Lawyer In London: inspiring and motivating students through extra-curricular work-related learning activities

Sep 18, 2015Download as PPTX, PDF1 like261 views

The document discusses a project run by Teri-Lisa Griffiths and Jill Dickinson to inspire and motivate students through extra-curricular work experience activities. They took a group of students to visit law firms in London. Based on feedback, the authors examined the impact on students' self-efficacy. A literature review found that work experience can increase adolescents' self-confidence and career interests. Focus groups with the students found themes of initial intimidation giving way to increased confidence through exposure to professional environments and career possibilities.

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)
SHULT 2015

What we did...
Selection/
recruitment
Preparatory
event
Funding
Royal
Courts of
Justice
Freshfields
Focus
group
SHULT 2015

• Student feedback following the event inspired us
to examine the impact further.
• Impact of social environment on self-efficacy
(Bandura, 1997).
Rationale
SHULT 2015

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)
SHULT 2015

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/bi
s-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.
SHULT 2015

• Jill Dickinson
– jill.dickinson@shu.ac.uk
– @Jill_Dickinson1
• Teri-Lisa Griffiths
– teri-lisa.griffiths@shu.ac.uk
– @TerilisaCareers
SHULT 2015
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?

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Lawyer In London: inspiring and motivating students through extra-curricular work-related learning activities

1. Lawyer in London: inspiring and motivating students through extra-curricular work-related learning activities Teri-Lisa Griffiths and Jill Dickinson SHULT 2015

2. The background • Government agenda – "enhancing aspiration" • Broadening horizons – Stephen Lawrence Scholarship Scheme – Social Mobility & Child Poverty Commission (2015) SHULT 2015

3. What we did... Selection/ recruitment Preparatory event Funding Royal Courts of Justice Freshfields Focus group SHULT 2015

4. • Student feedback following the event inspired us to examine the impact further. • Impact of social environment on self-efficacy (Bandura, 1997). Rationale SHULT 2015

5. 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

6. 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) SHULT 2015

7. 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/bi s-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. SHULT 2015

8. • Jill Dickinson – jill.dickinson@shu.ac.uk – @Jill_Dickinson1 • Teri-Lisa Griffiths – teri-lisa.griffiths@shu.ac.uk – @TerilisaCareers SHULT 2015 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?

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