Distance Learning - All I Want is a Law Degree

Few industries are as slow to adopt new methods and technologies as the legal profession. Certainly, the stability provided by relying on tried and true technology is valuable in an industry that is largely risk averse, but this bias against new technologies sometimes seems arbitrary. This is why current activity in favor of law degrees through distance learning is encouraging.

Until recently, the American Bar Association's Standards for Approval of Law Schools prohibited accredited law schools from granting credit for correspondence courses except in very narrow circumstances. As an example, see the ABA's old position on distance learning, which included a statement that "a law school shall not grant credit for study by correspondence." The limitation was so severe that law students who needed to take a significant portion of their course work by correspondence were effectively barred from practicing law in the vast majority of states. The new rules permit accredited law schools to count substantial amounts of distance learning credits towards the minimum coursework requirement subject to meaningful oversight by the school, and further subject to additional qualifications described in the Standards. The rule change means that instead of a bias against distance learning, the ABA now recognizes distance learning as a legitimate means of obtaining a law degree when the shortcomings of education without in person interactions are addressed.

Only a handful of states permit graduates of all-correspondence law schools to take the bar exam, which is why I was surprised by the news of a recent court case in Massachusetts (among the states with the strictest bar admission rules). (Note that California is one of the states that permits graduates of non-accredited law schools to take the bar exam, subject to other requirements that do not apply to graduates of accredited law schools. Also, several states already have alternative review processes on an as-requested case-by-case basis even though they don't permit graduates of non-accredited schools to automatically take the bar exam.) The circumstances surrounding the case were covered in a recent edition of the California Bar Journal. A recent graduate of Los Angeles based Concord Law School, the first all-online law school, wanted to practice law in Massachusetts even though he knew the state did not permit graduates of distance learning schools from taking the bar exam. In spite of the rule, the student petitioned the state bar and initiated a court case seeking the right to take the exam. The law school graduate was such an effective advocate in representing himself through the briefs he filed and his oral arguments in the court case that the Massachusetts Supreme Court ruled he could take the exam.

The case indicates a shift in the legal profession's bias against distance learning to an acceptance that, under the right circumstances, distance learning can produce strong candidates for attorneys. In practical effect, while the case does not mean that distance learning will automatically be accepted as a substitute for traditional law school attendance, it does mean that more states will likely add alternative review criteria for distance learning candidates when determining whether they should be permitted to take the bar exam.

The trend towards distance learning in legal education is part of a larger trend in support of distance learning for virtually all professions. Among the primary objections to distance learning is the lack of personal interaction and the environment of school and students is seen as critical to making good lawyers. This type of criticism is not typically cited as a weakness of distance learning in other professions. It's true that many attorneys will go into areas of the profession that require excellent client interaction skills, but these types of skills are not necessarily learned in the classroom environment. In fact, one could argue that the distance learning model more closely matches the way most attorneys perform their jobs on a day-to-day basis. Consider my experience as in-house counsel at MySQL, where over 90% of the company's employees worked outside the Silicon Valley office where I worked. The bulk of my client interactions were more often through e-mail, telephone and occasional travel rather than direct personal interaction.

Distance learning also serves another important purpose. It allows those with valuable real-life experience in non-legal professions and endeavors to pursue a legal career. Take the case of a lieutenant colonol in the US Army who is taking law school courses while deployed in Afghanistan, which was described in a recent edition of the California Bar Journal. These types of students typically have day jobs and families and would not be able to pursue a law degree were it not for distance learning, yet the breadth and depth of their experiences is exactly what will allow them to make immediate valuable contributions to the legal profession ... certainly more quickly than I could have as a law graduate who attended law school immediately after graduating from college.

No doubt, the ability to have quality personal interaction skills is critical to success in virtually all professions, but these skills can be learned outside the classroom environment and they are exercised in different ways by each individual. As a result, it does not seem fair that distance learning law students should be at a significant disadvantage. This is one case where it appears that the legal profession is taking the right steps to move into the 21st century.

For All the Law Students Interested In Open Source

I recently met several law students who are interested in intellectual property law and the open source business. I was impressed with their awareness of the impact of open source on the technology industry, and happy to see how interested they were in learning more. In response to their questions on how to develop the skills needed to focus on open source, I have advised students that no pre-defined path of classes or experience leads to expertise, but there are several activities to emphasize as they progress in their journey towards finding their niche in the legal community.

A. First and foremost, all students interested in open source must have a solid foundation in intellectual property law. Open source business models arose as novel ways to utilize traditional proprietary rights. For example, the GNU General Public License ("GPL"), the most well known and widely used open source license, relies on a liberal grant of the rights held exclusively by a copyright owner to ensure that software users have a maximum amount of freedom to use open source software. A thorough understanding of copyright law is critical to understanding the impact of "copyleft" licensing.

B. Of equal importance to students is understanding contract law and having strong contract drafting and interpretation skills. Using the GPL as an example again, the copyleft effect only works because the license is drafted in such a way that passing along the rights granted under the license to subsequent licensees is a condition of the license grant. (See Mark Radcliffe's commentary on the Jacobsen v. Katzer case, which hinged on the "conditional license" issue.) In other words, the contract is written to enforce the viral nature of copyleft licensing. The conditional nature of most open source licenses means that contract interpretation skills are critical. A legal interpretation of a particular open source license must take into account the contractual conditions and obligations along with the broader context in which the licensed components are used.

C. As in any endeavor requiring legal analysis, a lawyer must always look beyond the relatively narrow context of "the law" to recognize and understand the bigger picture and real world consequences of legal conclusions. This is particularly true with open source businesses because the goal of businesses to generate revenue contradicts the act of giving something away for free does and open source technology must be used to generate revenue in other ways. In addition, open source businesses are heavily tied into their corresponding development communities and open source solution partner networks. The choice of an open source license, or a division of features between open and closed source versions of a product, and other such decisions open source companies must make have significant impacts on the viability of an open source business.

D. A more practical point for law students is to look for internships and clerkship opportunities with companies and law firms known for open source expertise. My employer, Sun Microsystems, for example, is a leader in the open source community and typically offers internships to several law students each year. These students get to see the details behind the hard decisions that business units make in guiding their open source activities. They also get to research details of the law as applied to open source issues, which gives them a level of expertise in a particular subject matter that can follow them the rest of their career.

E. Attend conferences and talks about open source law, as well as trade shows featuring open source businesses. The open source business has become big enough that a multitude of conferences and trade shows are presented virtually every week across the country and around the world. Events like OSCON and the OSBC are fixtures in the open source world, as are conferences like the MySQL User Conference and SugarCon for SugarCRM, to name just a few. Look at the upcoming Continuing Legal Education calendars to see how many seminars are devoted to open source or spend at least an hour on open source. (Shameless plug: I will be presenting a talk on open source business models with Joyce Chow from Apple Inc. at a December 10 PLI conference in San Francisco.) These are all great opportunities to learn how open source works in the real world, and students sometimes get free or reduced fee admission.

F. As a final note of encouragement, do not get discouraged by a lack of technical background (such as engineering or computer science) because this does not need to be a barrier to understanding open source technology and businesses. My college degree was in government and economics with no formal training on how software is written or even the difference between source and object code. While it is true that many law students start with a technical background, it is common for a lawyer in the tech industry to not have a deep technical background. (See the blog of one of my colleagues at Sun who did a survey of college majors of those within the Sun legal group... the results are very interesting.)