Short abstracts of the presentations were submitted by many of the speakers in advance of the conference. The titles of those that were submitted are underlined; to view those abstracts, click on the title.
Title: Understanding The Establishment And Sustainability Factors In Setting Up Law Clinics Through A Systematic Review Methodology That Identifies Knowledge Gaps And Minimizes Bias: A Method With Benefits
Lead Presenter: Tribe Mkwebu
Session Abstract: This paper details a process in which a batch of 91 selected clinical scholarship articles retrieved from legal and non-legal databases between January 2014 and April 2014 was analysed as textual data. Three approaches to Grounded Theory inquiry as expounded by Glaser’s, (1978) Classic Grounded Theory; Strauss and Corbin’s (1990) Qualitative Data Analysis and Charmaz’s (2000) Constructive Grounded Theory, were each considered according to their treatment of literature and timings in coding. Textual data analysis from each article was given a through fracturing in open coding, relating and integrating in axial coding and then selecting and integrating in selective coding as proffered by Strauss and Corbin. Codes and labels were generated in all excerpts. 20 axial categories were formulated as factors relevant in the creation and sustainability of clinical programmes. They were connected, compared, related and arranged in three thematic topics [Resource]; [Institutional] and [Relational]. The three thematic issues were refined leading to [Resource] being selected as a core category around which a storyline was built regarding clinical legal education and the factors relevant in the creation and sustainability of clinical programmes. The results of the textual data analysis conducted revealed a wealth of knowledge on key aspects to consider in founding a clinical programme. However, there are still critical knowledge gaps requiring attention. To fill the gaps in knowledge on those factors we ought to consider relevant in the establishment and sustainability of clinical programmes, this paper proposes that empirical research on clinical legal education should be underpinned by systematic reviews and the use of a Grounded Theory approach that enables a systematically generation of a substantive theory grounded in both textual and empirical data.
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See full list of abstracts here.