, clinical work assisting in obtaining employment, and clinical work improving academic performance
Summary
Since its proliferation in response to the early 20th century legal aid access to justice movement in the United States (US)[2], clinical legal education (CLE) has been lauded as a transformative experiential learning model, bridging the gap between teaching law students black letter law and professional skills and advancing law clinicians’ social justice and service mission.[3]. & Copeland, A. et al, Australian clinical legal education: Designing and operating a best practice clinical program in an Australian law school .(2017). ANU Press, pp.[40,41,42,43,44,45,46,47,48,49,50,51,52,53,54,55,56,57,58,59,60,61,62,63,64,65,66,67,68,69,70,71,72,73,74,75,76]; Rhode, L.D ‘Cultures of Commitment: Pro Bono for Lawyers and Law Students’ (1999) 67 Fordham Law Review 2415, 2435
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