Students in professional spaces: impacting on social justice issues Teri-Lisa Griffiths and Jill Dickinson Social Justice Week 2016 #SHUsocialjustice

The central values of the Centre: - widening access to justice - promotion of human rights - ethics in legal practice - overcoming social injustice - enabling desistance and recovery - promoting criminal justice accountability The Centre has the following goals: - to impact on policy and provide advocacy - to innovate in teaching and education - to produce research and scholarship work - to support local, national and international projects and #SHUsocialjustice

In context: the Lawyer in London event Selection/ recruitment Preparatory event Funding Royal Courts of Justice Freshfields Focus group But, this is just one example... #SHUsocialjustice

The backdrop Social Mobility and Child Poverty Commission (2015) –focus: students' access to 'elite' professions –correlation between socio-economic backgrounds and non-educational barriers Department for Business, Innovation & Skills (2015) –focus: employers' graduate recruitment practices –lack of willingness from employers to address socio-economic background when recruiting candidates Social Justice Week 2016 #SHUsocialjustice

Literature review Lifeplace learning –"learning that encompasses knowledge, skills, behaviour and attitude acquired, being acquired and to be acquired throughout life, irrespective of when, where, why and how it was, or will be learned". Harris (2008, p.1) –"independent and flexible learning... encourage[s] development of skilled workers, critical thinkers and innovative and entrepreneurial movers" Harris, Chisholm and Allan (2010, p.139) Application to Lawyer in London event Social Justice Week 2016 #SHUsocialjustice

Literature review Motivation and environmental impact on student professional commitment (Ahmad et al. 2012) Study supports the idea that student experience of environment can impact on professional commitment. Key factors were: –assessing student motivation at the recruitment stage –positive learning environment not sufficient if students are not motivated –faculties should initiate student involvement through encouraging learning communities and contact with professionals Social Justice Week 2016

Universities' role: Development of soft skills e.g. –self-belief –motivation –commitment –professional networking –communication Facilitating access to professional environments Social Justice Week 2016 #SHUsocialjustice

Impact of the event Importance of learning spaces Motivation for achieving career aspirations Increased confidence Modelling opportunities Increased engagement: internal and external Social Justice Week 2016 #SHUsocialjustice

References Ahmad, Z., Anantharaman. R.N. & Ismail, H. (2012). Student's Motivation, Perceived Environment and Professional Commitment: An Application of Astin's College Impact Model. Accounting Education. 21 (2), pp Department for Business, Innovation and Skills. (2015). Understanding Employers' Graduate Recruitment and Selection Practices: Main Report. Available at: e/474251/BIS employer-graduate-recruitment.pdf (Last accessed: 14 th March 2016) e/474251/BIS employer-graduate-recruitment.pdf Harris, M., Chisholm, C., & Allan, M. (2010). Lifeplace learning for effective professional development in industry and business. Industry & Higher Education. 24 (2), pp Social Mobility and Child Poverty Commission. (2015). A qualitative evaluation of non-educational barriers to the elite professions. Available at: e/434791/A_qualitative_evaluation_of_non- educational_barriers_to_the_elite_professions.pdf (Last accessed: 14 th March 2016) e/434791/A_qualitative_evaluation_of_non- educational_barriers_to_the_elite_professions.pdf Social Justice Week 2016 #SHUsocialjustice

Jill Dickinson Teri-Lisa Griffiths Social Justice Week 2016 #SHUsocialjustice