Experiential learning and legal education – the role of the clinic in UK law schools1

This chapter looks at the concept of experiential learning in law schools. The widespread and significant growth of ‘clinic’ internationally is noted and the differing forms of clinical legal education are explored. In particular a taxonomy is used to define how such clinical models may serve a mix of educational and legal service needs and how tension between such aims can be successfully managed. The chapter addresses the perceived benefits and challenges of clinical legal education from the perspectives of a variety of stakeholders: students, clients, educational institutions, the legal profession and wider society. Considerations is also given to the benefits and challenges associated with such hands-on forms of learning including resourcing, professional regulation, supervision and managing expectations. Using examples of live-client and simulation clinics, the many ways of meeting educational and, possibly, public service needs are examined as is where the clinic stands in terms of overall pedagogy. The chapter ends with the conclusion that there is no right or wrong way of doing ‘clinic’ (other than possible breaches of professional obligations) but that if educational and service needs are met this form of study can and should be a win/win situation for all concerned.