| Summary: | The prevalence of teaching specialist academic roles has risen substantially within universities
in Australia and abroad over the past decade. This paper explores the perceptions of specialist
roles within law schools by presenting the perspectives of four nationally acclaimed legal
academics who have received Australian Awards for University Teaching. The paper considers
the potential implications that teaching specialist positions may have on the legal academy,
offering approaches that law schools can implement to facilitate a successful transition for the
academic staff who assume these teaching specialist roles, and ultimately the law schools that
employ them. Whilst it is acknowledged some negative implications associated with teaching
specialist roles are systemic within the higher education sector, it is contended that to achieve
broad cultural and attitudinal change, such change must first occur locally at a school, faculty
and institutional level.
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