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Deans & Legal Education
A Selected Bibliography

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Atilla Bado & Zsolt Nagy, Some Aspects of Legal Training in Hungary, 37 U. Tol. L. Rev. 7 (2005).
The legal profession in Hungary is generally of a high standard because of the elitist approach that once prevailed in the university education system. This elitism is reinforced by a technocratic attitude that characterizes the bench and is a remnant of the final period of the one-party system.

Rosalind F. Croucher, Confidentiality, Shadow Boxing and Proper Process – The FOI Challenge in Recruitment and Promotion Processes in Australian Universities, 38 U. Tol. L. Rev. 599 (2007).
In Australia, university faculty who are not promoted have legal recourse to determine “why not.”  The author focuses on the reports of applicants for appointment or promotion as a key aspect in university decision-making during the processes of staff appointment and promotion.  She specifically examines the right of a disappointed applicant to obtain access to these reports.

Arie Freiberg, Deaning Down-Under, 38 U. Tol. L. Rev. 617 (2007).
The author provides a brief overview of legal education in Australia and the role of deans, particularly how that role may differ from that of deans in the United States.

Claudio Grossman, Reflections on Being a Law School Dean in an Interconnected World, 31 U. Tol. L. Rev. 609 (2000).
The author discusses his experience as dean of a law school with an international focus. 

Claudio Grossman, Building the World Community: Challenges to Legal Education and the WCL Experience, 17 Am. U. Int'l L. Rev. 815 (2002).
The author examines how legal education can best respond to “global transformations” that have created a greater need for international cooperation to address issues such as pervasive poverty, environmental degradation, international terrorism, and war crimes.  He focuses his examination through the lens of curriculum changes at American University’s Washington College of Law. 

Claudio Grossman, Techniques Available to Incorporate Transnational Components into Traditional Law School Courses: Integrated Sections; Experiential Learning; Dual J.D.s; Semester Abroad Programs; and Other Cooperative Agreements, 23 Penn St. Int'l L. Rev. 743 (2005).
The author considers how to incorporate transnational law into the traditional law school curriculum, drawing on his experience as dean of the Washington College of Law. 

David Parlett, The American Dean Goes Abroad, 31 U. Tol. L. Rev. 689 (2000).
The author has written a short comparative essay on the roles of deans in American and common law country law schools. 

Frank T. Read, The Unique Role of the American Law School Dean: Academic Leader or Embattled Juggler?, 31 U. Tol. L. Rev. 715 (2000).
The author compares American law school deans to those in other countries, specifically discussing the varied roles they each play.  He focuses particularly on the idea that American deans are required to perform various functions which seemingly have nothing to do with deaning.

Frank T. Read, The Unique Role of the Law School Dean in American Legal Education, 51 J. Legal Educ. 389 (2001). 
The author examines what makes the role of deans of American law schools different from that of deans elsewhere in the world. 

Anthony A. Tarr, Legal Education in a Global Context, 36 U. Tol. L. Rev. 199 (2004).
To respond to the reality of an increasingly interconnected global community, the author advocates two compulsory 3-credit survey courses: one in international law (that includes international institutions and human rights components) and a comparative law course that covers selected issues from the perspective of the common law, the civil law, and one Asian legal system.

David E. Van Zandt, Globalization Strategies for Legal Education, 36 U. Tol. L. Rev. 213 (2004).
The author posits that the best international law preparation for emerging global practices is to develop a strong foundation in the basic principles of Anglo-American law (i.e., contracts, corporations, financial regulation, and dispute resolution). The author also states that it is necessary to understand the underlying business objectives and practices that drive the legal services business in the international sphere. He concludes that American law schools are better positioned than any other institutions to prepare students, both domestic and foreign, to move seamlessly from domestic to international practice in today's competitive global economy.