The ‘Expectation-Reality Gap’ and Undergraduate Law Student Experiences
1. Law School
The ‘Expectation-Reality Gap’ and
Undergraduate Law Student Experiences:
Research Findings
Dr Kathryn Dutton, Chris Broad and Philip Hunter
2.
3. 2008-2011:
◦ Further understandings of student expectations of, and
motivations for, undergraduate law study
◦ Examine the extent to which contemporary student
experiences met expectations and identify expectation-
reality ‘gaps’
◦ A Very Practical Purpose: To establish a clear evidence
base from which to inform strategies to enhance both
experience and engagement on the LLB programme
4. Exploratory gathering rich data, improving understandings &
providing detailed evidence to inform practice
‘Case-study’ methodology: longitudinal; multi-site; multi-layered;
qualitative and quantitative data collection.
In total, data gathered from over 500 individual students via focus
groups and questionnaires:
◦ Approx: half from UoC undergraduates; half from pre-undergraduate students from
7 different Schools and Colleges
5. “…you need us – it had better be good!”
(Access course student, 2009)
“I actually want the highest grade I can physically
get…a degree is what I'm here for and paying for.”
(Undergraduate student, 2012)
“
6.
7. Self-confident assessments of understanding amongst pre-
entry students, reporting:
◦ an average or above average understanding of H.E. study and
specific programmes
◦ an average or above average understanding of the requirements
of study on the LLB
◦ “I’m happy that I know what I am expecting” (Access course
student)
◦ On average, consulting between 2-3 sources of information about
both studying in H.E., and Law
Most commonly: websites; friends/ relatives; the prospectus
Lower confidence amongst new-entry LLB students
On average, they had consulted 3-4 sources of information: commonly:
prospectus, website, careers service, open days
8. Notwithstanding confidence levels, all students displayed skewed
expectations of the nature of LLB programmes
All students expected ‘traditional’ programme activities, though these were
prioritised in unexpected ways
‘Skewed expectations’ included:
◦ Expectations of high levels of teaching contact time. Eg. 34% of programme (NE
law students, 2009)
◦ Low recognition of traditional skill sets necessary for success; high prioritisation
of ‘practical’ skills
◦ Low understanding of the nature and purpose of teaching activities, such as
lectures/ seminars
◦ Expectations of high levels of practice related activity as part of programme
for the overwhelming majority of new-entry students
“You expect them [programme providers…to take you round the city…meeting alumnus
and partners…” (Access course student)
9. “I view myself as a customer, I expect good service…It’s like going
into a restaurant, you expect good service…they should be willing
to help…I would expect them to direct me…” (Access course
student)
“You have to put something in yourself…We know we are putting
the effort in…but we expect good service…” (Access course
student)
The relevance of the ‘gym’ analogy amongst A-level students:
◦ “You are a lot more responsible, you are not just being fed information or
anything, it is a lot off your own back…” (A-level student)
◦ “Lectures are where you get told about a subject and seminar is like a
lesson and they have to do stuff for themselves” (A-level student)
10. “I pay people…we are paying for people to give us a deeper
understanding of the law” (L4 UG)
“We are paying for a service…” (L5 UG)
“I’ve got a system…I’ve worked it out…were paying…[x] per topic, we
should look and see if each one was worth it…” (L5 UG)
“I expected decent lectures and decent feedback…It’s a lot of my
money” (L5 UG)
“[You] make sure we pass…if you have done everything you have
been asked to do then you should understand.” (L5 UG)
11. “I came here expecting – law!...It’s not what I
expected…” (UG L6 student, 2009)
“I thought you would be more strict, but you need to
do it on your own” (UG L4 student, 2009)
12. Simplistic beliefs that H.E. represents a automatic route to
enhanced employability and the professions
◦ “…I want to become a household name…” (A level student)
High confidence, but low understandings of the actual nature of H.E.
study and programmes
◦ Especially Law students, who misunderstand the nature of the LLB in
legal education
Vague, but high, expectations of quality and service; inter-related to
ideas of ‘consumerism’
◦ One UG commented that fee payments ‘entitled’ them to email/
telephone responses to lecturers within 24 hours
13. Follow-up work with undergraduate students illustrates that
‘expectation’ is a key critical lens from which they evaluate
experiences
◦ ‘Expectation’ is a key mediator of engagement
Evidence that employability is important, but an unstable force on
engagement:
◦ “That’s what I want skills for, so I can be good at my job…” (UGL4)
◦ “I didn’t realise that you didn’t have to do a law degree. If I had known, I
would have done something different” (UG L5)
◦ “I don’t want to [enter the professions] any more…a lot of people I know
don’t want to go into law…” (UG L5)
14. Over-confidence but lack of ‘depth’ understanding of the nature of
programmes may lead to transition issues…
◦ “It’s a bit like being thrown in at the deep end…” (UG L4)
◦ “Not knowing what is expected of us is the most difficult thing” (UG L4)
◦ “I felt a little lost…” (UG L4)
Misunderstandings of the role of the LLB in legal education may lead
to disillusionment
◦ It should be a more practical learning experience rather than a theoretical
one…my principal reason for being here is to get into the legal profession”
(UG L4)
◦ “I would have liked more courtroom experience…mock trials…” (UG L6)
15. “In a system that puts students at its
centre, meeting their expectations
becomes the key to success” HEA, 2012
BUT… Simply responding poses dangers of
commodification/ reductions in quality: we must
understand and manage expectation to
enhance both experience and engagement
16. Pre-entry work
◦ A-level information sessions
◦ Social networking
Induction week
◦ Design and strategy
Impacts on retention
Year-level Inductions
Personal Academic Tutor System
“I thought the staff would be all old and boring…it’s a lot more friendly than I
thought it would be” (UG L4)
“The tutors are more approachable…” (UG L6)
17. Students at the Heart of the System:
◦ Putting higher education on a sustainable footing
◦ Institutions must deliver a better student experience; improving teaching,
assessment, feedback and preparation for the world of work.
◦ More responsibility for increasing social mobility.
In designing our programmes we have tried to stay truthful to the
idea of a liberal education. The key is getting the students to
understand that by ENGAGING and FULLY UNDERSTANDING
that it is the whole programme and not just THE RESULTS that will
provide them as INDIVIDUALS with the intellectual development
and practical skills that make them employable!
