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Embodying life-long learning: Transition and capstone experiences

Embodying life-long learning: Transition and capstone experiences

“This paper discusses the principle of Transition as it has been conceptualised by the Curriculum Renewal in Legal Education project. The project sought to develop a principled framework for renewing the final year of tertiary legal education in Australia. Capstone experiences were chosen as the most appropriate mechanism for assisting final year students to manage the transition process…We discuss the importance of addressing final year students’ transitional needs and explain how the principle facilitates this process. Although the framework has been developed specifically for legal education in Australia its approach enables transferability across disciplines and institutions” (p.194)

Butler, D., Coe, S., Field, R., Mcnamara, J., Kift, S., & Brown, C. (2017). Embodying life-long learning: Transition and capstone experiences. Oxford Review of Education, 43(2), 194-208. doi:10.1080/03054985.2016.1270199

Resource Theme(s): Development of professional and transitional skills in the context of a capstone course, Student skill developments

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