From the abstract for Ian Holloway and Steven Friedland’s The Double Life of Law Schools, 68 Case Western Reserve Law Review ___ (2018):
This Article posits that for the legal education of 2025 to once again thrive, it will have to reframe itself. The drivers of change—particularly the law services marketplace and the changing nature of clients and legal work—will require faculty and administrators to reconsider outcomes, values, and objectives of the enterprise. In many ways, any resulting configuration ought to have more connections with the outside world, becoming more like that of a business or medical school than a liberal arts curriculum, and greater integration of its individual courses. For example, there should be a reinvigorated focus on connections between lawyering, clients, and legal education, including the recognition that most students who attend law school intend to practice some form of law. The education also should connect with new realities—that lawyers today reach solutions collaboratively, often in teams; that lawyers manage projects and utilize a variety of skill sets, all within a service profession requiring expertise in different but specialized knowledge domains; and that access to legal services is still an issue for many persons living in the United States. Given the utilization of these new drivers and the connections illuminated between lawyering and law school, the underlying theory-practice tensions also should shift. In essence, law schools likely will start producing more measurable outcomes—outcomes focusing on transforming novices into nimble experts with multiple skill sets. In 2025, the change in legal education might be significant, but it also needs to be significantly improved, given the volatile nature of the times.