Abstract
The Maastricht University Research Based Learning (MaRBLe) project offered a unique but challenging opportunity to the Faculty of Law. Working with undergraduate students on research was already part of curricular teaching activities, but the number of students, and collaboration between students and students and staff involved in MaRBLe projects, was unprecedented. Moreover, law degree curricula offer additional challenges as the content of these programmes is heavily determined by requirements from regulated professional organisations. Several staff members of the Faculty of Law were prepared to launch faculty-initiated undergraduate collaborative research projects, and over the course of 5 years, a number of successful projects have been offered. Although research-based learning does not come naturally to a faculty with a highly regulated programme, the introduction of more research-based elements into the curriculum, either through separate projects or through upgrading of existing courses, has had an irrevocable effect. This case study of MaRBLe at the Faculty of Law details the faculty’s approach and the pragmatic solutions to problems we have encountered. This chapter also includes an in-depth description of two MaRBLe projects, the lessons learned, a discussion on the future of MaRBLe and the main conclusions.
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Akkermans, B. (2017). Faculty of Law: MaRBLe for Lawyers. In: Bastiaens, E., van Tilburg, J., van Merriënboer, J. (eds) Research-Based Learning: Case Studies from Maastricht University. Professional Learning and Development in Schools and Higher Education, vol 15. Springer, Cham. https://doi.org/10.1007/978-3-319-50993-8_10
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DOI: https://doi.org/10.1007/978-3-319-50993-8_10
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