Purpose, Principles, and Pathways

1. Introduction

1.1 Background and Rationale

The increasing requirements for legal practice and legal policymaking involve more than merely a sound understanding of statutes and judicial cases. Legal practitioners, researchers, and legal policymakers are currently expected to:

•       Deal with complex and overlapping legal systems;

•       Crucially evaluate judicial rationalisation and legislative formulation;

•       Integrate doctrinal analysis with empirical research and socio-legal scholarship;

•       Present research findings effectively to the judiciary, policymakers, institutional clients, or peer researchers.

On the one hand, the legal information landscape keeps undergoing rapid transformations. With the development of digital databases, open sources, and AI tools, the practice of legal research has also changed significantly. This development opens opportunities for lawyers to undertake comprehensive research, but at the same time, a number of challenges are also involved.

"Advanced Legal Research & Analytical Methods" has been planned to respond effectively to these realities. It is intended to fill the gap that exists between teaching foundations of law and teaching methodological rigour commensurate with professional/academic sophistication. It is based on doctrinal rigour, while being cognisant of policy context, comparative approaches, and realities that condition how the law functions.

1.2 Purpose of the Course Manual

This course manual is your key reader/writer resource during this program. It serves four main purposes:

1.     Orientation
In this context, the reasons are to explain the aims, scope, and expectations for the course, in order to make sure you understand the learning that will take place.

2.     Reference
Providing an organised overview of key ideas, methodologies, and paradigms discussed through lectures, seminars, and research labs.

3.     Practical Support
To provide templates, checklists, and action-by-action directions on how the templates and checklists can be directly applied to your own research-related activities, whether within this learning experience and/or prior and following this learning experience.

4.      Assessment Guide
Assessment criteria, so that you can understand how your work will be judged and how you can demonstrate the skills and standards expected.

It is intended to be used as part of learning through instruction, independent reading, and hands-on use of online research tools. It does not replace primary sources—Cases, Statutes, and Law Journals—but should serve as an aid in learning how to approach those materials in an organised and analytical fashion.

1.3 Course Overview

Advanced Legal Research & Analytical Methods is an eight-module course that enhances the skill of planning, executing, and presenting complex legal research. Throughout the course, you will:

•       Learn to formulate research questions that are easily understood and can be

•       Develop ways to search and assess primary and secondary legal materials;

•       Master close reading skills for case law and legislative provisions;

•       Analyse different methodological approaches that could be adopted in legal research such as doctrinal, comparative, socio-legal, empirical.

•       Become confident with digital research tools and citation management systems; and

•       Engage in creating a substantial written product with the capstone project.

The course is intended to be practical. There are exercises or assignments to research or complete within each module. These reflect the type of work likely to be conducted in a legal or research context.

1.4 Who the Course Is For

This particular course is meant for participants who already have some background in law and want to enhance their research abilities. Some key participants include:

•       UG and PG law students wishing to improve research skills for writing dissertations, moot courts, or handling a clinical approach;

•       Entry-level legal researchers, also known as research assistants or junior associates, who are required to prepare legal memos, legal briefs, and legal reports;

•       Paralegals or legal assistants involved in case preparation or review;

•       Prospective academics or researchers pursuing an LLM or PhD degree and preparing for advanced research work

•       Candidates researching policy and legislative issues, think tanks, government departments, or law reform commissions;

•       Researchers in the field of NGO and social justice study practices such as advocacy, strategic litigation, and campaigning based on evidence.

The course presumes a certain level of knowledge about and vocabulary related to legal systems and terms (such as the concepts of legislation and case law). But no previous training is required in formal methods of research. The introductory units are intended to reinforce and stretch your existing knowledge before progressing to more sophisticated methods and applications.

1.5 Course Structure (Brief Introduction)

The complete breakdown of the course structure is detailed later in this manual. In detail, an outline of the eight modules would look like this:

1.      Foundations of Legal Research

Introduction to the nature, scope, and purposes of legal research; introduction to primary sources and secondary sources of law; the jurisdiction and court hierarchy; planning a research project.

2.      Case Law Research

Methods of case identification, interpretation, and analysis, understanding ratio decidendi and obiter dicta, tracing the evolution of legal principles, citing authorities, and case history analysis techniques.

3.      Statutory Interpretation

Methods and principles of statutory interpretation; internal and external aids; legislative history and intentions; the application of statutes to particular fact situations.

4.      Legal Research Methodologies

Doctrinal legal research; comparative and socio-legal methodologies; empirical methodologies; critical approaches (including feminism and critical race studies); methodological selection and rationale.

5.      Digital Research Tools

Use of subscription and open access databases systematically; strategies for searching; management of references; prudent and critical use of AI-powered tools.

6.      Comparative & International Research

Cross-jurisdictional analytical methods; research on international treaties, customary international law; cooperation with international courts, transnational regimes.

7.      Legal Writing and Presentation

Argumentation skills; genre skills (academic, advisory, litigation, policy); OSCOLA referencing; skills in designing and delivering oral presentations.

8.      Capstone Project

A supervised independent research project combining the skills learned in the course in a 3,000 word paper and 10 minute presentation.

Each module will build on what has been learned in the previous one. Even if you are already experienced in certain areas, you are urged to participate in every module because these are designed to reinforce different strands of research competence.

1.6 Teaching and Learning Approach

The course incorporates a mixture of:

·        Lectures: introductory concepts and frameworks;

·        Research labs, where you will have hands-on access to tools under guidance;

·        Seminars and discussions, concentrating on critical engagement with case studies, texts, and methodological debates;

·        Workshops and peer review, which will allow you to share your drafts with others for feedback and learn how to constructively critique others' work.

Emphasis is laid on active learning. You are required to:

•       Prepare by reading assigned materials or pre-task activities;

•       Doing research tasks before or even during class;

•       Consider your own research practices and how you could improve;

•       Use strategies learned in a module to solve challenges in subsequent modules.

1.7 How to Use This Manual

The following are some things you are advised to do in order to get the maximum benefit out of this manual:

1.     Read the introduction and course philosophy first
It will also enable you to grasp the general aims, values, and expectations of the programme.

2.     Review the module sections before as well as after conducting the teaching

·        Pre-session: scan the relevant part of the module to get a background on the major concepts and vocabulary.

·        After each session: go back to the topic to reinforce your knowledge, do exercises, and connect theory with practice.

3.     Utilise the Templates and Worksheets
These templates are not only exemplary but also meant to be applied. However, these are meant to be applied according to your style, but it is essential to note that the structure remains the same while doing assessed work.

4.     Check the assessment rubrics when planning and reviewing work
Rubrics break down learning outcomes into specifics. They can be utilised:

·        When planning an assignment, in order to ensure that all aspects that will be tested are considered.

·        Editing a draft to ensure the standard attained in the work is satisfactory.

5.     Refer to the recommended reading for depth
The manual offers an introduction and some detail. For more in-depth information on a jurisdiction’s specifics or for an understanding of scholarly discussions in certain areas of family law, you can consider reading books, articles, and reports recommended in Section 14.

6.     Use the glossary for clarity
If there is ambiguous vocabulary (particularly relating to methodology and comparative law), a referral to the Glossary of Key Terms is necessary. Legal analysis requires a clear understanding of terminology.

 

1.8 Expectations and Professional Standards

Throughout this course, you will be expected to:

·        Embark on your research with intellectual honesty, curiosity, and rigour;

·        Meet the requirements for academic integrity, focusing on citation and appropriate use of AI and other tech;

·        Interact with classmates and members of the teaching staff in a respectful manner, with the understanding that legal and methodology issues are often conducive to more than one valid point of view;

·        Attempt to be clear and direct in written and verbal communication;

·        Take this class not simply as an academic requirement but as a means of building skills that are immediately applicable to legal practice, politics, and academic research.

The next module, The Course Philosophy, explains the set of principles upon which the whole course is based, which in turn determines how it will shape you into a legal researcher.

2. Course Philosophy

2.1 Core Aims and Orientation

The philosophy that guides "Advanced Legal Research & Analytical Methods" is this: The practice of legal research is more than a technical process—it is a critical and morally engaged one. The objective of the present course is not only to teach you “to find the law,” but:

·        Question how and why specific legal rules emerged;

·        Identity the groups of people whose interests are met by the current legal structure.

·        Assess the workings of the legal systems; and

·        Make your results presentable in a manner that can influence decision-making.

 

Accordingly, four overall goals guide the course:

1.     Methodological Rigour – You ought to be able to explain your rationalisations for your research.

2.     Analytical Depth – You are encouraged to go beyond description to evaluation and synthesis.

3.     Contextual Awareness – You must be able to understand the law in its wider social, political, and economic context.

4.     Professional Responsibility – You are required to apply your research skills responsibly, carefully, and with foresight.

2.2 Law as Doctrine and Practice

Legal education commonly focuses on learning through doctrine: knowledge of the rules, principles, and landmark decisions. This is necessary but far from sufficient. Law is not simply found in books and reported decisions; law is lived and experienced in courtrooms, bureaucracies, police stations, workplaces, homes, and communities.

The course therefore treats law as both:

·        Doctrine: a body of rules, guidelines, and methods of interpretation; and

·        Practice: a set of institutional processes, professional cultures, and social relations.

This two-pronged approach has many implications:

•       Cases and statutes should not simply be read for their content but also for how they operate in practice and whose voice is being heard or silenced.

•       You will be familiarised with sociology-of-law and empirical approaches to understanding how law works in real-life situations.

•       personal reflections are provoked related to the theme of access to justice and the manner in which legal research might reinforce or disrupt the status quo of powers that be.

2.3 Critical and Reflective Inquiry

One of the core tenets of the course is that the doing of the research itself ought to be critical and reflective.

"Critical" does not mean "negative"; to be critical is to be:

·       Queries regarding reasons for following a certain rule or precedent, as well as possible alternatives;

·       Understanding that legal argument very often involves value judgments and policy choices;

·       pointing out hidden assumptions, such as those relating to gender, race, social class, and/or disability, which may be implicit within so-called objective laws

·       Assessing the value of evidence and argumentation in judicial opinions and in formal writing.

To be “reflective”

•       Investigating your own viewpoints, prejudices, and motives as a research worker;

•       Reflecting on the ways in which your methodological approaches influence the types of questions being asked and the kinds of answers that can be provided;

•       Learning from feedback and experience, and adjusting your style accordingly.

•       Throughout this course, you are encouraged to:

•       Explain the reasoning underlying your interpretation (e.g., why you favour a given line of authority over another);

•       Describe the reasons for selecting a specific type of research methodology;

•       Rethink, particularly in the capstone project, the limitations of your work or potential avenues for research.

2.4 Interdisciplinary and Comparative Sensitivity

Modern legal problems frequently have interdisciplinary and cross-national elements, as the following examples illustrate:

·        Environmental regulation entails international, administrative, scientific, and economic criteria.

·        The expertise required in human rights litigation can encompass constitutional law, international agreements, public policy, and social movements.

·        Commercial disputes in the global market can also encompass more than one legal system, including soft-law arrangements.

This course therefore promotes:

1.     Interdisciplinary openness

·        By relying on knowledge and insights from the fields of sociology, economy, politics, history, psychology, and other areas where appropriate.

·        Awareness of the limitations of doctrinal analysis in addressing matters that involve empirically real aspects, for instance, the effects of an adopted policy within a social group.

2.     Comparative awareness

·        An understanding that other jurisdictions may favour other solutions to similar questions.

·        Comparative analysis not merely for the purpose of registering differences, but as a means of examining how differences emerge, and whether cross-border learning can be ascertained.

The module on Comparative and International Research expands these ideas further, but this comparative and interdisciplinary awareness is an underpinning theme for our whole course.

2.5 Ethical and Responsible Research

Ethics is an essential component of serious research efforts. There are several ethical aspects of legal research that deserve attention:

·       The potential effects of research findings on vulnerable groups;

·       Risks of perpetuating detrimental stereotypes or unfair systems;

•       Confidentiality and privacy in research, particularly in case studies and/or empirical research;

•       Source reliability and integrity, particularly with the advent of digital sources and AI.

Answer questions from your colleagues concerning your research

·       Trustworthy sources for legal tenets should be used;

·       Provide clarity in the use of materials and procedures;

·       No misrepresentation of case law, empirical data, or representation of arguments of others;

•       Honour any ethical review requirements when conducting either empirical or human subject studies.

The course also emphasises the appropriate use of online tools and AI. Although online tools such as AI improve productivity, they cannot be a substitute for direct interaction with primary and secondary sources. AI sources cannot be authoritative; therefore, they have to be scrutinised and authenticated.

2.6 Emphasis on Skills Transferability

Although this course is founded upon research, its ethos remains that you should, as a result of acquiring these skills, be able to apply them to many areas. These include:

·       Preparation of court documents and legal memoranda.

·       Writing policy briefs and reform papers;

·       Writing academic essays, dissertations, or articles;

·       Helping in the compilation of reports and advocacy efforts of NGOs;

·       Assistance with compliance, governance, and risk analysis in an organisational environment.

Therefore, the above program provides constant emphasis on:

•       Organising arguments logically

•       Write clearly and simply, avoiding technical language;

•       communicating complex information to lay audiences, with a focus on policy and advocacy;

•       Collaborating effectively, including peer review and class discussions.

It is encouraged that you consider how each exercise and formative assessment is related to some activity that might arise in a work setting and that you consider how a technique learned in this class might apply in your workplace.

2.7 Inclusivity and Diversity of Perspectives

Law does not operate in a vacuum; it impacts real people with diverse identities, experiences, and needs. An inclusive approach to research emphasises the following:

·       That the voices of those on the margins (for example, women, racial/ethnic minorities, persons with disabilities, LGBTQ+ individuals, migrants, and others) have been underrepresented within mainstream legal discourse;

·       That apparently neutral rules may have differential effects on different groups;

·       Signifying the application of multiple approaches may help enhance legal discourse for more equitable and efficient results.

Therefore, the course:

•       Embraces the application of critical legal approaches (such as feminist law theory, critical race theory, and post-colonial methodologies) when appropriate;

•       Values respectful disagreement and open discussion on the basis of evidence.

•       Invites you, as appropriate, to think about how the topics of your research may connect to issues of equality, discrimination, and justice.

Inclusive practice is also applicable to learning, teaching, and assessment. You are advised to share any particular needs that you have with the course organiser. Adjustments to meet these needs within the framework of institutional policy may then be considered.

2.8 Integration of Theory and Practice

Another important principle of the philosophy that underpins the course is that of integration. Theory is only fully understandable when it is put into practice, and practicals are at their best when they are informed by a good understanding of theory.

What this entails in practical terms are:

·        Every module consists of conceptual components (definitions, frameworks, rules) supplemented by practical exercises (exercises, problem-based scenarios, searches, mock briefs).

·        Tests are designed to mirror actual world performance (e.g. case briefs, research memoranda, policy briefs, research papers).

·        You are encouraged to approach your capstone project as an assignment but also as an undertaking whose potential output may contribute to policy-making, court cases, or intellectual debate.

The philosophy behind the course is that there is no clear differentiation between “academic” and “practical” knowledge. It is stated that:

·        High-quality practice requires strong analytical and methodological underpinnings; and

·        Academic research is best done with a focus on its wider applications and institutional contexts.

2.9 Alignment with Learning Outcomes

The values and principles outlined in this section are integrated within the course learning outcomes (see Section 3).

For instance:

·       The application of advanced methodologies is driven by the commitment to methodology rigour and reflection.

·       The emphasis on interpreting statutes and synthesising judicial reasoning shows the emphasis on doctrinal competence.

·       The achievement in critical evaluation in relation to the connection between law, policy, and society reflects the contextual, interdisciplinary, and inclusive approach of the course.

·       "The stress on professional and persuasive presentation is consistent with a course that aims for transferable, practice-relevant skills."

As you move through the modules, you are encouraged to reflect on the course philosophy and ideas raised here occasionally. As you learn each new method and insight, you might reflect on how it can inform your commitments to rigour, critical reflection, ethical engagement, context, and impact.

The section that follows, entitled Learning Outcomes, specifies clearly what you should be able to do by the end of the course, and how this is constructed from knowledge, skills, and attitudes.

3. Learning Outcomes

3.1 Overview

Learning outcomes describe what you should be able to know, understand and do by the end of the course. They provide:

•       The pathway to your learning;

•       A basis for how teaching activities are designed; and

•       It shows the criteria on which your assessed work will be judged.

The following results function at three levels:

1.     Programme-level outcomes - what you should achieve across the whole course.

2.     Domain-specific results - grouped under knowledge, skills, and professional attitudes.

3.     Module-level outcomes: more detailed abilities tied to individual modules

These are intentionally ambitious outcomes. It is not expected that you will achieve mastery of all of this in one lesson, or even in a couple of lessons; instead, you will develop over the eight lessons to reach this in the capstone project.

3.2 Programme-Level Learning Outcomes

By the end of Advanced Legal Research & Analytical Methods, you will be able to:

1.     Use advanced legal research methods to formulate complex legal questions and investigate them in relation to doctrinal, comparative, and socio-legal matters.

2.     carry out case analysis of judicial reasoning to determine accurately the reasoning of the court (ratio decidendi, obiter dicta) followed by judgment evaluation based upon precedent value.

3.     Apply knowledge of interpretative principles and aids to interpret statutes and regulations.

4.     Examine legal problems through a variety of lenses, such as comparison, doctrine, socio-legal, and critical, acknowledging the advantages and limitations associated with each approach.

5.     Make effective use of legal research tools, subscription-based sources such as Westlaw, LexisNexis, HeinOnline, as well as free access sources such as BAILII, legislation.gov.uk, etc., understanding their limitations as well as capabilities

6.     Produce well-structured legal research documents such as memos, briefing papers, and research papers in OSCOLA formatting and referencing

7.     Critically assess the interrelationship between law, policy, and society, including institutional, historical, and socio-economic contexts in which legal rules are made and applied.

8.     Effectively communicate, in writing and orally, the results of legal research in a persuasive manner, with attention to content, structure, and tone for various audiences such as judicial, academic, policy, or lay.

9.     Demonstrate ethical and professional standards in conducting legal research, including academic integrity, responsible use of digital tools and AI, and respect for confidentiality and vulnerable groups.

3.3 Knowledge, Skills, and Professional Attitudes

For added clarity, the outcomes for each program can be categorised into three areas:

3.3.1 Knowledge and Understanding

By the end of this course, you should:

·        Be able to comprehend the character and intents behind the practice of legal research.

·        Know the principal sources of law (legislation, case law, constitutions, treaties, regulation, soft law) and their hierarchy.

·        Understand court structure and the workings of precedents: binding and persuasive precedents.

·        Understand the key rules and tenets of judicial interpretation of statutes, such as the literal rule, golden rule, mischief rule, and purposive interpretation based on internal and external aids.

·        Know major legal research methodologies such as doctrinal, comparative, socio-legal, empirical, or critical, and their applicability in certain contexts.

·        Be able to produce a general overview of the legal frameworks for comparison and international laws, involving regional courts and international forums.

·        Grasp the fundamentals of academic/professional writing in the legal field, such as the presentation of arguments, the usage of footnotes, and the logic of OSCOLA citation..

3.3.2 Skills

Research and Analytical Skills

You should be able to:

Develop pointed research questions from a broad legal issue.

·       Formulate and execute a planned approach to research.

·       Find, retrieve, and update cases and laws from a number of databases.

·       Read cases, identifying key facts, issues, holdings, and rationales in legal decisions.

·       Apply, interpret, and evaluate statutory provisions against hypothetical as well as real-life cases, including their intended meanings.

·       Compare approaches towards legal problems in different legal systems or institutions.

·       Evaluate the authenticity and applicability of sources, such as electronic and AI-generated results.

·       Integrate analysis of doctrine with policy analysis, and where applicable, empirical research.

Writing and Communication Skills

You should be able to:

·        Organise written tasks in an orderly manner, using proper introductions, organisation, and conclusion.

·        Present legal arguments in an accurate and logical manner that distinguishes between description, analysis, and evaluation.

·        Rest on the OSCOLA citation guidelines for the citation of varied sources.

·        Write in styles suited to different settings (e.g., essays, policy analysis, policy recommendations).

·        Make effective oral presentations and use visual aids whenever appropriate.

·        Respond constructively to questions and feedback, both in written comments and live discussion.

Digital Literacy Skills

You are expected to be able to:

·        Browse and use the major legal databases such as Westlaw and Lexis-Nexis for searching.

·        To filter the results, use the Boolean operators and advanced searching features.

·        Use a reference management tool to manage citations and bibliographies.

·        Interact with AI tools with a necessary level of critical awareness of the capabilities and limitations of such tools and make sure the result is based on reliable sources.

3.3.3 Professional Attitudes and Values

When the course is completed, you should be able to:

·        There must be intellectual honesty, which involves crediting others’ work, refraining from plagiarism, as well as not misrepresenting others’ or one

·        Critical curiosity – doubting assumptions, considering alternative perspectives, and looking for a deeper level of understanding instead of accepting the conclusions drawn.

·        Respect for diversity and inclusivity - awareness of how law affects different groups in different ways and an open-minded approach to insights offered by feminist, critical race, and other forms of critical thought.

·        Ethical awareness – a concern for the practical effects of legal arguments and research findings, especially for vulnerable groups.

·        Professionalism – timely completion of tasks, effective interactions with peers and staff members, and the ability to present high-quality work.

3.4 Module-Level Learning Outcomes (Summary)

Specific elements from each module contribute to the overall outcomes. A quick summary is provided here, but the expected details for the beginning of every module is presented thereafter.

Module 1: Foundations of Legal Research

By the end of Module 1, you should be able to:

·        Describe the nature of law and its significance to research.

·        Know the difference between primary sources of law and secondary sources of law.

·        Find the appropriate jurisdiction and court hierarchy for a particular legal issue.

·        Outline a research plan, starting with a research question.

Module 2: Case Law Research

By the end of Module 2, you are expected to be able to:

•       Discover cases using a variety of research tools.

•       Analyse and summarise judgments in a formatted manner.

•       Discuss ratio decidendi and obiter dicta, and explain the principles of precedent.

•       Utilise citations in following the case history, treatments, and judicial review.

•       Prepare a case analysis report, integrating judicial rationale and notes on the importance of the case.

Module 3: Statutory Interpretation

By the end of Module 3, you will be able to:

·        Explain and apply the principal rules of statutory interpretation: literal, golden, mischief, purposive.

·        Apply internal aids (e.g. preambles, headings, schedules) and external aids (e.g. Hansard, law reform reports) appropriately.

·        Trace the legislative history of a provision and identify key amendments.

·        Take statutory provisions and apply them to factual hypothetical situations, explaining your analysis clearly.

 

Module 4: Legal Research Methodologies

By the end of Module 4 you should be able to:

·        Describe and differentiate doctrinal, comparative, socio-legal, empirical and critical approaches to legal research.

·        Evaluate the strengths and limitations of various methodologies for specific types of research questions.

·        Justify the adopted methodological approach for a research project proposal and sources of data for analysis.

·        Consider the ethical and practical implications of your methodological decisions.

Module 5: Digital Research Tools

At the completion of Module 5, the learner will be able to:

·        Perform efficient and systematic searches of key legal databases.

·        Leverage open source legal tools for supplementation of subscription-based research.

·        Organise a system for storing literature (reference management tools) you have read, and reuse in different applications.

·        Pay careful attention to using AI-assisted technologies, checking all information against reliable sources.

·        Prepare an annotated bibliography with proper OSCOLA citations.

Module 6: Comparative & International Research

At the end of Module 6, the learner will be able to:

·        Determine and explain proper rationale for comparing more than two legal systems.

·        Identify and explain foreign and international legal information.

·        Carry out research on international treaties, judgments of regional courts, and soft law.

·        Engage in a comparative analysis that deals with similarities and differences with a view to deriving lessons or implementing changes.

Module 7: Legal Writing & Presentation

Be able to, by the end of Module 7:

·        Plan, organise, and write a well-structured legal research report.

·        Adjust writing style and topics according to different target groups (academic, professional, policy).

·        Using OSCOLA properly on a wide variety of sources.

·        Prepare and present an oral presentation of legal research findings in a proper manner with the aid of visual or written materials.

Module 8: Capstone Project

At the completion of Module 8, a learner will be able to:

·       Develop a focused legal question investigated in a substantive project.

·       Choose and explain the appropriate method, incorporating relevant doctrinal and contextual information.

·       Carry out case and legislative analysis, utilising skills learned in the previous modules.

·       Synthesise your findings into a well-structured 3,000-word research report.

·       Condense key results and recommendations into a formal, confident, 10-minute presentation that reflects an awareness of the strengths, as well as weaknesses, inherent in your work.

3.5 Alignment with Assessment

Every formal assessment task in the course will test one or more of the listed learning outcomes above. In general terms:

•       The Case Analysis Brief (Module 2) highlights the areas of outcomes associated with case law research, judicial reasoning, or clear written communication.

•       The Methodology Justification (Module 4) assesses how well you comprehend methodologies used in research, as well as what you can reflect upon regarding methodologies.

•       The Comparative Analysis (Module 6) tests your comparative research skills on an international level, as well as your capacity for combining a doctrine-based perspective with a contextual perspective.

•       RESEARCH ESSAY (Module 7) enables you to expand your skills of written argument and referencing.

•       The Capstone Project (Module 8) integrates all the learning outcomes such that research planning, analysis, methodological rigour, ethics, and writing and communication skills for both the report and the project presentations.

The Assessment Rubrics in Section 13 below should be considered in conjunction with the learning outcomes. This will provide you with a clear understanding of what you are required to achieve in terms of your competence in your role as an advanced legal researcher. 

The following module, Module 1: Foundations of Legal Research, marks the beginning of an in-depth examination of skills and knowledge you will develop throughout the course.

What to do next

You have completed the introductory module. You may now take the Mini Quiz: Introduction to Advanced Legal Research & Analytical Methods