Digitization of legal studies (cont.)

Last week I wrote about an event of the Department of Innovation and Digitalization of Law at the University of Vienna (Prof. Nikolaus Forgò). A panel discussion had also addressed the question of the low level of digitization of law studies in Austria. Today I would like to take up this topic and dig a little deeper.

Thesis 1: Digitization is preceded by standardization

If we assume that there are about 20,000 active law students in Austria, then this would be an attractive number for a digitization project. However, if you look at how diverse the teaching and examination methods are, even outside of Corona, the number quickly becomes relative. Oral and written exams, multiple choice, comprehensive papers, course exams - the list goes on. There are good reasons for each individual form of examination - from the perspective of the respective faculty/university and the examiner/department. But what does one want to digitize? Teaching or learning?

Thesis 2: Before digitization comes the why

The finding that the study of law has not really changed for decades is correct. In other fields of study, things are different; medicine, for example, students now learn in a case-oriented manner in dialog with their professors; in the past, they had learned thick volumes by heart. But when we talk about change, we should first clarify what the real goal is:

• Is the teaching itself to be digitized? 
• Is the learning-process of the material to be supported by digitized methods/means?
• Or is the real goal to provide students with knowledge and skills of digitization as such via the digitization of studies? ("Computer skills")

Depending on that, answers and possibilities will be highly different. One thing should be noted, however: If the high goal of legal studies is to give students an understanding of structures and to enable them to recognize contexts, then this is the highest of all development levels in relation to digitization. It will be correspondingly difficult to make progress here - even if standardized teaching and examination methods were agreed upon.

Why isn't the study of law in Austria becoming more digital?

In a virtual panel discussion hosted by the Department of Innovation and Digitalization of Law at the University of Vienna (Prof. Nikolaus Forgò), the question was why law studies in 2021 would still be the same as they were 30 or more years ago.

Of course, there are initiatives: ReddyForLaw by MANZ, for example, a multiple-choice-like knowledge check and the most successful app of the market leader. Or Timebite and Studo, both community-driven information platforms. Another example is Lawstar, a marketplace for legal courses. But truly revolutionary is different. Why is that?

I think it is due to the self-image of law schools in Austria and the professional training system as a whole. "Law schools have an interest in placing their students, and as the roles of legal ops increases, they have an opportunity to move their students into those roles," Connie Brenton was recently quoted on the American platform law.com. She is the HR manager at data management and cloud giant NetApp.

In Austria, on the other hand, the faculties continue to insist on the model of teaching fundamental knowledge without taking into account professional qualifications. The several years of follow-up training required to qualify as a judge, lawyer or notary also prove them right. But one thing is clear: Where there is no job-specific training, there will be no knowledge transfer in the areas of digitization, automation or knowledge management.