Intensive law degrees – hitting the ground running

contributors | abstract | biographies | paper

Contributors

Mick Sumpter, Kate Exall and Kirstie Best (University of Northampton)

Format

Paper presentation

Abstract

The University of Northampton has been offering an intensive fast-track LLB since September 2008. This allows students to obtain the 360 credits necessary to complete a qualifying law degree in 2 years rather than 3, by making use of the period from June – September in each of the 2 years. The first cohort completed their degree in early September 2010.

The fast-track route has presented a number of challenges, some anticipated and some not. This paper reflects on those challenges in general, and focuses in particular on two major issues which underpin the provision, namely a) flexibility of learning and b) student engagement and employability.

a) Flexibility of learning

This paper explores the structure of the programme as initially designed, and its underlying rationale. Changes to that structure have already been thought necessary for two main reasons, firstly to better equip students to cope with their second year of study and secondly to respond to student feedback. The paper outlines and explains the changes made and evaluates, as far as possible at this stage, their impact.

The two summer stages are obviously crucial, and present particular challenges as well as distinguishing the 2-year programme from its 3-year counterpart. We have to date followed a 6:3 model, whereby students take 6 modules in the course of the ‘normal’ academic year and 3 over the summer. Whilst this has worked well in a number of respects it has caused problems in others, as a result of which we have also now validated an alternative 7:2 model. The paper examines the relative merits of the two models based on our experience, and explores the impact of a switch from one to the other.

b) Student engagement and employability

This is a key feature of the programme and underpins the teaching and learning strategies for these students. Prior to the introduction of the fast-track programme, a wide range of strategies were already in place, at both Divisional and institutional level, to support students in these areas and also to embed reflective practice into learning and assessment. A key question is the extent to which these strategies, which were of course designed for students on traditional 3-year programmes, were fit for purpose for students on the intensive programme who have significantly less time to develop the necessary skills.

It quickly became evident that different, bespoke strategies had to be developed for the fast-track students, in respect of (e.g.) induction week, course meetings, personal tutorials and skills development modules. This paper examines the strategies developed in these areas, and assesses their success.

In particular, the role of personal tutorials and skills development modules will be explored further, to explain how these link to engagement and employability. Personal tutorials are held more frequently than is the case on the 3-year programme, and with an increased emphasis on reflection and skills development. Summer stage modules include an option to take either a volunteering module or a taught skills development module. Both modules require students to reflect on their skills and how they can be enhanced. The University of Northampton has a Centre for Academic Practice and also a Careers and Employability Service, and the paper considers the significant role which both have played in supporting the taught module.

Student attendance is a non-negotiable requirement, and progression to the summer stage at the end of the first year, and thus continuation on the fast-track programme, is dependent upon the achievement of a minimum grade profile at the summer exam board. The paper explores strategies in place to encourage attendance and to redress difficulties with this.

There are staffing implications to the above, including additional hours for personal tutorials, summer stage teaching and programme leadership, as well as the obvious need to balance tutors’ commitment to the summer stage modules with annual leave entitlement. The paper examines how these are managed.

Short biographies of panel members

Mick Sumpter is the Head of Programme Areas for Law and History at the University of Northampton, and as such the person with overall responsibility for the operation of the Division of Law. In the context of the 2-year LLB, his main role is the management of the various staffing issues which arise. .

Kirstie Best is the Subject Area Co-ordinator for Law, and had responsibility for validating the 2-year LLB. Her main role in relation to the 2-year LLB is now managing its operation and delivery, alongside the other Law programmes.

Kate Exall is a Senior Lecturer in Law at the University of Northampton and is the tutor responsible for the day to day operation of the 2 year LLB programme.

Last Modified: 1 March 2011