Legal teaching methods to diverse student cohorts: a comparison between the United Kingdom, the United States, Australia and New Zealand

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This article makes a comparison across the unique educational settings of law and business schools in the United Kingdom, the United States, Australia and New Zealand to highlight differences in teaching methods necessary for culturally and ethnically mixed student cohorts derived from high migration, student mobility, higher education rankings and host governments promoting educational services. The approach of grounded theory is used, drawing data from instructor interviews and class observations of their teaching styles. While instructors from universities with higher numbers of international students are under pressure, the findings indicate there are positive consequences that result from these settings. Outcomes include experimentation in teaching methods, increases in the use of technology and more teacher training. There are concerns about English-language entry tests, a possible reputational risk for the higher education industry. This research contributes to the debate on changes in teaching methods that result from student mobility towards English-medium universities.

Original languageEnglish
Pages (from-to)389-411
Number of pages23
JournalCambridge Journal of Education
Issue number3
Publication statusPublished - 3 Jul 2017


  • blended learning
  • globalised higher education
  • interactive learning
  • international students
  • Legal teaching
  • student-centred learning

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