The legal academy’s engagements with LawTech: technology narratives and archetypes as drivers of change

Research output: Contribution to journalArticlepeer-review


  • Kate Galloway
  • Julian Webb
  • Francesca Bartlett
  • John Flood
  • Lisa Webley

Colleges, School and Institutes


This article argues that legal education is currently grappling with three narratives of technology’s role in either augmenting, disrupting or ending the current legal services environment. It identifies each of these narratives within features of curriculum design that respond to legal professional archetypes of how lawyers react to lawtech. In tracing how these influential narratives and associated archetypes feature in the law curriculum, the article maps the evolving intersection of lawtech, the legal profession and legal services delivery in legal education. It concludes by proffering the additional narrative of ‘adaptive professionalism’, which emphasises the complex and contextual nature of the legal profession, and therefore provides a more coherent direction for adaptation of the law curriculum. Through this more nuanced and grounded approach, it is suggested that law schools might equip law graduates to embrace technological developments while holding on to essential notions of ethical conduct, access to justice and the rule of law.


Original languageEnglish
Pages (from-to)27-45
Number of pages19
JournalLaw, Technology and Humans
Issue number1
Publication statusPublished - 25 Nov 2019


  • LawTech, legal education, curriculum, legal profession, end of lawyers, disruption, adaptive professionalism, regulation