The apprenticeship as a model of learning and the development of legal education in the twenty-first century

Fletcher, Roland 2025. The apprenticeship as a model of learning and the development of legal education in the twenty-first century. PhD Thesis, Cardiff University. Item availability restricted.

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Abstract

The research in this study was conducted during the implementation and introduction of the solicitor apprenticeship in England as part of the Solicitors Regulatory Authority’s new legal education framework. The introduction of a new solicitor apprenticeship standard, sanctioned by the Institute of Apprenticeships and Technical Education, created a diverse pathway to qualify as a solicitor. The apprentices are situated in a legal practice and work full-time. They have day-release to attend university as part-time undergraduate students. The data produced in this study sought to find out if this new entry point is opening up the profession to a wider sector of society. The data incorporates the biographical experiences of thirty-two solicitor apprentices. They explain why they chose this pathway to qualify instead of taking up a place at university. The interview data reveals how these solicitor apprentices developed their knowledge, skills and competencies to qualify as a solicitor. They are situated in two distinct environments – the legal practice and the university-based day-release – which induces different forms of knowledge and this is captured in the findings of this study. The lived experiences of these apprentices show how they developed as legal practitioners and prepared for the new end-point-assessment introduced in September 2021 by the Solicitors Regulatory Authority. The study took place over a period of seven years and the data reflects the personal journeys of these solicitor apprentices at different stages of their apprenticeship. This revealed patterns that showed how these apprentices were maturing in their role as practitioners and how their professional identity was shaped and formed. An interpretivist approach was used as this reflected the individual experience inside their ever-changing world as they developed their professional skills through their exposure inside a legal practice. It is their inside view(s) that this study has used to develop a body of knowledge on how the solicitor apprenticeship, as a new entry point into the legal profession, is nurturing and preparing them to qualify as a solicitor. The study included a second sample consisting of six-interviews with stakeholders who held a designated office (role) which had a direct relationship with the design, construction and delivery of the solicitor apprenticeship. They were able to respond to questions on the new legal education framework which incorporated the solicitor apprenticeship and the new end-point-assessment referred to as the solicitors qualifying exams. Each interviewee held a position which gave them a professional insight into the solicitor apprenticeship pathway. They were able to discuss the inception of the solicitor apprenticeship and provide a personal insight on the development of this new pathway to qualify as a solicitor. They were in a position to respond to questions on the removal of artificial and unjustifiable barriers which prevented entry to the legal profession. Their contributions provided this study with new knowledge which had not previously been available. They had a body of working knowledge acquired through their professional role such as a regulator of the profession, employer of solicitor apprentices and their involvement in the design and delivery of higher education for the solicitor apprenticeship pathway. Collectively, this sample provided multiple lenses to view this new route to admission as a solicitor.

Item Type:	Thesis (PhD)
Date Type:	Completion
Status:	Unpublished
Schools:	Schools > Social Sciences (Includes Criminology and Education)
Subjects:	H Social Sciences > H Social Sciences (General)
Date of First Compliant Deposit:	11 December 2025
Last Modified:	11 Dec 2025 17:01
URI:	https://orca.cardiff.ac.uk/id/eprint/183149

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