Books
American Bar Association, Section of Legal Education and Admissions to the Bar, AN EDUCATIONAL CONTINUUM: REPORT OF THE TASK FORCE ON LAW SCHOOLS AND THE PROFESSION: NARROWING THE GAP (1992). [the "MacCrate Report"]
Abstract: In this landmark report a task force of the American Bar Association examined the transition of young lawyers from law school to law practice and made several recommendations intended to make that transition proceed more smoothly.
David L. Bodde, THE INTENTIONAL ENTREPRENEUR: BRINGING TECHNOLOGY AND ENGINEERING TO THE REAL NEW ECONOMY (2004).
Abstract: The “Intentional Entrepreneur” will help technology professionals and students of business, engineering, or science learn the art of entrepreneurship. The book supports its stories with chapters describing research on business models, marketing, new venture finance, and intellectual property. This book provides special emphasis to technology, with chapters on: the technology market cycle; disruptive technologies; path dependence, lock-in, and network economies; technology and social systems; and the acceleration of technological change. The book does not presuppose extensive knowledge of business or economics, and is suitable for undergraduates.
George W. Dent, Jr., Business Lawyers as Enterprise Architects, 64 Bus. Law. 279 (2009).
Abstract: For twenty-five years, the most widely accepted explanation of what business lawyers do was that offered by Professor Ronald Gilson in his article, Value Creation by Business Lawyers: Legal Skills and Asset Pricing, in the Yale Law Journal. Examining the work of lawyers in large mergers and acquisitions, Professor Gilson concluded that business lawyers are transaction cost engineers. However, mergers and acquisitions are but one of many tasks handled by business lawyers, and their role in other contexts is quite different. Moreover, the work of business lawyers has changed considerably since 1984. This Article offers a broader and more current analysis of what business lawyers do and concludes that they are more accurately characterized as enterprise architects. The Article then discusses what skills business lawyers need and how law schools can best prepare them for this work.
Roy Stuckey, et al, BEST PRACTICES FOR LEGAL EDUCATION: A VISION AND A ROAD MAP (2007) [the "Best Practices" report].
Abstract (from Foreword): The central message in this report is that law schools should: broaden the range of lessons they teach, reducing doctrinal instruction that uses the Socratic dialogue and the case method; integrate the teaching of knowledge, skills and values, and not treat them as separate subjects addressed in separate courses; and give much greater attention to instruction in professionalism. At the same time, the report recognizes that the program of instruction should reflect each law school’s mission for developing competent and committed professionals.
Roy T. Stuckey, History of the Clinical Education Program, USC School of Law (2008).
Abstract (from WORLDCAT): This document was created by Roy Stuckey in 2007-08 as he cleaned out his files before retiring after 34 1/2 years at USC.
William M. Sullivan, et al, EDUCATING LAWYERS: PREPARATION FOR THE PROFESSION OF LAW (2007) [the “Carnegie Report”].
Abstract: Popularly known as the "Carnegie Report," this two-year study of legal education involved a comprehensive look at teaching and learning in American and Canadian law schools. The study provides an opportunity to rethink "thinking like a lawyer"—the paramount educational construct currently employed, which affords students powerful intellectual tools while also shaping education and professional practice in subsequent years in significant, yet often unrecognized, ways. The Report urges changes in legal education and makes seven recommendations such as integrating “lawyering” into the program of instruction at an early stage.