ABSTRACT
Recent decades have seen a growing understanding that legal education can be improved and informed by empirical analysis of curriculum design, teaching approaches, student learning strategies and broader contextual factors. However, access to that analysis has been impeded by a lack of broad awareness of its existence and difficulty in locating publications. This chapter provides a review of empirically based studies into Australian legal education from 2000-2017. The analysis demonstrates a significant rise in empirically based publications and an increasing sophistication with empirical methods. The chapter highlights trends in subjects examined empirically, the most commonly used methods, and publications where such analyses are most commonly found.
