Newcastle Law School

Staff Profile

Professor Paul Maharg

Professor of Practice


.Professor Paul Maharg is a leading scholar in legal education whose work is focused on interdisciplinary educational innovation, the design of regulation in legal education, and the use of technology-enhanced learning. A Fellow of the Royal Society of Arts, a National Teaching Fellow and a Principal Fellow of the HEA, he has a PhD in Literature, Aesthetics and Philosophy (Edinburgh University); an LLB, Dip Ed and MA (Hons) in English Literature and Language (Glasgow University); and a PGCE (Jordanhill College of Education).

He joined Newcastle as part-time Professor of Practice in January 2019. Since 2013, he has served as Professor of Law and Director of the Centre for Profession, Education and Regulation in Law (PEARL) at The Australian National University College of Law where he is now an Honorary Professor.  He is currently Distinguished Professor of Practice - Legal Education at Osgoode Hall Law School, Toronto, Canada.  He also currently holds Visiting Professorships at Hong Kong University Faculty of Law and Chinese University of Hong Kong Faculty of Law.

He has written and edited five books, and is co-editor of two book series - Emerging Legal Education and Digital Games, Simulations and Learning - and has authored numerous chapters and articles.  He has co-authored influential reports into the regulation of legal services education in Scotland, Hong Kong, Ireland, and England and Wales.  He blogs at where there is a full CV here.


The Arts and the Legal Academy: Beyond Text in Legal Education(Zenon Bańkowski, Maksymilian Del Mar and Paul Maharg) (2012)
In Western culture, law is dominated by textual representation. Lawyers, academics and law students live and work in a textual world where the written word is law and law is interpreted largely within written and ...
Affect and Legal Education: Emotion in Learning and Teaching the Law(Paul Maharg and Caroline Maughan) (2011)
The place of emotion in legal education is rarely discussed or analysed, and we do not have to seek far for the reasons. The difficulty of interdisciplinary research, the technicisation of legal education itself, the ...