Slides for the presentation by James Faulconbridge and Andrew Cook (Lancaster University) at LILAC10.

1. The firm as a new actor in legal education: implications
and prospects
Andrew Cook, Lancaster University, UK
James Faulconbridge, Lancaster University, UK
Daniel Muzio, Leeds University Business School, UK
Acknowledgement: The authors thank the UK’s Economic and Social Research
Council for funding through grant RES-000-22-2957 that supported the research
reported here.

2. Outline
1. The sociology of the professions: the role of the university
2. New actors: the firm and education
3. Implications: new priorities; revised sociologies of the
professions

3. The sociology of the professions: the role of
the university
The State Universities
Professionalization
Users
Actors regulating the Practitioners
production of and by
producers.
Based on Burrage et
al., (1990)

4. New actors: the firm and education
Governance
Universities
Regimes
Professionalization
Employing
Practitioners
Organizations
Users

5. Firm-based education and socialization: exemplary ‘university’ programme
Legal knowledge Practice group technical sessions Legal Ethics & Standards
Behaviours Managing your time Client service & relationships
Being financially literate People management
Communication skills Business development
Practices Constructing global deals Working as an international
lawyer

6. Firm-based education and socialization: exemplary ‘university’ programme
Legal knowledge Practice group technical sessions Legal Ethics & Standards
Behaviours Managing your time Client service & relationships
Being financially literate People management
Communication skills Business development
Practices Constructing global deals Working as an international
lawyer

7. Implications: new priorities; revised
sociologies of the professions
In terms fo new priorities, put some quotes:
-From people providing tailored GDL/LPC emphasising
importance of practical skill not detailed knowledge
-From trainees talking about not needing to know about
the law but being a business person

8. Conclusions
The need to re-visit the role of universities in sociologies of
the professions
The introduction of new actors in education
New questions
Can we associate professional lawyers with expertise related to a crafted
knowledge-base?
What implications for the university law degree?
The implications for regulation: is the neoliberal reform driving change a
good idea?