Legal apprenticeships: Enhancing capabilities, wellbeing, and diversity in the profession?

IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Caroline Casey, Anna Mountford-Zimdars
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Abstract

This original study presents findings from a study of members of the first cohort of legal degree apprentices. Introduced in the UK in 2016, legal degree apprenticeships (LAs) remove uncertainty towards legal qualification in an otherwise competitive graduate recruitment environment and could help to increase social mobility into the professions. We examine the impact of the LA pathway on the development of wellbeing and capabilities of apprentices and traditional law students through the following research questions: does it enhance wellbeing when instead of loans, debt and insecurity, aspiring lawyers have a salary, no debt and secure job prospects through an apprenticeship pathway to qualification; and does using a capability framework offer a meaningful lens for understanding the experiences on different pathways? The analysis adopts a capabilities approach, intersected with an inequalities lens, to explore interviews with 23 aspiring solicitors, from different social backgrounds and at different stages of progression on the traditional university and LA pathways in England. The interviews explored access to and experiences of both pathways, particularly how participants were able to develop and convert their social and cultural resources into key capabilities. This provided a meaningful way to make sense of participants’ experiences. Capabilities were enhanced for LA students by removing stress and uncertainty around employment. This wellbeing gain was corroded for some by long commutes into work—often centred in London. Future quantitative research could establish whether, on balance, the majority of LA students experience an overall wellbeing gain. The capability framework usefully showed how across the LA and university pathways, all participants valued agency and developing all capabilities. Social capital was a key resource for creating opportunity and a desired capability that participants sought to develop.

法律学徒制:提高专业能力、福利和多样性?
本原创性研究介绍了对第一批法律学位学徒成员的研究结果。法律学位学徒制(LA)于 2016 年在英国推出,它消除了在竞争激烈的毕业生招聘环境中获得法律资格的不确定性,有助于提高进入专业领域的社会流动性。我们通过以下研究问题来考察法律学位学徒制途径对学徒和传统法律专业学生的福利和能力发展的影响:当有抱负的律师通过学徒制途径获得资格而不是贷款、债务和不安全感时,有工资、无债务和有保障的工作前景是否会提高福利;使用能力框架是否能为理解不同途径的经验提供一个有意义的视角?分析采用了能力方法,并与不平等视角相结合,对 23 名有抱负的律师进行了访谈,这些律师来自不同的社会背景,处于英格兰传统大学和法律协会途径的不同发展阶段。访谈探讨了进入这两种途径的途径和经历,特别是参与者如何发展并将其社会和文化资源转化为关键能力。这为了解参与者的经历提供了一种有意义的方式。通过消除就业压力和不确定性,洛杉矶大学学生的能力得到了提高。但对一些人来说,这种幸福感的提升却因通勤时间过长而受到影响--通勤地点往往集中在伦敦。未来的定量研究可以确定,从总体上看,大多数洛杉矶学生是否在整体上获得了幸福感。能力框架有效地展示了在洛杉矶和大学的学习过程中,所有参与者是如何重视代理和发展各种能力的。社会资本是创造机会的关键资源,也是参与者希望发展的能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
British Educational Research Journal
British Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.70
自引率
8.70%
发文量
71
期刊介绍: The British Educational Research Journal is an international peer reviewed medium for the publication of articles of interest to researchers in education and has rapidly become a major focal point for the publication of educational research from throughout the world. For further information on the association please visit the British Educational Research Association web site. The journal is interdisciplinary in approach, and includes reports of case studies, experiments and surveys, discussions of conceptual and methodological issues and of underlying assumptions in educational research, accounts of research in progress, and book reviews.
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