Lawyer in London: Inspiring and motivating students through extra-curricular work-related learning...
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Lawyer in London: inspiring and motivating students through extra- curricular work-related learning activities Teri-Lisa Griffiths and Jill Dickinson SHULT 2015
Transcript of Lawyer in London: Inspiring and motivating students through extra-curricular work-related learning...
Lawyer in London:inspiring and motivating students through extra-
curricular work-related learning activities
Teri-Lisa Griffiths and Jill Dickinson
SHULT 2015
The background• Government agenda
– "enhancing aspiration" • Broadening horizons
– Stephen Lawrence Scholarship Scheme
– Social Mobility & Child Poverty Commission (2015)
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What we did...
Selection/
recruitment
Preparatory event
FundingRoyal Courts
of Justice
Freshfields
Focus group
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• Student feedback following the event inspired us to examine the impact further.
• Impact of social environment on self-efficacy (Bandura, 1997).
Rationale
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Literature Review• Cunnien et al. (2009) found that work experience had a 'spill-over' impact on adolescent participants.
• Lent et al. (1994) Model of Interest Development presents self-efficacy as a key component in the development of career interests.SHULT 2015
Findings so far...• Focus group results demonstrated the following themes:– Theme 1: Intimidation - resulting in a reduction in self-confidence.
– Theme 2: Confidence-building - resulting in an increase in self-efficacy.
– Theme 3: Social spaces - different worlds (student/professional divide); prestige (London, elite professions)
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References• BANDURA, Albert (1997). Self-efficacy: the exercise of control. [online]. W.H. Freeman.• CUNNIEN, Keith A., MARTINROGERS, Nicole and MORTIMER, Jeylan T. (2009). Adolescent work experience and self-efficacy. [online]. International journal of sociology and social policy, 29 (3/4), 164-175.
• GREAT BRITAIN, Department of Business, Innovation and Skills (2013). Inspiration Vision Statement. [online]. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/238841/bis-13-1176-inspiration-vision-statement-R2.pdf
• GREAT BRITAIN, Social Mobility & Child Poverty Commission (2015). A qualitative evaluation of non-educational barriers to the elite professions. [online]. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/434791/A_qualitative_evaluation_of_non-educational_barriers_to_the_elite_professions.pdf
• LAW, Bill (1981). Community Interaction: a “Mid-Range” Focus for Theories of Career Development in Young Adults. British Journal of Guidance and Counselling, 9 (2), 142-58.
• LENT, R.W., BROWN, S.D., HACKETT, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behaviour. 45 (1), 79-122.
• MITCHELL, A., JONES, G., KRUMBOLTZ, J. (1979). Social Learning and Career Decision Making. in GOTHARD, Bill, et al. (2001). Careers Guidance in Context. London, SAGE.
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• Jill Dickinson– [email protected]
– @Jill_Dickinson1
• Teri-Lisa Griffiths– [email protected]
– @TerilisaCareers
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Are you thinking of running your own extra-
curricular WRL activities?
Do you already run extra-curricular WRL activities?
Would you/your students be interested in finding
out more about participating in the
research?
