Law

Law with Quantitative Research - LLB (Hons)

UCAS code M1G3

2018

Law is a stimulating degree that sharpens your thinking and your powers of persuasion while giving you extensive legal knowledge. This prestigious qualification opens doors, not only into the legal profession but to many other areas, such as politics, business, the civil service and the NGO sector.  On this programme you also develop valuable quantitative research skills which are in high demand by employers.

2018

Overview

At Kent, we have one of the top law schools in the UK. Kent Law School is renowned for its world-leading research and its distinctive ‘critical approach’ that places law within the wider context of society. This creates an exciting environment in which to gain your Qualifying Law Degree.

Adding a quantitative research minor to your programme opens your mind to new ways of thinking. Starting with no assumed statistical knowledge, you graduate with an advanced package of practical quantitative skills alongside your subject-specific knowledge.

Our degree programme

You study the detail of the law, as well as its history. You analyse judgments and legal developments while taking into account the political, ethical and social dimensions of the law. This ‘critical approach’ enhances what is already a fascinating subject. It helps you to fully understand the law and there are many chances to discuss and debate its role in society.

Teaching is via lectures, small group seminars and case studies. Our popular mooting programme, hosted in a dedicated space within the £5m Wigoder Law Building, gives you the chance to develop advocacy skills in a simulated courtroom setting before a bench comprised of local judges, practising barristers, solicitors and lecturers.

Kent Law School has a supportive environment and your lecturers have office hours where they provide guidance on a one-to-one basis. We also provide:

  • the Skills Hub offering tailored guidance, five days a week in term time
  • a law librarian to guide you in the use of online and printed resources.

In addition to your Law modules, you study compulsory modules focusing on Quantitative Research. Statistics and data analysis are becoming more and more important in a huge range of fields, including policing and criminal justice, business and finance, and the media. Quantitative methods are also important in the academic study of law, offering a toolkit to compare legal systems across time and space, analyse policy and explore the relationship between the law and wider society.

Study resources

Kent Law Clinic is based within our new, purpose-built building. It is ideal for developing your practical skills and has a replica courtroom for mooting.

Our academic resources are extensive. You have access to a wide range of materials, including:

  • collections of legislation and case law in UK, European and international law
  • Lawlinks, our award-winning gateway to online legal resources
  • major legal databases that are used on a daily basis in the legal profession
  • audio recordings of your lectures.

The Q-Step centre boasts a team of world-class quantitative researchers,
and innovative technology-based teaching methods. Our Placement Officer provides one-to-one support in arranging your placement if you choose this option in Stage 3. Please see www.kent.ac.uk/qstep for more information.

Extra activities

There are plenty of activities related to your studies, including:

  • Kent Student Law Society for aspiring solicitors
  • Kent Temple Law Society for those intending to go to the Bar
  • Kent Critical Law Society
  • Kent Canadian Law Society
  • Nigerian Law Society
  • European Law Students’ Association (ELSA) Kent.

Kent Student Law Society and Kent Temple Law Society arrange events that are attended by members of the legal profession, many of them Kent alumni. They include QCs, judges, barristers, solicitors and members of the Bar Council and Law Society.

In previous years, events have included the:

  • Kent Law Fair
  • Kent Law Ball
  • Temple Dinner.

Kent Critical Law Society has also put on events where students, academics and practitioners can debate topical – and often controversial – legal issues.

Professional network

We have approximately 100 legal professionals registered on our Professional Mentoring Scheme, and leading law firms visit the campus to attend the annual Kent Law Fair, offer mock interviews, or run workshops.

We regularly hold careers talks given by practising lawyers (many of whom are Kent alumni) and host guest lectures given by some of the leading legal figures of our time.

Independent rankings

Law at Kent was ranked 14th in The Times Good University Guide 2017 and 15th in The Guardian University Guide 2018. In the National Student Survey 2017, over 93% of final-year Law students at Kent were satisfied with the overall quality of their course. Law at Kent was ranked 15th for overall satisfaction.

For graduate prospects, Law at Kent was ranked 7th in The Complete University Guide 2018, 11th in The Times Good University Guide 2017 and 15th in The Guardian University Guide 2018. Of Law students who graduated from Kent in 2016, over 97% were in work or further study within six months (DLHE). 

Law at Kent was ranked in the top 100 in the QS World University Rankings 2017.

Teaching Excellence Framework

Based on the evidence available, the TEF Panel judged that the University of Kent delivers consistently outstanding teaching, learning and outcomes for its students. It is of the highest quality found in the UK.

Please see the University of Kent's Statement of Findings for more information.

TEF Gold logo

Course structure

The LLB Law with Quantitative Research methods is carefully designed to take you from a basic level, with no assumed prior knowledge of quantitative methods, to a complete package of practical quantitative skills, all while gaining a thorough grounding in law.

In Stage 1, you complete introductory quantitative modules, which teach you the methodological and technical foundations which you will build on in later years. You will also learn to think like a quantitative researcher, developing a critical eye for statistics and data analysis, both in academic research and the world around you.

In Stage 2, you move on to more advanced quantitative techniques, developing an advanced skillset in quantitative methods that is extremely rare in graduates from non-mathematical disciplines.

In Stage 3, you apply what you have learnt in either a quantitative work placement or a quantitative research dissertation. Here, you hone your skills in a practical setting, gaining vital workplace or research experience, and demonstrating to employers that you can apply your skills to real-life problems.

Your quantitative research studies are completed alongside a complete grounding in law, with scope to specialise with advanced optional law modules in Stages 2 and 3.

The course structure below gives examples of the kinds of module you can expect to take during the programme. This listing is based on the current curriculum and may change year to year in response to new curriculum developments and innovation.

*Compulsory module

**Compulsory module to obtain a Qualifying Law Degree (QLD)

Stage 1

Quantitative Research Modules:

*SO410 – An Introduction to Quantitative Social Research

SO341 – Critical Thinking

Law Modules:

**LW313 – Critical Introduction to Law

**LW315 – Introduction to Obligations

**LW316 – Foundations of Property Law

**LW327 – English Legal System and Skills

**LW588 – Public Law 1

Converting to a Quantitative Research Minor after Stage 1

Students studying other undergraduate programmes in Law may convert to LLB Law with Quantitative Research after Stage 1 (subject to completion of the compulsory first year Law modules and consultation with the Director of Studies for Law or their nominee).

To catch up on the quantitative research skills learned in the first year of a quantitative research minor, converting students must attend and pass the Quant GROUP Summer School, in the summer after Stage 1, in order to be eligible to convert.

Stage 2

Quantitative Research Modules:

*SO744 – The Power and Limits of Causal Analysis

*SO746 – How to Win Arguments with Numbers

CB554 – Introduction to Big Data

Law Modules:

**LW592 – Public Law 2

**LW593 – Law of the European Union

**LW597 – The Law of Obligations

In Stage 2 you will also choose specialist modules from an approved list; please see below for examples of possible optional modules.

Stage 3

Quantitative Research Modules

*SO748 Placement Module - The Practice of Quantitative Social Research

OR

*Advanced Quantitative Dissertation

Law Modules

**LW598 Equity and Trusts

**LW599 Land Law

**LW601 Advanced Level Criminal Law

In Stage 3 you will also take specialist modules from an approved list; please see below for examples of possible optional modules.

Optional Modules – Stages 2 and 3

Possible optional modules for Stages 2 and 3 include:

LW509 Human Rights and English Law

LW520 Company Law and Capitalism

LW542 Policing

LW570 Law and Social Change

LW572 Immigration, Asylum and Refugee Law

LW584 Forensic Science in Criminal Trials

LW585 Environmental Law I

LW586 Environmental Law II

LW589 Skills of Argument - How to Argue and Win

LW596 Gender, Sexuality and Law

LW602 Law and Medical Ethics

LW629 Critical Law and Practice of International Business Transactions

LW616 Law and International Development

LW636 Mental Health Law

LW642 International Law: Principles and Sources

LW643 International Law and the Use of Force

LW644 International Human Rights Law in Context

LW645 International Law and Global Problems

Stage 1

Modules may include Credits

The module will introduce students to critical legal techniques grounded in critical legal and social theory, feminist and queer theory, postcolonial theory and law and the humanities. Throughout the course, concepts are introduced through socio-legal and critical investigation of selected case studies - such as new pieces of legislation, emerging political campaigns and prominent litigation - ensuring that the course maintains a focus on ‘law in action’. Particular attention will be paid to developments in foreign jurisdictions and in the international arena. Accordingly, case studies will alter from year to year, and draw heavily on research projects on-going in the Law School. The course has a heavy focus on primary legal materials and core critical texts, but will also draw on film, museum artefacts, art and literature as appropriate.

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30

This module introduces the law of obligations, which comprises the private law of duties and rights to which individuals and organisations are subject. Traditionally, it includes the law of contract and tort (but not property). As well as introducing some of the content (which is covered more extensively in LW650 and LW651), a key focus is on the institution of the common law through which most of the law of obligations has emerged. This aspect is especially explored through the case classes, which run alongside the lectures and seminars.

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‘Property’ is something we tend to presume we know about, and rarely examine as an idea or practice closely. Most often we use it to connote an object or ‘thing’, and presume that it has something to do with ‘ownership’ of that object. It is so simple to say ‘my property’ or ‘this is mine’. This module begins to unpack and examine the ideas and practices of property more closely: How are property claims constructed? What do we mean by ‘ownership’? What happens when a number of competing ‘ownership claims’ in one object exist? When preparing for the module it will be useful to think about (and collect material on) current debates over contested ownership (or use) of property and resources: art collections or cultural artefacts, land or natural resources dispossessed, land squatted, etc. And why, in our jurisdiction in particular, has such a strong link been made between being a ‘property owner’ (in this context a ‘home-owner’) and a ‘good citizen’.

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Part A: English Legal System

This module provides an overview of the English Legal System, including the following indicative topics:

1) An introduction to Parliament and the legislative process

2) The court structure and the doctrine of precedent

3) An introduction to case law, including how to identify and the importance of ratio decidendi and obiter dicta

Part B: Introduction to Legal Skills

The module also gives students an introduction to the basic legal skills that they will develop further in their other modules throughout the degree. The focus here is on specific exercises to support exploration and use of the library resources that are available, both in paper copy and electronically through the legal databases, and on understanding practices of legal citation.

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TERM 1

• Constitutionalism: history, theories, principles and contemporary significance

• Models of Government at national, local and supra-national levels

TERM 2

• Human Rights – history and contemporary significance and deployment

• The scope of governmental authority and its limits

• Judicial review and other forms of citizen redress

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This course is designed to help students understand and critique the numbers and research they encounter in their everyday lives. The first half of the course focuses on teaching the knowledge and skills need to critically evaluate factual quantitative claims. Each lecture uses example quantitative claims, largely drawn from the news media, to teach a particular quantitative skill. For example, highlighting a statistic based on a biased sample to teach students the principles of sampling. The seminars build on the content of the lectures and aim to teach students the practical, computer-based skills needed to evaluate quantitative claims.

The second half of the course is based around students conducting their own research, and also brings in qualitative skills element. Students apply the critical and quantitative skills they have learned to conducting their own mixed-methods project.

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This module aims to develop key statistical skills in students on their arrival at Kent, which they can build on in their further research and substantive modules in their degree. Learning will be oriented towards:

i. Assessing the strengths and limitations of using regression analysis for the establishment of causal inference; This includes:

o Distinction between causality, correlation or association

o Levels of measurement (e.g. nominal, ordinal, interval, ratio)

o Methods of regression analysis (e.g. OLS and logistic regression) and related assumptions

ii. Learning how to respond to research questions with the application of statistical methods of analysis, mainly regression methods, with the help of statistical software.

iii. Learning how to interpret the outcome of regression models and contextualise the results within broader theories.

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Stage 2

Modules may include Credits

This module aims to develop basic quantitative research skills (to the level of regression) to understand more advanced issues in making causal claims. Learning will be oriented towards:

• Understanding the limitations of simple (OLS) regression for making causal claims, with particular emphasis on endogeneity/confounding and causal heterogeneity;

• Learning a small number of advanced methods for investigating causality through quantitative research (e.g. experiments, instrumental variable approaches, matching methods, longitudinal analysis). For each method, students will first consider the rationale for the method (its strengths and limitations), and then use the method in hands-on statistical analysis sessions using appropriate statistical software (e.g. Stata);

• Towards the end of the module, students will learn how to decide the relative strengths and merits of each approach, and how to select the appropriate research design given the particular features of real-world scenarios

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This module aims to develop students' skills in actively engaging with, critically assessing and communicating quantitative and quantitative research to a range of different audiences both within and outside of the realms of academia. Students will actively develop skills in explaining and visualising research and will also reflect on the challenges in communicating research and also on how research is used in practice and policy.

• The first part of the module will focus on giving students the basic understanding of how and when to make use of a range of data visualisation tools, how to construct arguments both in writing and orally as well as how to assess how others communicate and carry out research.

• The second part of the module will focus on applying these skills by creating both a group presentation and an individual report where students make use of the skills learnt in the first part.

• Students will develop these skills by working in groups where they are asked to use quantitative data and to communicate results to either

(i) teaching A-level students, and either (ii) setting up a public event, or

(iii) producing a short TV/radio feature using secondary data for substantive topics on e.g. single parenthood .

This means that part of the module will include engaging with a range of audiences to shape relevant projects focusing on topics that are important to the particular audience students are working with. The latter meaning that students will apply their acquired skills in interpreting and choosing data for then to apply them and present them in a persuasive manner.

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The module builds on the understanding of constitutional government developed in Public Law 1 to examine the changing nature of the state in new modes of governance and governmentality. The focus is on the shift away from the vertical character of the relationship between state and citizen to a more diffuse mode of governing populations through expertise, techniques of management, and biopolitics.

In recent times there has been a shift away from states governing through legislation as a mode of command and control. Legislation is increasingly understood as enabling administration and governance rather than as the definitive word on a social or political problem. In some respects, this is a continuation of legislation as a mode of authorising the exercise of public power. However, the nature of power deployed and regulated through legislation has changed. Government through officials or agents directly responsible to Ministers or Parliament is increasingly replaced by quasi-government authorities (QUANGOS) whose strength is technical expertise. While the administrative state as it has evolved in the last century views this shift as a new strength in public administration, the key weakness is that accountability in the exercise of public power is lacking. What are the implications of these transformations for public law? How has public law facilitated these developments? What are the socio-legal and critical legal responses to these developments? These are the central concerns of this module. It thus offers a specialised and complementary extension of themes and issues introduced to students in Public Law 1 in Stage 1 of the LLB degree.

The administrative authorities that have emerged in the era of the ‘new administrative law’ – post 1970s - lack the formality of liberal constitutional protections. Consider the relative informality in the administration of ASBOS. Moreover, the traditional public/private divide has broken down - e.g. the privatisation of prisons, private corporations providing public services such as nursing homes or transport. The absence of social consensus, or unitary sovereign power has meant that the governance of gambling, security, the environment, gender and sexuality, science and technology, are not phenomena that can be dealt with through traditional liberal concepts or constitutional mechanisms. This module will examine how public law has been the site of social, political, and legal contestations regarding these issues.

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This 15 credit undergraduate law module is designed to introduce law students to foundational legal principles of the European Union (EU). It will place particular emphasis on studying the role and impact of the judicial institution of the EU, namely the Court of Justice of the EU, in interpreting the scope and effects of Union law.

This module builds on the knowledge that students acquire in Public Law 1 where they are provided with a basic introduction to the history of the EU, the main institutions of the EU and key constitutional issues arising from the supremacy of EU law. It will focus predominantly on certain aspects of EU law not addressed in Public 1, including the free movement rules underpinning the single market.

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This module will offer a one-week overview of Contract law doctrine by reviewing the essentials of contract law gained by students in Introduction to Obligations and provide an overview of the lectures to follow.

Thereafter, students will spend the majority of the time on contract doctrine and problem-solving in contract law, comprised of doctrinal topics not covered in LW315 Introduction to Obligations e.g. breach of contract and remedies, contractual terms, misrepresentation, termination and frustration of contracts and policing bargaining behaviour.

The remainder of the module will focus on contract theory (e.g. freedom of contract, relational contract theory, contract and the vulnerable, contract and consumption). This section of the module will overlay the doctrine covered in the previous section with a basic theoretical framework, and ground students' understanding of critical essay writing in contract law. It will also build on discussion of the purposes of contract law in Introduction to Obligations.

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The bulk of this module will concentrate on the Tort of Negligence in contrast to students' knowledge of the law of trespass to the person (gained in Introduction to Obligations). Students will focus on the conceptual structure of the tort of negligence, its rise and dominance over other torts, its role in accident compensation, the funding of accident compensation and the role of insurance, and the system’s contribution to an alleged "compensation culture". This is primarily doctrinal but informed by various theoretical perspectives examining differing notions of justice.

A smaller part of this module will contrast the predominantly case-based Tort of Negligence with various statutory torts. Students will also consider the Land Torts, drawing further attention to the diverse range of harms protected by tort law and to the diverse conceptual structures of different torts.

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So much of law is about text and the manipulation of language: Becoming sensitive to the construction of narratives in judgements, learning to read argument in its many forms, recognising the ways in which words, and patterns of words, can be used to create effect, playing with ambiguities or seeking to express an idea with clarity, all these are fundamental skills for a lawyer. Law is also about performance, the roles which are assigned to us and the drama of the court room. And law, as text and performance, carries fundamental cultural messages about the society we live in and the values we aspire to. During this module, we will examine some of the many ways in which reading, viewing and listening to, 'the arts' helps us to think more concisely as well as more imaginatively about law. We welcome on to the module anyone who shares, with us, an enjoyment of reading, viewing and listening – this is a chance to be introduced to material you may not be familiar with as well as a chance to pursue an interest you may already have. Although the module is designed primarily for law students, it is also open to undergraduates from other degree programmes.

The module focuses on a small number of key texts through which to explore the themes and develop student skills. These vary from year to year.

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Environmental Law I involves lectures covering the following topics:

• Introduction: basic concepts in Environmental Law

• Public health origins and statutory nuisances

• Regulatory approaches at national, European Community and international levels

• The legal protection of the aquatic environment

• Waste management and the legal protection of land quality

• The legal protection of air quality

• The integration of pollution control

• Enforcement at national and European Community levels

• Alternative approaches to environmental protection

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15

This module focuses on governance, regulation, norm-maintenance and rule non-compliance within communities and institutions. It provides a distinct perspective to general questions of law, socio-legal theory, and jurisprudence. Key questions include: when do norms count as law? How do communities govern themselves, and what role do law and social norms play in this process? What authority do intentional communities possess when it comes to rule-breaking? What is the relationship between community rules and state law? Can communities function without rules? And is institutional law-breaking (or non-compliance) analogous to individual disobedience? Topics include: legal pluralism and legal consciousness, Foucault and governmentality, norm-following among strangers, etiquette within public sex communities, virtual worlds, governing through local currencies, nudism, self-regulation in a free school, and Speakers Corner.

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The module will be divided into three main sections. The first section will involve an examination of the banker-customer relationship, including the rights and obligations of the parties in that relationship, the use of different methods of payments and remedies. The second section will focus on the provision of credit by banks to customers. This section will look at the types of credit facilities provided by banks, the taking of security by banks and the enforcement of such security. The final section will focus on money laundering regulation within the banking industry.

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The module will examine the role and function of international law in regulating relations between States and resolving international disputes. It will introduce students to a number of theoretical frameworks through which to understand and critically evaluate international law historically and in context. It will provide students with knowledge and understanding of the origins and development of international law and of its key concepts, principles and rules. The module will enable students to consider the relevance, or otherwise, of international law to contemporary international problems and to critically assess its limitations and effects. This will be achieved through a range of topics and case studies.

An indicative list of topics studies follows:

• The history of international law

• Sources of international law

• The relationship between international law and domestic law

• Jurisdiction and Immunities

• Statehood

• Self-determination

• State responsibility

• International dispute settlement

• The International Court of Justice and International Organisations

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The module focuses on current issues in the law and practice of international business and trade law from critical perspectives. This includes exposing deficiencies in the regulation of international trade finance, international marketing operations, Countertrade, international commercial dispute settlement mechanisms and corruption in international business. The module considers the involvement of emerging business and financial jurisdictions in international trade. It broadly explores the inequities of global integration of international trade law and considers the influences of European Union law and those of leading developed economies and financial jurisdictions on regulation and actual practice of the field of international business transactions. Attention will be given to specialist and emerging areas of law such as international mergers and acquisition as well as philosophical aspects of international trade such as the Lex Mercatoria. It seeks to provide a comparative overview of emerging trends in international business regulation and aims to make students aware of ethical dimensions of international business transactions. Topics to be covered include International Trade within the contexts of public and private international law and international politics; Development and underdevelopment of commercial laws in international trade; mergers and acquisitions; counter trade as an alternative to current system of international business and trade; international franchising and agencies abroad; international commercial dispute settlement mechanisms; international corruption and the bribery of foreign officials; doctrine and practice of the New Lex Mercatoria.

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The module will cover the historical development of mental health law (in brief), the Mental Health Act 1983, civil and criminal admissions to hospital, consent to treatment, capacity, sections of the Mental Capacity Act 2005 relating to deprivation of liberty, discharge (including the role of the Mental Health Review Tribunal) and care in the community; proposals for reform; interaction with the criminal justice system.

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A central question of this module is whether, and to what extent, there is anything distinctive about legal reasoning compared to reasoning in general. That question is posed from the perspective of a legal practitioner, in particular, an advocate. The aim of the module is to equip students – as potential advocates, but also in general – with a range of tools and skills of argument that are easily transferrable across legal and non-legal contexts.

It is a premise of the module that any competent advocate, or indeed lawyer, must demonstrate a proficient grounding in elementary logic. As such, the module will explore, and students will be expected to demonstrate, the role played inferential logic within legal reasoning. The module will also consider logical and other fallacies. For example, and drawing on Schauer, by asking whether authority-based reasoning (ie the doctrine of precedent) is a fallacy; and, drawing on Kahneman, by investigating the role played by psychological heuristics in all forms of decision-making including legal forms.

In addition to the conventional categories of inferential reasoning, the module will consider other forms of reasoning including, but not limited to, practical, statistical, and marginal/economic forms. In the latter context, and drawing on Farnsworth, it will consider the differences between ex post and ex ante forms of reasoning: the first response being about cleaning up after things have gone wrong, and the second about the effects of decisions in the future. The latter perspective leads naturally to a broader consideration of policy-based reasoning in general.

Students will explore the role played by different forms of reasoning in different contexts; for example by considering and demonstrating the use of logical deduction and probable inference in the context of legal proof (evidence) and the role of other forms of reasoning, including rhetoric, in the formulation of legal arguments.

The theoretical background will provide the basis upon which students will learn to construct effective (legal) arguments and to practice the skills learned in a variety of written and oral contexts ranging from skeleton arguments, oral presentations, mock trials and/or applicationsand/or mooting (subject to availability). Students will be expected to reflect critically on their learning practice by producing a self-reflective portfolio.

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Argument occurs across the full spectrum of human interaction - in pubs, at home, in seminar classes, and in professional contexts such as those provided by law, science and medicine. However, despite the importance allotted to argument and the desire of those engaged in arguments to win them, little systematic attention is given to the nature of argument and the practical skills required to argue successfully, even though this information is readily available. The ambition of the module is to equip students with this knowledge base and skills, thereby enabling them to enter into argument more confidently and with a greater prospect of success. The module divides into three parts, the first being a very brief historical and theoretical contextualisation of the topic. The second part of the module treats argument and arguing formally, by mapping the standard forms of argument and by developing the skill of picking out a bad argument from a good one, and by showing how to spot the set of common but typically unnoticed mistakes in one’s own argument or in those of others. The third part of the module turns to the skills of rhetoric and persuasion, including examination of the ploys that are often used to give bad or weak arguments persuasive force. The themes of the module are illustrated throughout using real examples from law and elsewhere.

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This course will give students the opportunity to explore the ways in which morality has been understood and theorised and then to trace the development of a particular moral concept (namely, that of individual rights), that is central to legal discourse today. The methodology will be historical/contextual as well as theoretical/analytical. We will look at the way in which the idea of individual rights arose (and continues to develop) in a philosophical, political and historical context and we will examine and critically evaluate modern theories of rights and their relationship to law. The concept of a right is deceptively simple. When examined closely is gives rise to all sorts of questions and problems including, for example: how is the idea of a right justified? What is its relationship to the older idea of liberty? Can it survive the discrediting of theories of natural rights tied to natural law? Can it stand alone as a moral concept or is it merely the ‘other side’ of a duty?

Block 1: A critical introduction to the major theories of moral philosophy: virtue theory, duty based (deontological) Kantian theory and consequentialism (utilitarianism).

Block 2:. A historical/contextual examination of the development of a particular moral concept; that of individual rights.

Block 3.Oral presentations by students in pairs.

Block 4.An analytical examination and critique of modern theories of rights and their relationship to law (incl. ‘interest’ and ‘will’ theories and the legal analysis of Wesley Hohfeld)

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This module allows a student to undertake a lengthy writing project on a law -related subject that interests her/him under the supervision of a KLS staff member. It is available to Stage 2 and 3 students taking single or combined honours law programmes. Students wishing to take this module must settle on their topic and find a dissertation supervisor near the end of the Spring term of the academic year previous to the start of this module. During the first term of this module, the convenor will conduct several sessions on how to research and write a law dissertation.

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The first half of the module will provide students with detailed knowledge and understanding of the idea of development, the international development project, the main international development institutions and the international context in which they developed, and the field of Law and Development. The second half of the module will examine contemporary topics in law and international development, including (but not limited to) human rights and development; decentralization and local development; sustainability and development; law and the informal sector; rule of law promotion.

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This course will give students the opportunity to explore the ways in which moral reasoning can inform the study and practice of lawyering. Students will be asked to think and argue about the (possible) moral dimension of the practice of law. The course will include a theoretical component during which we will explore ways in which we might justify (or deny) a moral dimension to the practice of law. In the practical component we will use case studies (including that of the US government lawyers who provided legal justifications for the use of torture on ‘War on Terror’ prisoners). This case study and others will be used to discuss and debate issues in legal ethics, broadly conceived. The methodology will combine theoretical discussion of the principles that should inform the notion of legal ethics with analysis and discussion of actual moral and ethical dilemmas faced by lawyers and their resolution.

Block 1: Why Legal Ethics? An exploration of the moral reasoning and arguments behind the idea of ‘legal ethics’. Do lawyers have moral responsibilities as well as legal ones?

Block 2: Case studies and the ethical issues they raise. Answers to moral questions and dilemmas in legal practice.

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This module is concerned with contemporary labour law. It combines legal analysis and the transmission of practical legal skills with a highly contextual and interdisciplinary understanding of the labour law and regulatory debates around labour regulation. To that end, workshops will feature extended discussion on key aspects of contemporary labour legislation using scholarly texts. Students will also study key legal aspects of the modern employment relationship including the contract of employment, statutory employment protection provisions (for example unfair dismissal and redundancy protection), anti-discrimination legislation and provisions for reconciling work and family life (e.g. pregnancy protection and parental leave). The module will also explore selected aspects of collective labour law including the role and status of trade unions, the legal regulation of collective bargaining and/or the regulation of industrial conflict. The module seeks to combine a detailed knowledge of fundamental key aspects of labour law with the development of broader conceptual, critical and evaluative perspectives on workplace regulation.

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Stage 3

Modules may include Credits

This module, normally taken in Stage 2, introduces the student to the main principles and doctrines of equity and trusts. It is designed to challenge the somewhat dull image of this area of law and to encourage a critical and imaginative understanding of the subject. The law of equity and trusts is contextualized within a historical, social and jurisprudential inquiry thereby providing a much wider range of possible interpretations of its development and application. What then becomes central to the module’s approach is the complex interrelation of law with ethical, political, economic and jurisprudential considerations, and that between legal outcomes, pragmatic concerns and policy objectives.

Drawing upon the student’s experience of the study of law, in particular that gained from Foundations of Property Law and Property Law, this module examines the trust both as a private legal institution (the trust in family and commercial settings) and a public one (the charitable trust), placing special emphasis on the management of the trust and the powers, duties and obligations of the trustee. Yet in departing from conventional approaches this module does not study equity merely in regards to its role as the original creator of the trust. Equity is instead acknowledged to be what it really is - a vital and fruitful component of the English legal system; a distinct form of legal interpretation possessing its own principles and method of legal reasoning, and comprising an original and continuing source of legal development in the sphere of remedies.

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The focus of the module is private property in English land: title by registration; squatting; owner-occupation; leases; covenants and land development. It builds on the Foundations of Property module to develop an in-depth understanding of English land law, its conception of property and its politics and effects. And it gives experience in how to advise clients on land law problems – and on how to avoid problems for clients.

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While the curriculum for LW508 Criminal Law Level I and LW601 Advanced Criminal Law Level H is by and large the same in that the same topics are considered, students following the course at level H will consider each discrete topic to a much greater depth making use of, and improving, skills developed in earlier years of their degree programme.

The module is structured to provide students with the opportunity to explore the major issues in criminal law through class presentation, through consideration of essay style topics and to engage in critical analysis of topics by considering criminal law problem questions. Students will be expected to discuss particular issues of criminal law and their implications for a wider social context. At the commencement of the module students are provided with a Seminar Workbook which outlines the weekly seminar topic and task.

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This module will involve students undertaking quantitative research in a placement setting, while simultaneously reflecting on the process of undertaking real-life quantitative research (through a log), culminating in an assessed reflection on their placement. Aside from the support of the Q-Step Placements Officer and an academic placements advisor, students would also receive lectures covering:

- Turning an organisations ideas into a viable research project (noting that the Q-Step team will already have worked with placement organisations to do this);

- Good practice in undertaking quantitative research projects (e.g. data security, data management, replicability);

- Ethics in applied quantitative research (certainty/uncertainty, power, and 'usefulness');

- Reflecting on research practice (linked to the assessments below).

Matching students to placements

While the Kent Q-Step Centre will arrange a number of potential placements for students on this module, it is the student's responsibility to negotiate a suitable placement – placements depend on finding a successful match between a student's abilities/interests and the placement hosts' needs, and this cannot be guaranteed in advance. However, the Q-Step Centre's Placements Officer (in collaboration with the Q-Step Academic Placement Lead and (where appropriate) the Schools' Placements Officer) will provide considerable support for students in finding a placement, including:

o Providing a range of possible placement opportunities for students that have been negotiated with employers across the private, public and voluntary sectors;

o Helping match students to these placement opportunities;

o Helping students find their own placement opportunity, if they cannot find a successful match in the existing placement opportunities.

The Placements Officer will also provide the further support.

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The aim of the module is that students choose and then answer their own research question. The objectives are to develop a research question and appropriate research design. This will be followed by identifying suitable data sources based on existing literature. This will be followed by identifying data sources and data analysis techniques to interrogate the data and answer their research question. The final part objective is write up the research in a clear and coherent manner.

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30

The module will examine the role and function of international law in regulating relations between States and resolving international disputes. It will introduce students to a number of theoretical frameworks through which to understand and critically evaluate international law historically and in context. It will provide students with knowledge and understanding of the origins and development of international law and of its key concepts, principles and rules. The module will enable students to consider the relevance, or otherwise, of international law to contemporary international problems and to critically assess its limitations and effects. This will be achieved through a range of topics and case studies.

An indicative list of topics studies follows:

• The history of international law

• Sources of international law

• The relationship between international law and domestic law

• Jurisdiction and Immunities

• Statehood

• Self-determination

• State responsibility

• International dispute settlement

• The International Court of Justice and International Organisations

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15

The module will examine the role and function of international law in the use of force between states as well as non-state actors. It will provide students with detailed knowledge and understanding of the origins and development of international law on the use of force and of its concepts, principles and rules governing the use of force (jus ad bellum) and the conduct of armed conflict (jus in bello). The module will enable students to consider the relevance, or otherwise, of international law on the use of force to contemporary international disputes and to critically assess its limitations and effects. This will be achieved through a range of topics and case studies.

The topics covered may include:

• The prohibition of the threat or use of force and the right to self-defence in international law

• Principles of International Humanitarian Law

• UN Peacekeeping and UN-authorised Peace Enforcement

• Humanitarian intervention and the 'Responsibility to Protect'

• Other doctrines of unilateral intervention

• Combatants and civilians

• Weapons and Methods of Warfare

• War Crimes

• The role of international humanitarian law in international criminal trials

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15

The module will examine the evolution, principles, institutions and functions of international human rights law in their political, social and economic contexts. It will provide students with detailed knowledge and understanding of the origins and development of human rights law through critical study and analysis of key theoretical perspectives and debates. The module will enable students to consider the relevance, or otherwise, of international human rights law to historical and/or contemporary challenges and to critically assess its limitations and effects.

An indicative list of topics is as follows:

• The History of Human Rights Law and Contemporary Approaches to Human Rights Law.

• United Nations Treaty Bodies and Special Procedures.

• Regional Human Rights Systems and Approaches.

• The International Bill of Human Rights: The Universal Declaration of Human Rights, the International Covenant on Civil and Political Rights and the International Covenant on Economic, Social and Cultural Rights.

• The Prohibition of Torture.

• Human Rights in Times of Crisis.

• Rights of Women.

• Rights of the Child.

• Minority Rights.

• Indigenous People's Rights.

• Forced Migration and Displacement.

• Right to Development.

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This course explores selected global problems in their historical, social, political and economic contexts in light of international legal frameworks. The course begins with an examination of key critical perspectives in international law, such as Third World Approaches to International Law, before moving on to specific topics of historical or contemporary concern. Attention will be paid in particular to systemic problems of the global legal order and students are encouraged to analyse the limits and potential of international law to present solutions to global problems as well as the role played by international law in framing and constituting those problems in the first place.

By necessity these topics will vary, but an indicative list follows:

• International legal methods, critical histories and theoretical perspectives

• History and historiography of international law

• Reconciliation, transition and conceptions of justice

• International criminal law

• Territorial disputes

• Inequality, poverty and international law

• Natural resource use and extraction

• International law and the global political economy

• International trade and biosecurity

• International law and international relations

• Key cases in international law

• International Law and Violence

• International Law and Migration

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• Social understandings of home and homelessness.

• The history of contemporary homelessness law and policy.

• England's current legal framework of homelessness law.

• Comparative legal and policy perspectives.

• Street homelessness and its regulation.

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15

A central question of this module is whether, and to what extent, there is anything distinctive about legal reasoning compared to reasoning in general. That question is posed from the perspective of a legal practitioner, in particular, an advocate. The aim of the module is to equip students – as potential advocates, but also in general – with a range of tools and skills of argument that are easily transferrable across legal and non-legal contexts.

It is a premise of the module that any competent advocate, or indeed lawyer, must demonstrate a proficient grounding in elementary logic. As such, the module will explore, and students will be expected to demonstrate, the role played inferential logic within legal reasoning. The module will also consider logical and other fallacies. For example, and drawing on Schauer, by asking whether authority-based reasoning (ie the doctrine of precedent) is a fallacy; and, drawing on Kahneman, by investigating the role played by psychological heuristics in all forms of decision-making including legal forms.

In addition to the conventional categories of inferential reasoning, the module will consider other forms of reasoning including, but not limited to, practical, statistical, and marginal/economic forms. In the latter context, and drawing on Farnsworth, it will consider the differences between ex post and ex ante forms of reasoning: the first response being about cleaning up after things have gone wrong, and the second about the effects of decisions in the future. The latter perspective leads naturally to a broader consideration of policy-based reasoning in general.

Students will explore the role played by different forms of reasoning in different contexts; for example by considering and demonstrating the use of logical deduction and probable inference in the context of legal proof (evidence) and the role of other forms of reasoning, including rhetoric, in the formulation of legal arguments.

The theoretical background will provide the basis upon which students will learn to construct effective (legal) arguments and to practice the skills learned in a variety of written and oral contexts ranging from skeleton arguments, oral presentations, mock trials and/or applicationsand/or mooting (subject to availability). Students will be expected to reflect critically on their learning practice by producing a self-reflective portfolio.

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The module will cover the historical development of mental health law (in brief), the Mental Health Act 1983, civil and criminal admissions to hospital, consent to treatment, capacity, sections of the Mental Capacity Act 2005 relating to deprivation of liberty, discharge (including the role of the Mental Health Review Tribunal) and care in the community; proposals for reform; interaction with the criminal justice system.

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15

The module focuses on current issues in the law and practice of international business and trade law from critical perspectives. This includes exposing deficiencies in the regulation of international trade finance, international marketing operations, Countertrade, international commercial dispute settlement mechanisms and corruption in international business. The module considers the involvement of emerging business and financial jurisdictions in international trade. It broadly explores the inequities of global integration of international trade law and considers the influences of European Union law and those of leading developed economies and financial jurisdictions on regulation and actual practice of the field of international business transactions. Attention will be given to specialist and emerging areas of law such as international mergers and acquisition as well as philosophical aspects of international trade such as the Lex Mercatoria. It seeks to provide a comparative overview of emerging trends in international business regulation and aims to make students aware of ethical dimensions of international business transactions. Topics to be covered include International Trade within the contexts of public and private international law and international politics; Development and underdevelopment of commercial laws in international trade; mergers and acquisitions; counter trade as an alternative to current system of international business and trade; international franchising and agencies abroad; international commercial dispute settlement mechanisms; international corruption and the bribery of foreign officials; doctrine and practice of the New Lex Mercatoria.

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The object of this module is to offer a critical introduction to the legal and theoretical aspects of investments and the globalisation of the world economy. The module considers at the macro-level the legal implications of the changing roles of international economic institutions. This includes an understanding of both the global and regional (European Union, North American Free Trade Agreement) contexts of international economic law. The course pays special attention to the inequities of international trade and seeks to explain the effect of these inequities on the interplay between international and national regulatory frameworks, which is fundamental to an understanding of the globalisation of economic law. It offers a critique of the New International Economic Order beginning in the 1970s. The module offers an overview of the way lawyers and social scientists in the critical legal tradition interpret and conceptualise the changes that are taking place in the global economy such as the judicialisation and autonomisation of trade and investment law. It presents a critical overview of the role that the Bretton Woods institutions (IMF and World Bank) play in the global economy and focuses on efforts to hold multinational companies to account for their activities in developing countries and on selected issues relating to the regulation of international business through codes of conduct. Topics to be covered include: Sources and nature of international economic laws; international economic organizations; the fundamental principles of trade law; subjects of International Economic Law; extraterritorial enforcement of economic law; fragmentation of economic law -the rise of bilateralism; preferential trade agreements (PTAs), bilateral investment treaties (BITs); role of the Bretton Woods institutions (IMF and World Bank) in the global economy; multinational companies and the Law; norm of compensation-for-expropriation; Dispute settlement and sanctions; Feminist legal perspectives to International Economic Law; Alternative visions of development strategies; Most-Favoured-Nation principle and exceptions to Most-Favoured-Nation principle.

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15

The provision of a Clinical Option with a focus on criminal justice is an opportunity for students to consider the most crucial aspects of the rule of law namely power, control and accountability. Criminal Justice as a branch of state power and paternalism opens many questions for debate not least the imposition of rules by the state and the degree to which those are balanced, fair and open to challenge.

Students on this module must become members of the Kent Law Clinic and work under solicitor supervision on client's cases that have been taken on by the Clinic. The proposed module will be based on the LW543 Clinical Option casework model.

Students are expected, from the second week of the Autumn term onwards until the end of the Spring term, to undertake the conduct of one substantial case under supervision or a project on an area of law relevant to the field of Criminal Justice and relevant to the objects of the Clinic. Students will normally work on cases rather than projects.

Students will be supervised on a one to one basis for between one and two hours per week. This may increase dependant on the stage a case has reached and supervision may increase considerably if the need to work intensively on the case arises. There may also be periods of little or no weekly supervision dependant on the demands of the case. Student will maintain client files in accordance with Case Management Guidelines and Student Folders containing drafts and research materials.

Putting law into practice in this way increases knowledge of the relevant law, procedure and legal practice and in turn further the aims and ethos of the Kent Law Clinic most importantly in the provision of a crucial public service.

Interactive seminars of 1.5 hours length are proposed due to the small number of students. Allowing additional time will allow flexibility in the structure of the session. For example in some weeks a proportion of the session will be used as a lecture on the area substantive law and the remainder for a discussion incorporating the required reading and informed by the private study undertaken. Other weeks may be presentations by students on their cases and the issues they have identified allowing for a discussion in which we will build on the knowledge and study from earlier substantive law seminars.

In summary, the primary aim of the module is to introduce students to the functions of key players in the CJS including police, prosecution, judiciary, probation and defence. This overarching understanding of the roles and regulation of each is advantageous to those interested in pursuing a career within the CJS. Through casework and research students will have the opportunity to apply the law, to consider appropriate legal strategies to help the client and to critically reflect on the laws and procedures they have encountered. The module should appeal to those students intending to practise in the areas of criminal law and civil liberties but is aimed too at those not intending to pursue a legal career.

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This module examines the intersections between forms of legal regulation or 'government', conceptions of power and power-spatial configurations. It traces elements of such intersections accessibly with the aid of insights from a variety of the most relevant sub-fields (including legal geography, architectural history and theory, critical planning studies, urban design, spatial studies, anthropology, legal theory and philosophy). It interrogates the intersections in question both through a thorough introduction to all the contemporary relevant theories and practices of spatial power configuration and with a focused 4-week seminar preparation of a unit theme, each year, on a particular city or relevant event or project which informs the assessment set.

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15

This module considers the legal regulation of medical practice in its ethical, socio-economic and historical context, drawing on a range of critical, contextual and interdisciplinary perspectives. Students will be introduced to the major western traditions of ethical theory and the major principles of medical law. They will then pass on to their incorporation in medical negligence, confidentiality, consent and competence, and medical research. They will then draw upon these to engage in critical legal analysis of major areas of medical ethics and law.

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15

This course will give students the opportunity to explore the ways in which morality has been understood and theorised and then to trace the development of a particular moral concept (namely, that of individual rights), that is central to legal discourse today. The methodology will be historical/contextual as well as theoretical/analytical. We will look at the way in which the idea of individual rights arose (and continues to develop) in a philosophical, political and historical context and we will examine and critically evaluate modern theories of rights and their relationship to law. The concept of a right is deceptively simple. When examined closely is gives rise to all sorts of questions and problems including, for example: how is the idea of a right justified? What is its relationship to the older idea of liberty? Can it survive the discrediting of theories of natural rights tied to natural law? Can it stand alone as a moral concept or is it merely the ‘other side’ of a duty?

Block 1: A critical introduction to the major theories of moral philosophy: virtue theory, duty based (deontological) Kantian theory and consequentialism (utilitarianism).

Block 2:. A historical/contextual examination of the development of a particular moral concept; that of individual rights.

Block 3.Oral presentations by students in pairs.

Block 4.An analytical examination and critique of modern theories of rights and their relationship to law (incl. ‘interest’ and ‘will’ theories and the legal analysis of Wesley Hohfeld)

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15

This module, building on Foundations of Property, explores the nature of property as a legal institution and its economic, political and cultural importance in a variety of contexts. It seeks to question the common sense understandings of property as privately owned 'things', in relation to which the role of law is essentially passive and protective. This course will bridge the too often repeated divide in law school curricula between forms of real property (land law) and intellectual property, exploring theoretical approaches alongside concrete examples drawn from both of these fields, and thereby asking what and why holds such different fabrications together (and apart) under the rubric of 'property'. We will look at intangible forms of property, such as intellectual property (eg patents, copyright) and financial property (eg stocks, shares, government bonds), and will explore the active, constructive and political role of law in constituting property and property rights. One of the module's themes will be the complex relationship between property and power. During the course of the module, in a series of case studies, a wide range of different topics in which issues of property and property rights are central will be examined: from issues surrounding corporate rights and power to land rights (especially in the colonial context); from the construction and protection of intellectual property rights to those surrounding housing and access to housing. The module will also explore the cultural dimension of property, and examine the role played by property practices and thinking in the recent financial crisis, and the potential to think and practice property differently under the rubric of 'alternative property practices'(eg in commons, land trusts, mutuals, co-operatives etc).

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Argument occurs across the full spectrum of human interaction - in pubs, at home, in seminar classes, and in professional contexts such as those provided by law, science and medicine. However, despite the importance allotted to argument and the desire of those engaged in arguments to win them, little systematic attention is given to the nature of argument and the practical skills required to argue successfully, even though this information is readily available. The ambition of the module is to equip students with this knowledge base and skills, thereby enabling them to enter into argument more confidently and with a greater prospect of success. The module divides into three parts, the first being a very brief historical and theoretical contextualisation of the topic. The second part of the module treats argument and arguing formally, by mapping the standard forms of argument and by developing the skill of picking out a bad argument from a good one, and by showing how to spot the set of common but typically unnoticed mistakes in one’s own argument or in those of others. The third part of the module turns to the skills of rhetoric and persuasion, including examination of the ploys that are often used to give bad or weak arguments persuasive force. The themes of the module are illustrated throughout using real examples from law and elsewhere.

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15

This module is concerned with contemporary labour law. It combines legal analysis and the transmission of practical legal skills with a highly contextual and interdisciplinary understanding of the labour law and regulatory debates around labour regulation. To that end, workshops will feature extended discussion on key aspects of contemporary labour legislation using scholarly texts. Students will also study key legal aspects of the modern employment relationship including the contract of employment, statutory employment protection provisions (for example unfair dismissal and redundancy protection), anti-discrimination legislation and provisions for reconciling work and family life (e.g. pregnancy protection and parental leave). The module will also explore selected aspects of collective labour law including the role and status of trade unions, the legal regulation of collective bargaining and/or the regulation of industrial conflict. The module seeks to combine a detailed knowledge of fundamental key aspects of labour law with the development of broader conceptual, critical and evaluative perspectives on workplace regulation.

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15

In recent times, 'alternative' forms of dispute resolution (ADR) have been widely recognised as possessing the potential to limit some of the damage caused by civil disputes. Therefore, a lawyer’s skill-set ideally should include a well-developed ability to analyse, manage and resolve disputes both within and outside the usual setting of the courtroom. Thus, the module’s primary aim is to introduce students to the legal and regulatory issues surrounding methods of dispute resolution aside from litigation. Specifically, the module focuses on the practical factors relevant to selecting appropriate dispute resolution in distinct circumstances, including, for example, the employment and family law arenas.

Students will be provided with the resources to acquire a detailed theoretical and practical understanding of the contextual constraints associated with the use of different forms of dispute resolution and will be encouraged to develop their ability to evaluate the effectiveness of particular interventions, especially when used as an adjunct to court proceedings. The module tracks historic and current developments in relation the use of ADR, highlighting how government policy and courts appear, increasingly, to sanction failure to use ADR. This may well enhance students’ opportunities to hone career-advancing expertise in the field.

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15

This course will give students the opportunity to explore the ways in which moral reasoning can inform the study and practice of lawyering. Students will be asked to think and argue about the (possible) moral dimension of the practice of law. The course will include a theoretical component during which we will explore ways in which we might justify (or deny) a moral dimension to the practice of law. In the practical component we will use case studies (including that of the US government lawyers who provided legal justifications for the use of torture on ‘War on Terror’ prisoners). This case study and others will be used to discuss and debate issues in legal ethics, broadly conceived. The methodology will combine theoretical discussion of the principles that should inform the notion of legal ethics with analysis and discussion of actual moral and ethical dilemmas faced by lawyers and their resolution.

Block 1: Why Legal Ethics? An exploration of the moral reasoning and arguments behind the idea of ‘legal ethics’. Do lawyers have moral responsibilities as well as legal ones?

Block 2: Case studies and the ethical issues they raise. Answers to moral questions and dilemmas in legal practice.

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15

This module is concerned with theoretical perspectives on race, religion, and ethnicity as concepts; case studies in the social and legal history of race and religion; overview of contemporary legal regulation of these categories in UK law.

Students will undertake contemporary case studies; research training

as part of the module.

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The first half of the module will provide students with detailed knowledge and understanding of the idea of development, the international development project, the main international development institutions and the international context in which they developed, and the field of Law and Development. The second half of the module will examine contemporary topics in law and international development, including (but not limited to) human rights and development; decentralization and local development; sustainability and development; law and the informal sector; rule of law promotion.

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15

This module allows a student to undertake a lengthy writing project on a law -related subject that interests her/him under the supervision of a KLS staff member. It is available to Stage 2 and 3 students taking single or combined honours law programmes. Students wishing to take this module must settle on their topic and find a dissertation supervisor near the end of the Spring term of the academic year previous to the start of this module. During the first term of this module, the convenor will conduct several sessions on how to research and write a law dissertation.

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15

The module will be divided into three main sections. The first section will involve an examination of the banker-customer relationship, including the rights and obligations of the parties in that relationship, the use of different methods of payments and remedies. The second section will focus on the provision of credit by banks to customers. This section will look at the types of credit facilities provided by banks, the taking of security by banks and the enforcement of such security. The final section will focus on money laundering regulation within the banking industry.

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15

This area of law considers a developing jurisprudence that involves international treaties, laws, ethics, and policy considerations relating to the art market and cultural heritage. This module aims to define art and cultural heritage/cultural property; to identify the need for national and international regulation of the art trade (theft, illegal export, trafficking) both in time of peace and in time of war as well as the issue of restitution of wrongfully displaced objects. It will also explore areas of the art trade that need regulation such as consumer protection (fakes and forgeries); the role of experts (opinion and liability), artists (his rights, his freedom and his life), dealers (auction houses and private dealers), and museums (role and collection management) in the trade. Finally, the module addresses the essential question of the need to change the law to accommodate the specific needs of protection of cultural heritage and it aims to give coherence to a complex body of rules at the intersection of civil law, property law, criminal law, public law, private international law and public international law.

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30

This module considers how criminal law makes use of science. Forensic evidence is a rapidly developing area in criminal trials – new techniques are continually being developed and forensic evidence such as DNA profiling is increasingly presented as evidence. This rapid expansion has resulted in forensic evidence becoming increasingly debated in the media and by the criminal justice process – from articles hailing DNA profiling as preventing or undoing miscarriages of justice to those questioning a lay jury's ability to make a judgement in case involving highly complex scientific or medical evidence.

The module will be broken down into 4 parts:

1. Initially, analysis of the historical development of the use of forensic evidence will be made along with explanation of both what constitutes forensic evidence and the basic scientific techniques involved.

2. Consideration of the way in which forensic science has developed as a useful tool within the criminal justice process

3. Analysis of the difficulties of placing emphasis on forensic science within the trial system – cases in which forensic science has resulted in subsequently questioned decisions.

4. Current issues surrounding the use of forensic science: This section of the course will be devoted to considering the questions which arise out of the use of forensic evidence such as:

• Who should decide whether a new scientific technique should be admissible evidence,

• Who are the experts who present the evidence to juries

• To what extent does the admission of forensic evidence assists juries.

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15

This module focuses on governance, regulation, norm-maintenance and rule non-compliance within communities and institutions. It provides a distinct perspective to general questions of law, socio-legal theory, and jurisprudence. Key questions include: when do norms count as law? How do communities govern themselves, and what role do law and social norms play in this process? What authority do intentional communities possess when it comes to rule-breaking? What is the relationship between community rules and state law? Can communities function without rules? And is institutional law-breaking (or non-compliance) analogous to individual disobedience? Topics include: legal pluralism and legal consciousness, Foucault and governmentality, norm-following among strangers, etiquette within public sex communities, virtual worlds, governing through local currencies, nudism, self-regulation in a free school, and Speakers Corner.

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15

The following key themes will be covered in the module:

I. Legal Sources of Immigration, asylum and refugee law: British, EU, Council of Europe, international, comparative.

II. Historical Evolution of the government and regulation of immigration, asylum and refugee subjects.

III Asylum and Refugee law: (1) International, ECHR and EU standards on asylum and refugee protection (2) Key aspects of British law and practice on asylum.

IV. Select aspects of Immigration law (British, EU and ECHR standards will be integrated)

V. Key contemporary problems in each of the fields of immigration, asylum and refugee law (as case studies).

VI. Key interdisciplinary contemporary debates and contributions to the study of immigration, asylum and refugee law.

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30

This module is designed to provide an understanding of the interrelationship between political theory and law in modernity. Drawing upon political theory it explores ideas of law, power, resistance, community, sovereignty and the subject. The objective is to build a solid understanding of political theory in relation to these key concepts, and then use this understanding to examine contemporary political and juridical questions such as those of democracy and citizenship; multiculturalism, bio-politics, secularism, terrorism, post-colonialism and contemporary formations of Empire. In so doing, the module seeks to equip students with the necessary intellectual tools for deploying insights from political theory and philosophy to the study of law.

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The module addresses the regulation of consumer markets. This module is aimed at students who wish to have an understanding of substantive law, policies and institutional framework concerning the regulation of consumer markets. The topic which will be covered in the module include:

• Consumer society and the rise of consumer protection policy

• Rationales for regulating consumer markets

• Techniques for regulating consumer markets

• The regulation of advertising and marketing practices

• The regulation of unfair commercial practices

• The regulation of unfair contract terms

• The regulation of consumer credit

• The regulation of food safety and quality

• The regulation of product safety and quality

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30

Environmental Law I involves lectures covering the following topics:

• Introduction: basic concepts in Environmental Law

• Public health origins and statutory nuisances

• Regulatory approaches at national, European Community and international levels

• The legal protection of the aquatic environment

• Waste management and the legal protection of land quality

• The legal protection of air quality

• The integration of pollution control

• Enforcement at national and European Community levels

• Alternative approaches to environmental protection

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15

Environmental Law II involves lectures covering the following topics:

• Civil law and the protection of the environment

• Environmental human rights

• Planning law and land use

• Environmental impact assessment

• The legal status of flora and fauna

• Conservation Law in national, EC and international law

• The protection of species

• The protection of habitats

• The interface between planning and conservation

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15

So much of law is about text and the manipulation of language: Becoming sensitive to the construction of narratives in judgements, learning to read argument in its many forms, recognising the ways in which words, and patterns of words, can be used to create effect, playing with ambiguities or seeking to express an idea with clarity, all these are fundamental skills for a lawyer. Law is also about performance, the roles which are assigned to us and the drama of the court room. And law, as text and performance, carries fundamental cultural messages about the society we live in and the values we aspire to. During this module, we will examine some of the many ways in which reading, viewing and listening to, 'the arts' helps us to think more concisely as well as more imaginatively about law. We welcome on to the module anyone who shares, with us, an enjoyment of reading, viewing and listening – this is a chance to be introduced to material you may not be familiar with as well as a chance to pursue an interest you may already have. Although the module is designed primarily for law students, it is also open to undergraduates from other degree programmes.

The module focuses on a small number of key texts through which to explore the themes and develop student skills. These vary from year to year.

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15

The media is full of gender controversies: there’s same-sex marriage (or not) in California, violence against women pretty well everywhere, and a whopping 17% gender pay gap in the UK. What do you think about these issues? How do you think the law should respond?

This module focuses on how law interacts with gender and sexuality. It examines, and encourages you to discuss, the interconnections between law, policy, gender, and sexuality. We will start by focusing on key concepts in feminist and queer legal theory, such as heteronormativity (the dominance of heterosexual family and social structures). We will then relate these theories to current dilemmas: same-sex marriage; transgender rights; gay refugees; diverse family formations. Finally, we tackle the really big questions. Should we use the law to change the law? Are rights really any use? What is neo-liberalism and how does this relate to gender?

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15

This module focuses on the way law defines, constructs and regulates the family and familial relations. Autumn term deals broadly with the institution of marriage and relations between partners, including definitions of the family, marriage, civil partnerships and cohabitation, domestic violence, divorce and family dispute resolution. Spring term deals with the relationship between parents, children and the state, including reproductive technology, parenthood, children’s rights, private law disputes over post-separation arrangements for children, child support, and public law provisions for the care, supervision and adoption of children

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30

This module seeks to provide a sound knowledge and understanding of the concepts and principles underlying the

law relating to human rights, including a grounding in the historical development and political philosophy of human

rights law; to provide a detailed grasp of the current protection of human rights in English law, with particular

reference to the Human Rights Act 1998 and European Convention on Human Rights; and to promote a critical

discussion about the nature, function and effects of human rights as they are, or might be, expressed in English law.

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30

The role of evidence in a courtroom is technical but its rules reflect core principles of the due process of law. These are becoming more significant with the implementation of the Human Rights Act 1998. The module considers matters such as the functions of judge and jury, standards and burdens of proof, the competence and examination of witnesses, the exclusionary rules relating to character, opinion and hearsay, improperly obtained evidence. The module also introduces students to the process of inferential logic.

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30

This module seeks not only to familiarise students with the basic concepts and structure of modern British company law, but also to provide them with a critical understanding of the nature and dynamics of modern capitalism and of the historical development of industrial organisation and the emergence of company law within it. In addition to a selection on modern company law, therefore, the module also traces the rise of the joint stock company in the nineteenth century and the emergence of company law in its wake. It moves on to trace the twentieth century rise of the modern multidivisional, multinational company and its impact on company law. In this context, it also considers the nature of the share and of shareholding, and the role of the Stock Market, and explores contemporary debates about corporate governance. Key aspects will include exploring the contractual relations between, on the one hand, the company and its agents and on the other hand, third parties who deal with the company, tracing the evolutionary changes from the Common Law to the modern predominantly statutory framework. It will also deal with aspects of corporate management and control, including directors’ duties, shareholders’ rights and the increasingly important issues pertaining to market abuse and how the law seeks to deal with such practices. Students are encouraged to familiarise themselves with current issues in the commercial world by reading the financial pages of the newspapers, as reference will frequently be made to current events to facilitate the learning process. The module will address a range of inter-related questions: How well suited is modern company law to the regulation of the large modern corporation? What do shareholders do? What does the Stock Market do? In whose interests are modern corporations run? In whose interest should they be run? How do companies contract and what are the relationships between the organs of the company?

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30

Over the academic year, a wide range of topics will be covered, these may include the following:

- The History of Comparative Law

- The Strengths and Weaknesses of Comparative Law

- The Politics of Comparative Law

- Method: Comparative Law's Quandary

- The Relationship Between the (Legal) Self and the Other

- Reading Foreign Law: The Possibilities and Limits of Legal Translation

- Common Law and Civil Law: Not so Different?

- How Legal Concepts Travel (or Not) Across Legal Cultures

- Can Western Comparative Law Work in Asia?

- The Use of Foreign Law in Constitutional Interpretation

- The Debate Over Harmonization and Uniformization of Laws

- Towards a Global Legal Order? Comparative Law’s Contribution

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30

The Philosophy of Law module is designed for those who think they might be interested in philosophical reflection and enquiry into law. The module assumes no prior knowledge of either philosophy or law. The module uses the tools of analytic philosophy in order to promote understanding and criticism of current and historical understandings of law and legal practice, and to promote students' own critical, reflective understandings concerning these topics. Module learning divides into two parts. The first part occupies Autumn Term learning and teaching, and comprises an introduction to philosophy of law and to the major school of thought in jurisprudence that have dominated reflection on the nature of law. A significant theme of this programme of study is to develop understanding of the relation of ideas in philosophy of law to a wider scholarship that includes historical and sociological understandings of legal practices. The second part occupies Spring Term learning and teaching, and is taken up with the close critical reading of a single monograph in the philosophy of law. The aim of this part of the module is to build upon and supplement Autumn Term learning through the focussed and detailed examination of a single, sustained argument offered within the subject field, thereby deepening earlier understandings and also enabling students to develop and refine their skills of philosophical reading and critique.

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The module seeks to provide an historical, legal and social understanding of the police, one of the key social and legal institutions of the modern state. The police are an integral part of the criminal justice system and as such, this module is a core element in a criminal justice programme.

The following topics will be covered:

• The History of Policing

• Modern organisation of the Police

• Transnational Policing

• Policing Strategies

• The Constitutional Role and Accountability of the Police

• Fighting crime

• Police Powers and Police Discretion

• Interrogation and Confessions

• Prosecution and Policing

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15

Students on this module must become members of the Kent Law Clinic, and work under Supervisors on ‘live’ cases for clients of the Clinic under the supervision of solicitors, or other experienced legal practitioners working alongside them. All Supervisors are members of the academic staff at Kent Law School. Students will develop their knowledge and understanding of specific areas of English law and procedure, and some specific skills. Students are encouraged to view their clinical work as a means to an end – not just the acquisition of important legal skills but primarily a better understanding and critical analysis of law and of legal practice. The excellent opportunity which clinical work provides for active learning, and for studying the interface between theory and practice, is placed firmly in this context.

Students are expected to undertake from the second week of Autumn term onwards until the end of the Spring term, under supervision, the conduct of at least two substantial cases (or the equivalent), involving proceedings in courts or tribunals or other legal forums, or projects on an area of law of relevance to the objects of the Clinic. Students will normally work on cases rather than projects. A Supervisor will decide whether a student has undertaken two substantial cases (or the equivalent) for the purposes of this module.

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This module will focus on the leading topic areas of intellectual property law (including practical aspects), namely:

• Copyright

• Patents

• The uses of IP, remedies for infringement and enforcement

• International intellectual property

• Trade marks

• Passing off

• Breach of confidence

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This module allows a student to undertake a lengthy writing project on a law -related subject that interests her/him under the supervision of a KLS staff member. It is available to Stage 3 students taking single or combined honours law programmes. Public Law II is a compulsory prerequisite module. Entry to this module will be based on gaining a Merit in stage 1, however, if they achieve a 2:1 in the Public Law 2 special study they may be admitted subsequently. Students wishing to take this module must settle on their topic and find a dissertation supervisor near the end of the Spring term of the academic year previous to the start of this module. During the first term of this module, the convenor will conduct several sessions on how to research and write a law dissertation.

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This module allows a student to undertake a lengthy writing project on a law -related subject that interests her/him under the supervision of a KLS staff member. It is available to Stage 2 and 3 students taking single or combined honours law programmes. Students wishing to take this module must settle on their topic and find a dissertation supervisor near the end of the Spring term of the academic year previous to the start of this module. During the first term of this module, the convenor will conduct several sessions on how to research and write a law dissertation.

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This module investigates the relationship between law and social change, and explores the political, economic and social dynamics that affect this relationship over time. We will consider questions such as:

• Why is the law a terrain of social struggle?

• How does the law respond and/or contribute to social change? How can the law be harnessed for social change?

• How do the values or worldviews that the law incorporates affect the legal advancement of social change?

• How does the character of the law change in relation to different social, economic and political dynamics?

• What are the obstacles and limitations to the law contributing to and creating social change?

• How can we engage with the law to pursue change towards social justice?

The first part of the module examines the relationship between law and social change as addressed by some key classical and contemporary social theorists. This exploration is then extended with an analysis of how and to what extent social movements can affect legal reform and contribute to social change. The second part of the module investigates a number of concepts and areas in relation to which the approaches and ideas explored in the previous part can be applied, questioned, reframed or expanded. These concepts and areas are morality, democracy, globalisation, rights and citizenship, and the role of legal professions in social change. The module wraps up with a student-led session on their essay-in progress.

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15

The module will assume prior knowledge and understanding of the foundational levels of tort law taught in LW315 and LW597/LW651. In the module, students will focus on contentious areas of tort law from a critical perspective. They will look at areas such as those in the following (not exhaustive or all-inclusive) list: reproductive harms, wrongful birth/life, 'toxic torts' and developments in the law on causation, invasion of privacy and/or autonomy, feminist perspectives/critiques on torts, negligent policing (and of other public bodies), tort law and human rights, access to justice, conceptions of justice in/philosophy of tort. Teaching of these areas may be undertaken by ‘experts’ in a particular topic, so the availability of each topic may vary on an annual basis to account for e.g. periods of study leave.

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Teaching and assessment

Kent Law School emphasises research-led teaching, which means that the modules taught are at the leading edge of new legal and policy developments. Kent Law School is renowned nationally for research quality, being ‘world-leading’ or ‘internationally excellent’. All of our research-active staff teach so you are taught by influential thinkers who are at the forefront of their field. We also have one of the best student-to-staff ratios in the country, which allows small, weekly seminar-group teaching in all of our core modules, where you are actively encouraged to take part.

Most Law modules are assessed by end-of-year examinations and continuous assessment, the ratio varying from module to module, with Kent encouraging and supporting the development of research and written skills. Some modules include an optional research-based dissertation that counts for 45% or, in some cases, 100% of the final mark. 

Assessment can also incorporate assessment through oral presentation and argument, often in the style of legal practice (such as mooting), and client-based work and reflection through our Law Clinic.

For the Quantitative Research modules, in addition to learning through lectures, seminars, workshops, project supervision, and statistics classes, you have opportunities for hands-on research in the ‘field’ through placements and field trips. Most modules are assessed by examination and coursework in equal measure.

Programme aims

This programme aims to:

  • attract and meet the needs of both those contemplating a career in the legal professions and those motivated primarily by an intellectual interest in law and legal issues
  • provide a sound knowledge and systematic understanding of the principal institutions and procedures of the English legal system
  • provide a sound grounding in the major concepts and principles of English law, the law of the European Union, and the European Convention on Human Rights
  • develop a critical awareness of law in its historical, socio-economic and political contexts, and to introduce students to a range of different theoretical approaches to the study of law
  • offer a range of modules covering the foundations of legal knowledge, as defined by the Solicitors Regulation Authority and Bar Standards Board, which will enable students who successfully complete them to obtain a qualifying law degree
  • offer a range of options to enable students to study some selected areas of areas of law in depth
  • provide teaching which is informed by current research and scholarship and which requires students to engage with aspects of work at the frontiers of knowledge
  • offer the opportunity to acquire direct experience of legal practice and to critically reflect on it through participation in the University Law Clinic
  • enable students to manage their own learning and to carry out independent research, including research into areas of law they have not previously studied
  • develop general critical, analytical and problem-solving skills that can be applied in a wide range of different legal and non-legal settings
  • provide opportunities for the development of personal, communication, research and other key skills appropriate for graduate employment both in the legal professions and other fields
  • provide a pioneering educational opportunity within the UK context combined with student engagement in a range of disciplines, enabling students to progress into high-level careers and related postgraduate opportunities
  • provide students with the statistical and analytical tools to independently and successfully conduct advanced quantitative research
  • help students make persuasive arguments using quantitative research, and to critically assess the arguments made by others within legal and non-legal settings
  • help students link theoretical knowledge with empirical enquiry, so that they understand how to conduct and critique social research in the real world.  

Learning outcomes

Knowledge and understanding

You gain knowledge and understanding of:

  • the principal features of the English legal system, including its institutions, procedures and sources of law
  • the concepts, principles and rules of a substantial range of English legal subjects, including an in-depth knowledge of some areas of law and, depending on options, an in-depth knowledge of the law of the European Union, international law and comparative law
  • the relationship between law and the historical, socio-economic and political contexts in which it operates
  • a range of theoretical and critical perspectives that can be applied to the study of law
  • a cross-disciplinary approach to qualitative and particularly advanced quantitative reasoning and the application of these methods to the analysis of complex societal problems
  • the principal sources of social sciences information and data relevant to law and socio-legal studies.

Intellectual skills

You develop the intellectual skills to:

  • effectively apply knowledge to analyse complex issues
  • recognise and rank items and issues in terms of their relevance and importance
  • collect and synthesise information from a variety of sources
  • formulate and sustain a complex argument, supporting it with appropriate evidence
  • recognise potential alternative solutions to particular problems and make a reasoned choice between them
  • independently acquire knowledge and understanding in areas, both legal and non-legal, not previously studied
  • demonstrate an independence of mind and an ability to critically challenge received understandings and conclusions
  • reflect constructively on your learning processes
  • appropriately use quantitative analytical methods – including advanced methods – in handling, analysing and presenting statistical data across relevant disciplines.

Subject-specific skills

You gain the subject-specific skills to:

  • recognise the legal issues arising in a complex factual situation
  • identify and apply the case and statute law relevant to it
  • provide an informed and reasoned opinion on the possible legal actions arising from it, and their likelihood of success
  • identify the legal and related issues that require to be researched
  • effectively locate and use primary and secondary legal and other relevant sources
  • conduct independent legal research using a range of resources, both paper and electronic
  • critically evaluate an area of law both doctrinally and in terms of its socio-economic and other consequences
  • handle and interpret quantitative evidence in differing intellectual contexts
  • construct arguments within law and socio-legal studies using quantitative empirical evidence.

Transferable skills

Graduates of this programme will be able to:

  • use the English language, both orally and in writing in relation to legal matters and generally, with care, accuracy and effectiveness
  • engage constructively and effectively in arguments and discussions of complex matters
  • give a clear and coherent presentation on a topic using appropriate supporting materials
  • read complex legal and non-legal materials and summarise them accurately
  • employ correct legal terminology and correct methods of citation and referencing for legal and other academic materials
  • produce work in appropriate formats
  • work collaboratively in groups to achieve defined tasks, to respond to different points of view and to negotiate outcomes
  • present and evaluate information in a numerical or statistical form
  • word-process their work and use a range of electronic databases and other information sources
  • make appropriate use of analytical methods – including advanced methods – in handling, analysing and presenting statistical data in diverse real-world settings
  • use IT and software to word-process, store, retrieve and analyse quantitative data and conduct various forms of computer-based analysis.

Careers

Graduate destinations

Law graduates can go into a variety of careers. Possible career paths include:

  • solicitor or barrister in a private practice
  • company lawyer
  • legal work within government
  • legal work within the charity and NGO sector
  • non-legal careers, such as banking, finance and management.

The quantitative skills gained in the LLB Law with Quantitative Research programme help set you apart from the crowd as a multi-skilled graduate able to analyse, interpret and explain quantitative data. These attributes are invaluable in the field of law; the rise in the availability and use of data means that quantitative skills are also increasingly in demand in a range of other fields, including business, finance, government, the civil service, journalism and the media.

Help finding a job

Kent Law School has an active careers programme – leading law firms and prominent members of the legal profession visit the University to meet our students. We also work with employers to create work placement opportunities for our students.

The Law School's dedicated Employability and Careers Development Officer can give you advice on how to:

  • apply for jobs
  • write a good CV
  • perform well in interviews.

You also have access to the University's friendly Careers and Employability Service.

Work experience

Our award-winning Kent Law Clinic gives local people access to free legal advice and representation. As a student, this gives you the chance to work on real cases under the guidance of qualified lawyers. You take on clients and sometimes have the chance to act as the client’s advocate in court or at a legal tribunal.

One of the particular strengths of this programme is the opportunity to complete a quantitative work placement as part of your degree. Workplace experience is highly valued by employers, and the placements offered involve applying quantitative analysis for business and organisations across a range of sectors, giving you the opportunity to add concrete workplace achievements to your CV.

Career-enhancing skills

Our approach to law helps you to develop:

  • a detailed knowledge of the law
  • sophisticated legal research and writing skills
  • practical skills in mediation, negotiation and interviewing clients.

On this programme you also gain and develop advanced quantitative research skills through modules that offer specialist training in cutting-edge techniques, as well as training in how to understand, explain and critique data in diverse real-world settings.

You gain intellectual, analytical and practical skills that are vital to lawyers but also useful in many other professions. These include the ability to:

  • think critically
  • communicate your ideas and opinions
  • manage your time effectively
  • work independently or as part of a team.

You can also gain extra skills by signing up for one of our Kent Extra activities, such as learning a language or volunteering.

Professional recognition

This programme leads to a Qualifying Law Degree (QLD). A QLD is currently recognised by the Solicitors Regulation Authority and the Bar Standards Board as satisfying the first stage of training required to qualify as a solicitor or barrister in England and Wales.

Please note: The Solicitors Regulation Authority has announced its intention to introduce the Solicitors Qualifying Examination (SQE) for prospective solicitors, doing so by 2020 at the earliest. 

Transitional arrangements will enable students who start a Qualifying Law Degree before the introduction of the SQE to finish and qualify under the current or new system. Please see our Admissions FAQs for more information.

Independent rankings

For graduate prospects, Law at Kent was ranked 5th in The Guardian University Guide 2017. Of Law students who graduated from Kent in 2015, 94% were in work or further study within six months (DLHE). 

According to Which? University (2017), the average starting salary for graduates of this degree is ‘high’ at £20,000.


Entry requirements

The Law School welcomes and accepts a range of domestic and international qualifications for entry (including but not limited to BTEC qualifications and Access to Higher Education programmes).  We welcome enquires about the required level in individual qualifications.

All applicants are also expected to meet the University’s general entry requirements: www.kent.ac.uk/courses/undergraduate/apply/entry.html.

Home/EU students

The University will consider applications from students offering a wide range of qualifications. Typical requirements are listed below. Students offering alternative qualifications should contact us for further advice. 

It is not possible to offer places to all students who meet this typical offer/minimum requirement.

New GCSE grades

If you’ve taken exams under the new GCSE grading system, please see our conversion table to convert your GCSE grades.

Qualification Typical offer/minimum requirement
A level

AAB/ABB

Access to HE Diploma

The University will not necessarily make conditional offers to all Access candidates but will continue to assess them on an individual basis. 

If we make you an offer, you will need to obtain/pass the overall Access to Higher Education Diploma and may also be required to obtain a proportion of the total level 3 credits and/or credits in particular subjects at merit grade or above.

BTEC Level 3 Extended Diploma (formerly BTEC National Diploma)

The University will consider applicants holding BTEC National Diploma and Extended National Diploma Qualifications (QCF; NQF; OCR) on a case-by-case basis. Please contact us for further advice on your individual circumstances.

International Baccalaureate

34 points overall and 17 points at HL

International students

The University welcomes applications from international students. Our international recruitment team can guide you on entry requirements. See our International Student website for further information about entry requirements for your country.

If you need to increase your level of qualification ready for undergraduate study, we offer a number of International Foundation Programmes.

Meet our staff in your country

For more advice about applying to Kent, you can meet our staff at a range of international events.

English Language Requirements

Please see our English language entry requirements web page.

Please note that if you are required to meet an English language condition, we offer a number of 'pre-sessional' courses in English for Academic Purposes. You attend these courses before starting your degree programme. 

General entry requirements

Please also see our general entry requirements.

Fees

The 2018/19 regulated UK/EU tuition fees have not yet been set. The University intends to set fees at the maximum permitted level for new and returning UK/EU students. Please see further information below.

As a guide only the 2017/18 full-time UK/EU tuition fees for this programme are £9,250 unless otherwise stated: 

UK/EU Overseas
Full-time
Part-time

For students continuing on this programme, fees will increase year on year by no more than RPI + 3% in each academic year of study except where regulated.* 

Your fee status

The University will assess your fee status as part of the application process. If you are uncertain about your fee status you may wish to seek advice from UKCISA before applying.

General additional costs

Find out more about accommodation and living costs, plus general additional costs that you may pay when studying at Kent.

Funding

University funding

Kent offers generous financial support schemes to assist eligible undergraduate students during their studies. See our funding page for more details. 

Government funding

You may be eligible for government finance to help pay for the costs of studying. See the Government's student finance website.

Scholarships

General scholarships

Scholarships are available for excellence in academic performance, sport and music and are awarded on merit. For further information on the range of awards available and to make an application see our scholarships website.

The Kent Scholarship for Academic Excellence

At Kent we recognise, encourage and reward excellence. We have created the Kent Scholarship for Academic Excellence. 

For 2018/19 entry, the scholarship will be awarded to any applicant who achieves a minimum of AAA over three A levels, or the equivalent qualifications (including BTEC and IB) as specified on our scholarships pages

The scholarship is also extended to those who achieve AAB at A level (or specified equivalents) where one of the subjects is either Mathematics or a Modern Foreign Language. Please review the eligibility criteria.