Asian Journal of Management Sciences & Education Vol. 6(4) October 2017 __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ISSN: 2186-845X ISSN: 2186-8441 Print www.ajmse. leena-luna.co.jp Leena and Luna International, Chikusei, Japan. Copyright © 2017 (株) Ϩψアンχϩψインターψショψϩ, 筑西市,日本 Page| 74 A GLOBAL LABYRINTH OF AMELIORATING INITIATIVES (PART-II): PEDAGOGIC THREADS BETWEEN SKILLS-BASED EDUCATION AND THINKING LIKE A LAWYER Christiaan Prinsloo Seoul National University, Seoul, SOUTH KOREA. ABSTRACT This paper is the second of two holistic, diachronic, integrative reviews on the ameliorating initiatives for legal education. Part I described the general motivation for the study rooted in the globalization of higher education that has led to the transformation of legal education across international borders and especially in Asia. Part I focused on the period between the 1960s through 1990s during which clinical legal education, pedagogic principles, and law school academic support programs proliferated. Continuing with the holistic methodology and integrative review method, Part II is dedicated to the period beginning in the 1990s. The purpose of Part II is to integrate five of the most influential qualitative and quantitative reports on the development of skills-based legal pedagogy. In doing so, the analysis arrives at the complex and compound skill called thinking like a lawyer that subsumes the lawyering skills of skills-based pedagogy. The integrative review established that the creative and considered use of a comprehensive collection of ameliorating initiatives is most desirable to overcome the unidirectional internationalization of legal education. The findings are in agreement with the holistic methodology that seeks understanding based on a complex, social-systemic ontology. Parts I and II of this integrative review culminate in a pedagogic thread through the labyrinth of ameliorating initiatives for universities that reform their legal education in pursuit of internationalized curricula. Keywords: globalization of higher education, skills-based pedagogy, legal and lawyering skills, thinking like a lawyer INTRODUCTION Because of globalization, law schools around the world attempt to internationalize their curricula. The effects of globalization on international legal education manifest in at least five interconnected areas that include the following: demographic diversity; curricular and pedagogic homogeneity; the power of (American) substantive law; joint degree programs; and legal English (see Part I). Similar to Part I, the overarching motivation and purpose of Part II emanates from the integration of the globalization narrative with a holistic and diachronic perspective on the ameliorating initiatives for legal education. As Edley (2012: 313) fittingly points out, legal education moved from a careerist focus on case analysis to an academic focus on theory and method. Legal practice shifted attention from an interior perspective on advocacy to an exterior perspective on “other forms of lawyering.” These shifts compel legal education and practice to realign their goals and find appropriate pedagogies. More specifically, the motivation for skills-based pedagogy grew out of increased discontent with traditional pedagogies and the ill preparation of students for legal practice. With dwindling enrolment numbers amidst the financial downturn since 2008, American law schools are facing dismal times (Cassidy 2012: 1515-1517; Cassidy 2015: 428-429; Martin