First, let’s take a look at what the template is and why it’s called a “template.” It’s really nothing more than a guide to implementing some useful practices of research. This doesn’t mean it will teach you everything you need to know, but it does mean that you should be able to implement some useful approaches to research.
Now that we’ve gotten that out of the way, let’s talk about whether the template is good for your law school curriculum. In some cases, yes, it can be.
For example, consider that in the third chapter of the case analysis template, the authors discuss the importance of discovering “key findings”hypotheses.” In other words, they argue that students should not just rely on standard information retrieval techniques to come up with findings.
Instead, they should be encouraged to use other research methods, such as eliciting relevant facts from their students and researching these facts themselves. The authors also recommend that students shouldn’t rely on research methods that come with built-in solutions.
This is a very useful chapter for law students, but there are some problems with the case analysis template. For one thing, the template assumes that all law students can use the same research methodologies. Not only that, but it assumes that each method works equally well in all cases.
Most law students aren’t looking for research methods that are specifically tailored to their cases, and many, if not most, will find that a well-designed research strategy may actually work better in one case than in another. This is something that law students can’t anticipate when they go into law school, so it is best for law schools to allow law students to use their own methods when they need them.
In addition, the case analysis template fails to address the fundamental question of why research methods are used in the first place. For instance, suppose that you want to conduct a study that investigates why students give out wrong answers in a group test.
Law students should be allowed to use what they know about groups to figure out how people might behave in similar situations. Since groups make up our society, they are a great way to answer the question of why people get things wrong in group settings.
But the same students who are told that their methods should be limited to standard methods won’t learn about group methods from the legal academy. This is the danger of the template – it focuses on the information that law students should learn from the templates, but doesn’t do anything to prepare them for the necessary group-based research.
When you are looking for a case analysis template that will help you succeed in your law school curriculum, try to keep these factors in mind. You may be able to use the template to help make the law school experience easier, but you’ll probably learn just as much by doing it yourself.