Law
http://hdl.handle.net/10034/623007
2024-03-28T12:48:18Z
2024-03-28T12:48:18Z
‘It’s both a blessing and a curse’: law firm attitudes to Qualifying Work Experience in England & Wales
Todd, Andrea
Blackburn, Lucy
http://hdl.handle.net/10034/628564
2024-03-27T02:05:39Z
2024-01-01T00:00:00Z
‘It’s both a blessing and a curse’: law firm attitudes to Qualifying Work Experience in England & Wales
Todd, Andrea; Blackburn, Lucy
With the advent of the Solicitors’ Qualifying Exam (SQE), Qualifying Work Experience (QWE) allows for flexibility in the journey to qualification as a solicitor in England & Wales that was not previously permitted by the Period of Recognised Training. This development was heralded as a lever to widening access to the profession, with the potential to assist those who may not have been recruited onto traditional graduate-level training programmes in securing a qualified legal role.
This paper discusses the findings of empirical research conducted by the authors with a view to understanding the perceptions of, and attitudes towards, QWE of those responsible for recruitment in UK law firms. It reveals a friction between the perceived, and actual, value of QWE obtained via non-traditional routes and exposes the threat that law firm stances on QWE pose to the regulator’s aim of widening access to the profession.
This document is the Accepted Manuscript version of a published work that appeared in final form in [Asian Journal of Legal Education]. To access the final edited and published work see http://dx.doi.org/[doi journal link].
2024-01-01T00:00:00Z
A Practical Guide to Embedding Commercial Awareness into your Curriculum
Todd, Andrea
Conaghan, Elizabeth
http://hdl.handle.net/10034/628551
2024-03-19T01:52:24Z
2024-03-05T00:00:00Z
A Practical Guide to Embedding Commercial Awareness into your Curriculum
Todd, Andrea; Conaghan, Elizabeth
This chapter aims to equip lecturers with the tools they need to embed ‘commercial awareness’ in their teaching. The meaning of commercial awareness is explored and the arguments in favour of students developing this attribute are discussed. The chapter then introduces two examples from the law schools of UK universities where commercial awareness has been embedded. The first example concerns a very practical module which was specifically designed to ensure commercial awareness was at its core. The second example used student and employer partnerships to add commercial awareness to an established module which had a lot of ‘textbook’ learning but little real-world application. The examples provided offer lecturers with step-by-step toolkits to facilitate the creation of their own learning activities which embed commercial awareness. The positive impact of integrating commercial awareness is highlighted using feedback from students who have experienced these modules.
This is a draft chapter. The final version is available in [How To Include Employability in the Law School] edited by [Amanda Millmore], published in 2024, Edward Elgar Publishing Ltd.
The material cannot be used for any other purpose without further permission of the publisher, and is for private use only.
2024-03-05T00:00:00Z
Law in Action
Todd, Andrea
http://hdl.handle.net/10034/628550
2024-03-19T01:52:18Z
2024-03-05T00:00:00Z
Law in Action
Todd, Andrea
This case study considers the impact on student wellbeing of 'Law in Action', a Level 6 module co-constructed with students. The module aims to empower students to appreciate their transferable skills, understand how to articulate them to themselves and future employers, how to identify, and deal with, imposter syndrome, and to appreciate the importance of self-care and mental wellbeing within the legal profession.
© Advance HE 2024
2024-03-05T00:00:00Z
From a blank piece of paper to a compelling employability narrative: student-designed authentic assessment for creating socially responsible, employable graduates
Todd, Andrea
http://hdl.handle.net/10034/628549
2024-03-19T01:52:12Z
2024-01-25T00:00:00Z
From a blank piece of paper to a compelling employability narrative: student-designed authentic assessment for creating socially responsible, employable graduates
Todd, Andrea
Against a backdrop of increasing focus on graduate employability and employment outcomes (Bathmaker 2021) and increasing investment in widening participation programmes (Hutchinson, Reader and Akhal, 2020), this case study considers how handing over the reins and taking a student-led approach to module development has enabled students to develop a compelling employability narrative (Tomlinson, 2017; Tomlinson and Anderson, 2021), to better understand social responsibility and confidently articulate their skills for work.
© Advance HE 2024
2024-01-25T00:00:00Z