Newcastle Law School

Staff Profile

Professor Paul Maharg

Professor of Practice

Background

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 paulmaharg.com where there is a full CV here.

Research

My research background is interdisciplinary.  My first degrees (MA Hons, Glasgow University, PhD, Edinburgh University) were in literature and aesthetics with minors in language and ancient history & culture.  I then studied education and educational psychology, and later studied law.  As a result I tend to draw upon multi- and interdisciplinary sources in my publications.

My two main areas of research are legal education, and legal critique.  Under the latter I include occasional pieces on law and literature. I am regarded as a leading international scholar in legal education.  Key to my approach is the fusion of both theoretical and practical educational literatures, and the fusion of jurisprudential and educational literatures.

I have published regularly within international research frameworks.  At Strathclyde Law School I was entered in RAE 2001 (highest possible rating, 5A) and the 2008 RAE. I was entered for REF2014 at Nottingham Law school, where my submission was independently assessed as 3* and 4*.  At The Australian National University I contributed to HERDC income and was entered for the then current ERA exercise at ANU in which the College of Law obtained the highest score, namely 5*.

In addition to my publications listed on the tab above, I co-founded and co-edit the following two book series:

  1. Maharg, P., Deo, M., Mertz, E., eds (2011-present).  Emerging Legal Education.  Originally Ashgate Publishing, Aldershot; now Routledge, London.  1-3 volumes commissioned and published per annum since foundation.  The series is a forum for analysing the discourses of legal education and creating innovative ways of learning the law.  To date we have published 10 volumes.  See https://www.routledge.com/Emerging-Legal-Education/book-series/ELE.  
  2. De Freitas, S., Maharg, P., eds (2011-present).  Digital Games, Simulations and Learning.  Routledge, London.  The series focuses on innovative research, theory and practice, including themes such as disciplinary groundings, interactivity of social relations, design-led learning, problem-solving and innovative research methodologies.  We have published seven books to date.  See https://www.routledge.com/Digital-Games-Simulations-and-Learning/book-series/DGSL.  


Teaching

INNOVATIONS IN LEARNING, TEACHING & ASSESSMENT

 

The following list contains some of my foremost innovations in legal educational practice, all of which have had and are having international impact.  

1.     Development of a collaborative, flexible, problem-based, virtual teaching & learning environment for cross-disciplinary professional education. 

The environment involved the creation of a fictional town on the web, and interactive elements within it, including virtual law firm websites, and web-based communications. This is a world-first: no one else teaches or assesses law using this method or this simulation environment.  Technical elements included websites, professional learning environment, collaborative learning tools and much else, and was integrated across the entire professional legal programme in the GGSL, alongside more conventional forms of teaching, learning & assessment.  The environment has attracted much attention from jurisdictions world-wide including Hong Kong, Japan, Taiwan, Canada, Australia, USA, the Netherlands and Ireland.  It included collaborative project-work in Personal Injury transactions, Conveyancing, Private Client work, Civil Court, and Practice Management.  It has also entailed the development of a body of legal educational theory, based around concepts of transactional learning, that is unique in the legal educational literature, and which is already influencing the direction of future e-learning and curriculum design in law. I have developed this in numerous articles & book chapters, a book-length study of legal education and edited collections (see below).  

 

This transactional learning environment has been further developed within the Simulated Professional Learning Environment project (SIMPLE). SIMPLE was a JISC project in the Large Scale Implementation of Innovative Technologies stream, within the Innovative E-Learning theme (2006-8).  This highly successful two-year project created open-source software tools for professional simulations, and evaluate its use in six law schools (Glamorgan, Stirling, West of England, GGSL, UWE & Warwick) as well as three other professional schools in Strathclyde University – Architecture, Social Work and Management Science.  Our project partner was UKCLE (www.ukcle.ac.uk).  Funding totalled £204,500 from JISC, UKCLE and BILETA.  


SIMPLE won two awards – the prize for Innovation at the 2009 JISC E-Assessment Competition, and in 2010 the Leadership Award for Best Simulation Toolkit at the Global Learning Consortium’s Learning Impact Awards ceremony in Barcelona.  

 

The SIMPLE project was an international community of practice based at http://simplecommunity.org We obtained funding from the Centre for Computer-Assisted Learning & Instruction (CALI) in the USA, institutions in the UK ($40,000), and have worked with the Australian National University Legal Workshop and others.  We also liaised closely with our sister simulation project in the Netherlands, Sieberdam (which was inspired by the development of Ardcalloch, following a two-day seminar held in Amsterdam in 2002), and enabled them to achieve substantial funding from the Dutch government for further development of their own transactional environment.  As a result of our efforts over joint funding, we earned the sum of €50,000 for our own project.  It has seeded other, similar innovations, eg SMILE at Hong Kong University Faculty of Law; the Virtual Office Space (VOS) environment in use at ANU and a research cluster in the PEARL centre at ANU; and the Virtual Law Firm environment in the Centre for Canadian Professional Legal Education (CPLED), Saskatchewan.

2.     Multimedia Resources for Professional Legal Education

I was editor of an annually-updated collection of multimedia resources in GGSL.  These were used to develop students’ professional legal skills on the Diploma.  The collection was one of the most successful e-learning initiatives in the UK.  At a fraction of the cost of similar ventures in other institutions, we created a body of multimedia units that was highly effective in skills-based learning, and which was flexible enough to be used throughout the Diploma and beyond.  Other institutions asked us to provide them with similar resources, and we formed successful projects with them, eg Oxford Institute of Legal Practice (now embedded in Oxford Brookes University).  This was further developed at Northumbria University, ANU College of Law, and Osgoode Professional Development (OPD).

3.     Webcasts and podcasts

I was responsible for the ongoing design of interactive video/podcast learning environments that was used within the professional practice courses and in the Law School at Strathclyde.  The work of my team included the embedding of webcasts with other electronic and paper-based resources. Our work transformed the shape of large-group teaching on the Diploma, and did so for other courses in the Law School at undergraduate level.  The success of the resources attracted one of the leading providers of the Legal Practice Course in England, the College of Law, to form a three-year joint-venture & consultancy agreement with us to produce similar resources for their LPC in the first instance, with the resources branded as ‘i-tutorials’.  This initiative significantly impacted upon teaching, learning and finances at the College; while College research proved that students and law firms were convinced that i-tutorials contributed to flexible and effective learning methods.  These designs were further developed with other law schools internationally, eg Northumbria University Law School, Osgoode Law School’s professional centre, Osgoode Professional Development (OPD), and ANU College of Law JDO programme (see below).

4.     Simulated Client (SC) Initiative

From the body of research literature and practice in medical education I and several colleagues developed a world-first initiative in the use of SCs within professional legal education.  This multi-disciplinary international educational project, begun in 2004, involved the Clinical Skills Unit of Dundee Medical School, Georgia State University, College of Law and the UK Centre for Legal Education.  We attracted over £25,000 in grants.  SCs were used not just to deliver training but also to assess students’ professional skills and attributes in interviewing.  To date SCs have been trained in over 12 centres internationally, including Strathclyde Law School, Northumbria Law School, University of New Hampshire Law School, Australian National University College of Law, the Law Society of Ireland, Kwansei Gakuin University Law School, Osaka, Japan, Hong Kong University Faculty of Law, Chinese University of Hong Kong Law School, Nottingham Law School, the Solicitors Regulation Authority (the SRA, which used them as the core of the Qualifying Lawyers Transfer Scheme) and the Law Society of Ireland. An international project on the method has been started – the Simulated Client Initiative (SCI – http://zeugma.typepad.com/sci).  Currently, SCs are being used in Canada by Osgoode, and by four Canadian Law Societies for professional training during Articling (the Law Societies of Alberta, Saskatchewan, Manitoba and Nova Scotia, under the aegis of CPLED).  The SRA’s Solicitors Qualifying Examination (SQE) relies on the research work and practices developed by SCI staff. 

5.     Virtual Learning Environments (VLEs) Research Project

The GGSL was the lead institution in a multi-institutional project examining the impact and use of VLEs on law schools, including University of Warwick and University of Lancaster.  This one-year project (March 2005-March 2006) involved the creation of a website which was a resource for best practice, and which was used by law schools to showcase examples of good practice across the UK.  Grants totalled £12,000. 

6.     iPads in Legal Learning (iLEGALL) Project

I led a project at Northumbria Law School, collaborating with University of Glamorgan Law School and the Law Society of Ireland, on the use of iPads in legal education.  The project (2011-12) was funded by HEA, BILETA and Northumbria (£17,000) and output included project reports, iPad apps, courseware, conference papers (at BILETA 2012 and HEA 2012), and publication in the European Journal of Law and Technology.

 

7.     Reviews of Legal Services Education 

During 2011-13 I was a project partner in the successful bid to review legal education in England and Wales (other participants: Prof Avrom Sherr, Prof Julian Webb, project lead, and Prof Jane Ching).  LETR was commissioned by the SRA, BSB, and IPLS, and is still the most wide-ranging review of legal education in either undergraduate or professional education in England and Wales since the Ormrod Report.  See http://letr.org.uk I was also a co-author on the subject of common entrance examinations, commissioned by the Law Society of Hong Kong (2015).  My approaches to regulation of legal education were also at the core of a report on professional legal education commissioned for the Law Society of Ireland which I led in 2018.  Co-authors: Jane Ching and Jenny Crewe (literature review, 290pp; report, 300pp).  This has led to an invitation to lead a project to construct a competence matrix for the solicitor branch of the Irish legal profession. 

8.     Development of an entire JD degree as online Problem-Based Learning (PBL)

At ANU College of Law I led the design of a highly innovative new degree, a PBL-based JD that will be delivered entirely online.  The degree is a world-first – no other Law School has attempted this form of degree education.  The curriculum is fully qualifying in Australia, and includes Masters components at the later stages of the degree.  The College brought together a multidisciplinary team, with Law faculty working alongside technologists, educationalists, medical educationalists and others to design, structure and populate the curriculum.  The degree began in May 2016.  

9.     Development of a new simulation environment

At Osgoode I am currently leading an initiative to create a new digital simulation environment for legal education.  The application will be used by a consortium of international law schools, and it will be developed globally, based in Toronto and Osgoode. 

 

 

 

PROFESSIONAL EDUCATIONAL ACHIEVEMENTS


Apart from those listed above they include:

  • internationally-recognised leadership in technology-enhanced learning
  • educational liaison and partnership nationally and internationally with other law schools, with professional bodies internationally, and with regulatory bodies internationally
  • management of change cultures within academic settings, as well as within the professional legal setting
  • vision and innovation in professional legal education
  • formation and leadership of technology-enhanced learning unit at Strathclyde Law School
  • Directorship of PEARL at ANU College of Law
  • Staff development in research
  • Currently developing a professional learning centre at Osgoode Hall Law School

Publications

  • Ching J, Maharg P. Complicitous and contestatory’: A critical genre theory approach to reviewing legal education in the global, digital age. In: Denvir C, ed. Modernising Legal Education. Cambridge: Cambridge University Press, 2020, pp.239-257.
  • Maharg P. Prometheus, Sisyphus, Themis: Three futures for legal education research. In: Golder, B; Nehme, M; Steel, A; Vines, P, ed. Imperatives for Legal Education Research: Then, Now and Tomorrow. London: Routledge, 2020, pp.271-88.
  • Maharg P. Archimedean levers and assessment: Disseminating digital innovation in Higher Education. In: Bryan, C; Clegg, K, ed. Innovative Assessment in Higher Education. London: Taylor & Francis, 2019.
  • Ching J, Maharg P, Sherr A, Webb J. Legal Education and Training Review: a five-year retro/prospective. Law Teacher 2018, 52(4), 384-396.
  • De Freitas S, Maharg P. Digital Games and Learning: Series Introduction. In: Catherine Beavis, Michael Dezuanni, Joanne O'Mara, ed. Serious Play: Literacy, Learning and Digital Games. New York; Abingdon: Routledge, 2017, pp.xv-xvi.
  • Maharg P. Disintermediation. Law Teacher 2016, 50(1), 114-131.
  • Maharg P. Editorial: Learning/Technology. Law Teacher 2016, 50(1), 15-23.
  • Ching J, Maharg P, Sherr A, Webb J. An overture for well-tempered regulators: four variations on a LETR theme. Law Teacher 2015, 49(2), 143-164.
  • Maharg P, Nicol E. Simulation and technology in legal education: A systematic review. In: Caroline Strevens, Richard Grimes, Edward Phillips, ed. Legal Education: Simulation in Theory and Practice. Ashgate Publishing, 2014, pp.17-42.
  • Ching J, Maharg P, Webb J. Legal Education and Training Review (LETR). Literature Review. SRA, BSB, IPS, 2013.
  • Bankowski Z, Del Mar M, Maharg P. Introduction. In: The Arts and the Legal Academy: Beyond Text in Legal Education. Ashgate Publishing, 2013, pp.1-13.
  • Bainbridge J, Counsell K, Grealy F, Maharg P, Mills J, O'Boyle R. iPads in legal learning (iLEGALL): mobile devices in professional legal learning. European Journal of Law and Technology 2013, 4(1).
  • Maharg P, Bloxham S. Professor Abdul Paliwala – An Appreciation. European Journal of Law and Technology 2013, 4(1).
  • de Freitas S, Maharg P. Series Introduction. In: de Freitas, S; Maharg, P, ed. Digital Games and Learning. London: Routledge, 2013.
  • Webb J, Ching J, Maharg P, Sherr A. Setting Standards. The Future of Legal Services Education and Training Regulation in England and Wales. SRA, BSB, IPS, 2013.
  • Bankowski Z, Del Mar M, Maharg P. The Arts and the Legal Academy: Beyond Text in Legal Education. Ashgate Publishing, 2013.
  • Barton K, Garvey J, Maharg P. 'You are here': Learning law, practice and professionalism in the academy. In: The Arts and the Legal Academy: Beyond Text in Legal Education. Ashgate Publishing, 2013, pp.189-212.
  • Maharg P, Nair A. ‘Too many laws, too few examples’. Essay Introduction, BILETA Conference Handbook. In: BILETA 2012 Conference: Regulation, technology, law and legal education. 2012, Centre for Life, Newcastle: BILETA.
  • Barton K, Garvey J, Maharg P. ‘You are here’: learning law, practice and professionalism in the Academy. In: Bankowski, Z; Maharg, P; del Mar, M, ed. The Arts and the Legal Academy. Beyond Text in Legal Education. Aldershot: Ashgate Publishing, 2012.
  • Maharg P. Assessing legal professionalism in simulations: the case of SIMPLE. In: Cerillo, A; Delgado, A M, ed. La Innovacion en La Docencia del Derecho a Traves del USO de las TIC. Barcelona: Universitat Oberta de Catalunya, 2012.
  • Maharg P. 'Associated life’: democratic professionalism and the moral imagination. In: Bankowski, Z; del Mar, M, ed. The Moral Imagination and the Legal Life. Beyond Text in Legal Education. Aldershot: Ashgate Publishing, 2012.
  • Bankowski Z, del Mar M, Maharg P, ed. Beyond Text: The Arts and the Legal Academy. Aldershot: Ashgate Pubishing, 2012.
  • Maharg P. Sea-change. International Journal of the Legal Profession. Special issue: Symposium in Honour of William Twining 2012, 18(1&2), 139-64.
  • Maharg P. Simulation: a pedagogy emerging from the shadows. In: Goodenough, O, ed. Educating the Digital Lawyer. New Providence, NJ: Matthew Bender, 2012.
  • Maharg P. The identity of Scots law: redeeming the past. In: Mulhern, M, ed. Scottish Life and Society. A Compendium of Scottish Ethnology. Law. Edinburgh: Birlinn Press & The European Ethnological Research Centre, 2012.
  • Maharg P, Maughan C, ed. Affect and Legal Education: Emotion in Learning and Teaching the Law. Aldershot: Ashgate Publishing, 2011.
  • Maharg P. Constructing contexts: A response to ‘Understanding the Economic Rationale for Legal Services Regulation’. In: Roy, A, ed. Understanding the Economic Rationale for Legal Services Regulation. A Collection of Essays. London: Legal Services Board, 2011, pp.29-35.
  • de Freitas S, Maharg P, ed. Digital Games and Learning. London: Continuum Publishing, 2011.
  • de Freitas S, Maharg P. Digital games and learning: modelling learning experiences in the digital age. In: de Freitas, S; Maharg, P, ed. Digital Games and Learning. Continuum Press, 2011.
  • de Freitas S, Maharg P. Introduction. In: de Freitas, S; Maharg, P, ed. Digital Games and Learning. Continuum Press, 2011.
  • Maharg P, Maughan C. Introduction. In: Maharg, P; Maughan, C, ed. Affect and Legal Education: The Impact of Emotion on Learning and Teaching the Law. Aldershot: Ashgate Publishing, 2011.
  • Maharg P. Space, absence, silence: the intimate dimensions of legal learning. In: Maharg, P; Maughan, C, ed. Affect and Legal Education: The Impact of Emotion on Learning and Teaching the Law. Aldershot: Ashgate Publishing, 2011.
  • Agapiou A, Maharg P, Nicol E. Construction and constructivism: learning contract management and administration via simulated transactions. Centre for Education in the Built Environment Transactions Journal 2010, 7(2), 37-54.
  • Maharg P, Nicol E. Cyberdam and SIMPLE: a study in divergent developments and convergent aims. In: Warmelink, H; Mayer, I, ed. Learning in a Virtual World: Reflections on the Cyberdam Research and Development Project. Nijmegen: Wolf Publishers, 2009.
  • Maharg P. Simulation, technology and professionalism. In: Simulation, technology and professionalism, in New Currents in Law School Education: The Use of Simulation and Web-Based Approaches, Kwansei Gakuin University Press, ed. New Currents in Law School Education: The Use of Simulation and Web-Based Approaches. Osaka: Kwansei Gakuin University Press, 2009, pp.15-42.
  • Gould H, Hughes M, Maharg P, Nicol E. The narrative event diagram (NED): a tool for designing professional simulations. In: Gibson, D, ed. Digital Simulations for Improving Education: Learning Through Artificial Teaching Environments. Hershey, PA: IGI Global Books, 2009.
  • Maharg P, Walker S. Learning Technologies Development Unit – Activity Report 2006-2008. Internal Law School report for Law School Review, 2008.
  • Barton K, McKellar P, Maharg P. Authentic fictions: simulation, professionalism and legal learning. Clinical Law Review 2007, 14(1), 143-193.
  • Duncan N, Maharg P. Black box, Pandora’s box or virtual toolbox? An experiment in a journal’s transparent peer review on the web. International Review of Law, Computers & Technology 2007, 21(2), 109-28.
  • Maharg P. Epilogue: Future directions for gaming and simulation. In: Mayer,I; Stegers-Jäger,K; Bekebrede,G, ed. Spelend Leren in Virtuele Werelden. Bouwstenen voor Online Gaming in het Hoger Onderwijs. Groningen/Houten: Wolters-Hoordhoff, 2007, pp.235-37.
  • Maharg P. SIMPLE: Simulation Learning and Professional Practice. In: Mayer, I; Mastik, H, ed. Organizing and Learning through Gaming and Simulation. Proceedings of ISAGA 2007, Delft. 2007.
  • Maharg P, Owen M. Simulations, learning and the metaverse: changing cultures in legal education. Journal of Information, Law, Technology. Special Issue on law, education, technology 2007, (1).
  • Bloxham S, Maharg P, McKellar Pl. Summary report on the UKCLE/BILETA VLE Project. Journal of Information, Law & Technology 2007, (1).
  • Maharg P. Transforming Legal Education: Learning and Teaching the Law in the Early Twenty-First Century. Aldershot: Ashgate Publishing, 2007.
  • Maharg P. Authenticity and professionalism: transactional learning in virtual communities. In: Minshull, G; Mole, J, ed. Innovating E-Learning Practice, The Proceedings of Theme 3 of the JISC Online Conference, Innovating E-Learning 2006. 2006, pp.33-42.
  • Maharg P. On the edge: imagining ICT and professional legal learning. Web Journal of Current Legal Issues, special issue on Legal Education, edited by Spence, M 2006.
  • Barton K, Maharg P. Simulations in the wild: interdisciplinary research, design and implementation. In: Aldrich,C;Gibson, D;Prensky, M, ed. Games and Simulations in Online Learning. Hershey, PA: Idea Group Ltd, 2006, pp.115-148.
  • Barton K, Cunningham CD, Jones GT, Maharg P. Valuing what clients think: standardized clients and the assessment of communicative competence. Clinical Law Review 2006, 13(1), 1-65.
  • Maharg P, Muntjewerff AJ. Editorial: Legal Education and Information Communications Technology (ICT). The Law Teacher, ‘Special Edition on ICT’ 2005, 39(1), iii-viii.
  • McKellar P, Maharg P. Virtual learning environments: the alternative to the box under the bed. The Law Teacher, ‘Special Edition on ICT’ 2005, 39(1), 43-56.
  • Maharg P. Firm Foundations. Journal of the Law Society of Scotland 2004, 49(8), 15-18.
  • Maharg P. Mind the gaps. Journal of the Law Society of Scotland 2004, 49(9), 47.
  • Maharg P. Professional legal education in Scotland. Georgia University State Law Review 2004, 20(Summer), 947-76.
  • Maharg P. Virtual communities on the web: transactional learning and teaching. In: Vedder,A, ed. Aan het werk met ICT in het academisch onderwijs. Nijmegen: Wolf Legal Publishers, 2004, pp.75-93.
  • Maharg P. Virtual firms: transactional learning on the web. The Online Journal of the Law Society of Scotland 2004.
  • Maharg P. Introduction. Law, Computers & Technology, Special Issue: BILETA Edition, edited Maharg, P 2003, 17(1), 3-7.
  • Maharg P. IT’s Progress: The Gradual Revolution. The Legal Executive 2002, 8-13.
  • Maharg P, Paliwala A. Negotiating the Learning Process with Electronic Resources. In: Burridge,R et al, ed. Effective Learning and Teaching in Law. London: Kogan Page, 2002, pp.81-104.
  • Maharg P, Muntjewerff A. Through a screen, darkly: electronic legal education in Europe. The Law Teacher, ‘Legal Education in Europe’ 2002, 36(3), 307-332.
  • Maharg P. Transactional Learning: Web-based Simulations and Legal Education. Legal Information Management 2002, 2(4), 8-16.
  • Maharg P. Imagined communities, imaginary conversations: failure and the construction of legal identities. In: Farmer,L;Veitch,S, ed. The State of Scots Law: law and Government after the Devolution Settlement. London: Butterworths, 2001, pp.135-150.
  • Maharg P. Introduction: as we may learn…. International Review of Law Computers & Technology, special edition, ‘Web-based Teaching, Learning & Assessment in Law’, edited Maharg, P 2001, 15(3), 261-65.
  • Maharg P. Negotiating the web: legal skills learning in a virtual community. International Review of Law Computers & Technology, special edition, ‘Web-based Teaching, Learning & Assessment in Law’, edited Maharg, P 2001, 15(3), 345-361.
  • Maharg P. Plans for action, time for reflection: an experiment with time, action and personal development. In: Juwah,C et al, ed. Personal Development Planning in Practice: A Series of Case Studies. Aberdeen: CLASS, 2001.
  • Maharg P. 'Context cues cognition’: writing, rhetoric and legal argumentation. In: Andrews,R;Mitchell,S, ed. Learning to Argue in Higher Education. New York: Heinemann/Boynton Cook, 2000.
  • Maharg P. Law, learning, technology: reiving ower the Borders. International Review of Law, Computers, Technology 2000, 14(2), 155-170.
  • Maharg P. Rogers, constructivism and the jurisprudence of legal education. International Journal of the Legal Profession 2000, 7(3), 198-203.
  • Barton K, McKellar P, Maharg P. Situated learning and the management of learning: a case study. The Law Teacher 2000, 34(2), 141-163.
  • Barton K, Duncan P, McKellar P, Maharg P. The Paisley pattern: IT and legal practice in Scotland. Scots Law & Practice Quarterly 2000, 5(3), 217-239.
  • Maharg P. The culture of Mnemosyne: open book assessment and the theory and practice of legal education. International Journal of the Legal Profession 1999, 6(2), 219-239.
  • Maharg P. (Re)-telling stories: narrative theory and the practice of client counselling. The Law Teacher 1996, 30(3), 295-314.
  • Maharg P. Contracts: an introduction to the skills of legal writing and analysis. Journal of Information, Law and Technology 1996, 1(1).
  • Maharg P. Lorimer, Inglis and R.L.S.: law and the kailyard lockup. The Juridical Review 1995, 3, 280-91.