The recent decision by Monash University to cut law tutorials and replace them with larger active learning seminars has sparked a heated debate among students and raised concerns about the future of legal education. This move, described as a 'degree-factory' strategy, has left many questioning the quality and value of their education.
The Impact on Student Experience
One of the key concerns raised by students is the reduction in contact hours with teaching staff. Law tutorials, often seen as the practical backbone of legal education, provide an essential space for interaction, mentoring, and peer collaboration. With larger seminars, students fear a loss of personalized guidance and a decline in the overall educational experience.
"Tutorials are what gets them through. They are the most effective and practical part of the degree," says Esha Serai, a law student at Monash.
The impact of this change is already visible, with attendance at lectures dropping as students feel increasingly disengaged. Zoe Wilkinson, a fourth-year student, highlights the lack of lectures and tutorials in her law subjects, leaving her with only one three-hour seminar per week.
Financial Implications
The financial aspect of this issue is particularly striking. Domestic students pay around $16,300 per year, while international students studying law pay a staggering $48,700 annually. With such high fees, students expect a certain level of quality and attention, which they feel is being compromised.
"We're still paying the same fees despite there being a reduction in contact hours," Wilkinson points out.
This sentiment is echoed by Leroy Van Schellebeck, the Monash Student Association president, who believes the university is prioritizing revenue over educational standards.
Reputation at Stake
The potential long-term impact on the reputation of the law degree at Monash is a concern for many students. Van Schellebeck warns that if this model persists, it could affect the prospects of Monash law graduates in the job market. Remus Brasier, another law student, shares this worry, questioning whether future graduates will be as well-prepared as their predecessors.
University's Response
Monash University, however, denies any reduction in face-to-face teaching and learning. They highlight an investment in active learning and the recruitment of 17 new academics for the law faculty this year. The university sees this as an enhancement of the student experience, ensuring they get the most out of every class.
A Broader Trend?
What's happening at Monash may be part of a larger trend in higher education. With increasing tuition fees and a focus on revenue, some institutions might be prioritizing quantity over quality. The use of outdated online lectures at Melbourne University for biomedicine courses further highlights this concern.
In my opinion, this issue goes beyond a simple debate about teaching methods. It raises questions about the value we place on education, the role of universities in society, and the rights and expectations of students who invest significant time and money in their studies.
As we navigate these changes, it's crucial to maintain a dialogue between students, educators, and administrators to ensure that education remains a transformative and enriching experience.
