LAW & ENTREPRENEURSHIP IN GLOBAL CLINICAL EDUCATION

INTRODUCTION As clinical legal education (CLE) continues to evolve and prepare practice-ready lawyers, and governments worldwide focus on the multilayered impact of technology, automation and artificial intelligence, there is a pressing need to examine law and entrepreneurship through the lens of global clinical legal education. The range of issues include: corporate social responsibility, disruptive technologies, microbusiness, social entrepreneurship, social impact investing, the creative economy, sustainable local economies, cooperatives and shared work, and inclusive entrepreneurship. Indeed, new legal entities like benefit corporations and low profit limited liability companies (L3Cs) have emerged to address contemporary legal needs and in the United States. the notion of an entrepreneurial mindset is prominent.2 Many of today’s law

. 15 See, e.g., Berkley and Brooklyn, Australia Social Impact HUB Clinic, UNSW SYDNEY, http://www.law.unsw.edu.au/current-students/law-action/clinics/social-impact-hub-clinic (last visited Jan. 22, 2018). 16 Marguerite Angelari, Raising the Bar for Legal Education in Western Europe, (Nov. 18, 2013) available at https://www.opensocietyfoundations.org/voices/raising-bar-legal-education-western-europe, (last visited Jan. 22, 2018). 17  (At least one of the first business law clinics was funded by the US Small Business Administration. Others were part of the community economic development movement driven historically by civil society groups as early as the 1800s). 27 Id.
Entrepreneurship has always been the backbone of the American economy, but global technological and financial advances, such as crowd funding, supported by innovation and creativity, are disrupting traditional business forms. 28 The rise of BLCs has continued, not only in the U.S. and Canada, but also in Europe and Australia. The emergence and popularity of these clinics has been in response to many factors, including the generational pull of Millennial law students and Millennial entrepreneurs, student demand for non-litigation lawyering experiences, the limitations of the litigation model to impact systemic poverty, the rise of entrepreneurship globally, the rise and fall and rise again of global economies, and the impact of community lawyering. 29 Although generically called "business clinics," they vary widely in practice area, design and sometimes, mission. Some BLCs very deliberately stayed within the social justice mission of traditional law clinics, but some have chosen to stray from that mission. As BLCs continue to take shape around the globe, transactional clinicians are creating new space in the clinical landscape.

PART III: BLCS -THE GLOBAL EXPERIENCE
BLCs have emerged slowly in the U.K, Canada, Australia, Croatia and Georgia, and this list may not be exhaustive. 28  Hall Law School student volunteers, known as clinical innovation fellows are supervised by lawyers from the aforementioned firm and exposed to business law issues and "actors in the innovation ecosystem." 59 The clinic offers "one-to-one legal information services to inventors, entrepreneurs, and start-up companies to assist with the innovation and commercialization processes." 60 In the OVC, students work with lawyers from Program. 68 The legal issues range from business structure to intellectual property and financing. 69 There are also experiential learning opportunities -a research and consulting modelaligned with BLCs. The University of New South Wales in Sydney, houses one such model, the Social Impact Hub, an experiential learning program and consulting service that works with "industry, social enterprises, not-for-profits and foundations to develop and conduct a variety of applied projects in different areas of social impact." 70 Students working in the program do not enter into lawyer-client relationships but instead offer research assistance to projects in social entrepreneurship, social innovation and social finance, philanthropy, impact investing, business and human rights, corporate social responsibility, law and social movements, collective impact, and pro bono and volunteerism. 71

D. BLCs in Croatia and Georgia:
A BLC in Croatia at the Josip Juraj Strossmayer University in Osijek is a collaboration between law and economics faculty to create a clinic that helps start-up entrepreneurs. 72 Law students work in teams to provide legal advice to entrepreneurs and start-up 68 Id. 69  Recently, however, the social justice paradigm has been challenged by some business law clinicians in the U.S., who quite directly question whether their clinics should be obliged to carry out a social justice mission. 95   Much of the discussion around the place of social justice in BLCs seems to create an all or nothing paradigm. But Professor Lynnise Pantin points out that BLCs do not have to choose between having a social justice mission and producing practice-ready students.
Pantin posits that "students can learn corporate skills in preparation for practice while accomplishing the social justice goals aligned with the missions of clinical education." 103 Pantin acknowledges the need for practice-ready graduates, but labels the prioritization of practice-readiness over social justice as "misguided at best" and failing "our students at worst." 104 Pantin argues that "practice-ready" in the BLC context should be revised. 105  Professor Alina Ball has also critiqued and criticized the practice-ready dominant narrative arguing for the integration of critical legal theory into BLCs. According to Professor Ball, critical legal theory and clinical legal theory are aligned in the view that the "law is made, not found" 109 and that it is "based on human experience, policy, and ethics rather than formal logic. Legal principles are not inherent in some universal,

B. Redefining "Practice-Ready": Cultural Consciousness and Power
When the American Bar Association ("ABA") increased its skills requirement for law schools in 2015, law clinics were well positioned to fill the skills gap. consciousness" is used here instead of "cultural competence" in response to the evolving recognition that educating students to interact with diverse communities requires more than competence (knowledge, skills, and attitudes) 125 and must involve a "critical consciousness," a term borrowed from medical education literature and refers to "a reflective awareness of the differences in power and privilege and the inequities that are imbedded in social relationships." 126 Even, or maybe especially, for those BLCs whose clientele reflects the corporate clients that its students will someday represent in private firms, providing an understanding of cultural differences and power dynamics in transactional practice is critical to graduating practice ready lawyers. To illustrate, this is especially true as clinical programs respond to the educational motivations of Millennials, who are service-oriented, 127 but for whom the traditional clinic public service mission may seem outdated. 128 Clinical professors in the U.S. Canada, Europe, Australia, and around the globe have a unique opportunity to help students recognize such imbalances and how they as clinic students, and later as attorneys, can help to transform the relationship between the law and power.

C. Millennials
Given the connection between social and technology driven entrepreneurship and Millennials, it is useful to consider how this generation in particular may impact business law practice now and in the future. Assessments of Millennial generation law students, "born between 1981 and 1999, ranging in age from 14 to 31, 129 suggest that this unique generation will require law faculty to rethink how it teaches. Millennials also referred to as Generation Y, have been described as the greatest generation of optimistic entrepreneurs and a "hidden 'powerhouse' of potential" that is "leaving a lasting impression on the world and presenting unparalleled opportunity." 130 Government

D. Collaboration and Beyond
To fully prepare law students to engage effectively in global transactional markets, law schools world-wide would do well to focus more on collaborative learning. 136 The benefits of learning and working in teams have been evident for many years. In 1992, the ABA's MacCrate Report "found that "cooperation among co-workers" was an essential element of efficient law office management. 137 The MacCrate Report concluded that "effective collaboration with others" was a critical skill, "regardless of whether a lawyer is a solo practitioner, a partner or associate in a firm, or a lawyer in public service practice." 138 Yet, twenty-five years later, most law schools still do not give collaboration high priority as a practice skill outside of clinics, legal writing, and skills courses.
That is not to dismiss the significant teamwork many law professors incorporate into their podium or seminar classes. Many professors regularly utilize small groups or pairings in first year classes to introduce students to working and problem-solving together. These and other active learning strategies can be very effective in the learning 136 TU Law featured as a top experiential learning program in Europe, https://law.utulsa.edu/2018/02/02/tu-lawselected-best-study-abroad-program-europe/ (last visited Mar. 6, 2018); see also Smyth, Gemma, Hale, Samantha Gold, and Neil, Clinical and Experiential Learning in Canadian Law Schools: Current Perspectives, CANADIAN BAR REV., 95, 175, https://scholar.uwindsor.ca/lawpub/49(currently "Osgoode Hall has developed a three-pronged approach to its experiential 'praxicum' requirements: exposure to relevant law and context, substantial experiential engagement, and reflective practice"); see alsoxperiential learning -Offshore study, THE UNIVERSITY OF SYDNEY LAW SCHOOL, https://canvas.sydney.edu.au/courses/4533/pages/experiential-learning-offshore-study (last visited Mar. 6, 2018) (Currently The University of Sydney Law School offers an offshore program to supplement study in Australia toward Master of Laws degree (LLM) or may also count as electives towards an LLB or JD degree. The units are taught on an "intensive basis -usually over four or five successive days -with some interim assessment components" completed at a later time, though this is not a part of the regular curriculum). 137  The consequences of the legal academia's disregard of collaborative learning are many, and increasingly harmful in a global society. "Among the many critiques of legal education are criticisms that law students do not graduate with effective emotional intelligence skills -in particular, they have not learned to work well with others." 144 And, working well with others is crucial, both in domestic and international lawyering. As a recent study concluded, ""most legal work in 2013-at least the high-value work that attorneys and law firms coveted-required multiple attorneys to work together.
Collaboration was, in fact, extremely valuable to firms: it allowed them to take on increasingly sophisticated client work, which in turn let them charge higher prices." 145 Increased globalization also has led to American lawyers working more with lawyers in If we recognize that "group work is routinely understood as one of the most effective learning methods based on the principles that learning is "inherently social" and "an active process" 147 and clearly see the need to prepare law students for a collaborative practice, how do we achieve that in a law clinic setting?
Law clinics, particularly BLCs, have always been an exception to the individualistic approach of law school learning. 148  The benefits from collaborative work and teaching teamwork as a skill are many.  To be sure, the platform economy has significant law and policy "implications for economic independence and entrepreneurial capacity." 179 Examples of these law and policy implications include how platform economy workers will retain benefits, traditionally associated with paid labor, in these alternative work arrangements, how assets will be accumulated for the future, the type of education and job training needed to prepare workers for this new economy and whether wage insurance is a viable policy approach to help the middle class. 180 Swart notes that two-thirds of employees want to quit their jobs because they aren't happy with the work. 183 They want to make more of a difference and are attracted to innovation and opportunity and value creation but these opportunities may not exist at large companies. 184 Innovative, forward thinking companies must consider how they will retain talent. Author, Thomas W. Malone, noting the rapid speed of workforce change observed that his father had one job in his career, and that he'll have 7 jobs, and his kids will have 7 jobs at one time. 185 Another prediction is that learners of today will have 10 jobs by the time they are 40 --that's a new job every 2 years. 186 special place in legal education today because technology, automation and artificial intelligence are disrupting traditional economies and changing forms of work giving rise to new corporate legal forms such as benefit corporations --blending social purpose and profit --and new work patterns, evidenced by the platform economy. Some of these economic disruptions stem from entrepreneurial innovation.
In light of the foregoing, this article analyzes the emergence of BLCs in eastern and Western Europe, Canada, the U.S. and Australia and posits a broad definition of practiceready, inclusive of social justice, honoring cultural consciousness and power alongside collaboration, teamwork and business risk analysis.
Recognizing that not all BLCs are able to embrace this broad definition and that environmental needs will prevail, at minimum, BLCs should envision entrepreneurship as a social benefit. The article concludes that BLCs are important now because of the Millennial generation, the rise of the new economy and of social enterprises.