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⁵ The proposed changes remove the status of the Qualifying Law Degree, while implying that some providers may increase vocational preparation within university education: see sra.org.uk/sra/policy/sqe.page.

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²⁷ Webley and Duff, above n 3, at 400–401.

²⁸ See www.lawsociety.org.uk/support-services/practice-management/diversity-inclusion/diversity-and-inclusion-case-studies-large-firms/.

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³⁷ For example, www.thebalance.com/tips-for-managing-millennials-1918678; Blakely, above n 11.

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⁵¹ Costanza et al, above n 46, at 376.

⁵² Ibid, at 382.

⁵³ Benbow, D ‘Juridification, new constitutionalism and market reforms to the English NHS’ (2019) 43 Capital and Class 293CrossRefGoogle Scholar at 297.

⁵⁴ Ipsos MORI (2017) Millennial Myth and Realities p 8, available at www.ipsos.com/ipsos-mori/en-uk/millennial-myths-and-realities.

⁵⁵ See www.theguardian.com/education/2017/sep/14/sats-for-seven-year-olds-in-england-to-be-scrapped and L Archer ‘Diversity, equality and higher education: a critical reflection on the ab/uses of equity discourse within widening participation’ (2007) 12 Teaching in Higher Education 635 at 641.

⁵⁶ Gold (and other quality marks) now institutionalised by TEF process: see www.officeforstudents.org.uk/advice-and-guidance/teaching/tef-outcomes/#/.

⁵⁷ Denovan, A and MacAskill, A ‘Stress and subjective well-being among first year UK undergraduate students’ (2017) 18 A Journal of Happiness Studies 505CrossRefGoogle Scholar at 506–507; Bleasdale, L and Humphreys, SUndergraduate Resilience Project Report (Leeds: LITE Fellowship Report, 2018) p 49Google Scholar.

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⁵⁹ See www.hesa.ac.uk/data-and-analysis/students/what-study.

⁶⁰ See www.chambersstudent.co.uk/law-firms/getting-a-training-contract/what-are-legal-recruiters-looking-for.

⁶¹ See Bleasdale and Humphreys, above n 57, pp 31–32 and pp 35–37, on the impact such comparisons between students and graduates can have on well-being.

⁶² R Wilson ‘Future workforce demand in the legal services sector’ (2012) 02/2012 Discussion Paper, LETR, at 8–9.

⁶³ Ibid, at 10–11.

⁶⁴ For examples of such fluctuations see www.burges-salmon.com/careers/legal-careers/flexible-lawyer-opportunities/ and www.cityam.com/zero-hours-contracts-godsend-high-flying-professionals/.

⁶⁵ For discussion of the ‘liminal’ employee in organisations see further Garsten, C ‘Betwixt and between: temporary employees as liminal subjects in flexible organizations’ (1999) 20 Organization Studies 601CrossRefGoogle Scholar and Beech, N ‘Liminality and the practices of identity reconstruction’ (2011) 64 Human Relations 285CrossRefGoogle Scholar.

⁶⁶ Boon, above n 8, at 242.

⁶⁷ Garsten, above n 65, at 611.

⁶⁸ Legal Services Board A Vision for Legislative Reform of the Regulatory Framework for Legal Services in England and Wales (September 2016) p 3.

⁶⁹ Law Society, above n 1, pp 48–53.

⁷⁰ Susskind, R and Susskind, DThe Future of the Professions: How Technology Will Transform the Work of Human Experts (Oxford: Oxford University Press, 2015)Google Scholar.

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⁷² See www.thelawyer.com/ince-gordon-dadds-consultation/.

⁷³ S Aulakh et al Mapping Advantages and Disadvantages: Diversity in the Legal Profession in England and Wales (2017), available at www.sra.org.uk//globalassets/documents/sra/research/diversity-legal-profession.pdf?version=4a1ac7.

⁷⁴ See researchbriefings.parliament.uk/ResearchBriefing/Summary/CBP-7946#fullreport; Institute for Fiscal Studies (2012) Payback time? Student debt and loan repayments: what will the 2012 reforms mean for graduates?, available at www.ifs.org.uk/comms/r93.pdf.

⁷⁵ Ipsos MORI, above n 54.

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⁷⁸ Law Society, above n 1.

⁷⁹ Aulakh et al, above n 73, p 6.

⁸⁰ We decided not to video-record the participants, in order to encourage uninhibited conversation.

⁸¹ Green et al, above n 6, p 409.

⁸² Layder, DNew Strategies in Social Research (Cambridge: Polity, 1993) p 19Google Scholar.

⁸³ For example JLD, above n 10; Boon, above n 8; Williams and Goriely, above n 8.

⁸⁴ Silverman, DInterpreting Qualitative Data (London: SAGE, 5th edn, 2015) pp 165–202Google Scholar, 205–226.

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⁸⁶ Law Society, above n 1.

⁸⁷ Nelson and Trubek, above n 16, p 180.

⁸⁸ Battilana notes the importance of willingness to drive forward change as an institutional entrepreneur, above n 25, at 659.

⁸⁹ The influence of ‘commercialised professionalism’ extends to other sub-fields: Francis, AAt the Edge of Law: Emergent and Divergent Models of Legal Professionalism (Aldershot: Ashgate, 2011) p 38Google Scholar.

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⁹⁴ For similar findings from an earlier study of younger lawyers, see Boon, above n 8, at 245. See also Oakley, E and Vaughan, S ‘In dependence: the paradox of professional independence and taking seriously the vulnerabilities of lawyers in large corporate law firms’ (2019) 46 JLS 83CrossRefGoogle Scholar, discussing the relative vulnerabilities of lawyers in the face of all-powerful clients (at 96).

⁹⁵ Identified as a key issue facing the profession by the JLD, above n 10, with ‘93.5% of respondents [experiencing] stress in their role in the last month with almost a quarter (24.8%) of those respondents experiencing severe/extreme levels of stress’ (p 3).

⁹⁶ Sommerlad et al, above n 1.

⁹⁷ Hanlon, above n 90, p 142.

⁹⁸ Sommerlad (2011), above n 77, at 82–83.

⁹⁹ As with law students: see Bleasdale and Humphreys, above n 57, pp 35–37.

¹⁰⁰ Centre for Women in Business at London Business School (2014) The Reflexive Generation – Young Professionals’ Perspectives on Work, Career and Gender p 4, available at www.citywomen.co.uk/wp-content/uploads/2014/04/Generation-Y-Perspectives-on-Work.pdf.

¹⁰¹ Deloitte The 2017 Deloitte Millennial Survey: Apprehensive Millennials: seeking stability and opportunities in an uncertain world p 17, available at www2.deloitte.com/content/dam/Deloitte/global/Documents/About-Deloitte/gx-deloitte-millennial-survey-2017-executive-summary.pd.

¹⁰² In England and Wales, a large number are law or Legal Practice Course graduates performing routinised tasks while seeking training contracts or pupillages.

¹⁰³ The Hunger Games is a series of novels (and films) about a dystopian state within which children from different Districts take part in ‘Games’ – a fight to the death until only one remains.

¹⁰⁴ See Bleasdale and Humphreys, above n 57, p 31, on the pernicious comparisons which can happen within Law Schools.

¹⁰⁵ Ipsos MORI, above n 54, pp 57 and 63.

¹⁰⁶ See Fournier, above n 19, on the disciplining discourse of professionalism.

¹⁰⁷ Brown and Lewis, above n 20.

¹⁰⁸ Foster, K ‘Disaffection rising? Generations and the personal consequences of paid work in contemporary Canada’ (2013) 61 Current Sociology 931CrossRefGoogle Scholar at 939.

¹⁰⁹ Thornton, above n 91, at 22–24; Collier, above n 93, at 44.

¹¹⁰ Ipsos MORI, above n 54.

¹¹¹ ‘Flexible working patterns’ was the most preferred ‘perk’ or ‘workplace benefit’ among lawyers (Scott Annual Salary Survey 2018, available at www.douglas-scott.co.uk/storage/downloads/CWQh93HvwaFxTMEXjiCwy3mriGlAQHKlHHwckV7z.pdf.

¹¹² See C Casey ‘“Come, join our family”: discipline and integration in corporate organizational culture’ (1999) 52 Human Relations 155 for a discussion of expectations of ‘controlled, compliant and productive employees’ (at 174), regardless of workplace changes

¹¹³ Jacobowitz et al, above n 2, at 27.

¹¹⁴ Westaby, C and Jones, E ‘Empathy: an essential element of legal practice or “never the twain shall meet”’? (2017) 25 International Journal of the Legal Profession 107CrossRefGoogle Scholar at 108.

¹¹⁵ Woolley, A and Bradley, W ‘Legal ethics and moral character’ (2010) 23 Georgetown Journal of Legal Ethics 1065Google Scholar at 1066.

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¹¹⁷ Oakley and Vaughan, above n 94, at 109.

¹¹⁸ See also Sutton, G and Griffin, M ‘Integrating expectations, experiences, and psychological contract violations: a longitudinal study of new professionals’ (2004) 77 Journal of Occupational and Organizational Psychology 493CrossRefGoogle Scholar.

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¹²⁰ Torrance, H ‘Assessment as learning? How the use of explicit learning objectives, assessment criteria and feedback in post-secondary education and training can come to dominate learning’ (2007) 14 Assessment in Education: Principles, Policy & Practice 281Google Scholar at 282.

¹²¹ See sra.org.uk/solicitors/cpd/tool-kit/continuing-competence-toolkit.page, on individual responsibility to ensure continuing competence.

¹²² Processes that have, for example, contributed to the difficulties women solicitors have faced in securing progression: Sommerlad (2016), above n 77, at 64.

¹²³ Bauman, Z ‘Chasing elusive society’ (2005) 18 International Journal of Politics, Culture and Society 123CrossRefGoogle Scholar at 129.

¹²⁴ Markus, H and Nurius, P ‘Possible selves’ (1986) 41 American Psychologist 954CrossRefGoogle Scholar at 954.

¹²⁵ Stevenson, J and Clegg, S ‘Possible selves: students orientating themselves towards the future through extracurricular activity’ (2011) 37 British Educational Research Journal 231CrossRefGoogle Scholar at 232.

¹²⁶ R Cosslett ‘“I have sleepless nights”: the looming mental health crisis facing generation rent’ (The Guardian, 9 May 2018) available at www.theguardian.com/society/2018/may/09/mental-health-crisis-generation-rent-millennials-own-home-wellbeing.

¹²⁷ Manderson, D and Turner, S ‘Coffee house: habitus and performance among law students’ (2006) 31 Law and Social Inquiry 649CrossRefGoogle Scholar at 657–660.

¹²⁸ Francis, A and Sommerlad, H ‘Access to legal work experience and its role in the (re)production of legal professional identity’ (2009) 16 International Journal of the Legal Profession 63CrossRefGoogle Scholar at 79.

¹²⁹ Collier, R ‘“Be smart, be successful, be yourself”? Representations of the training contract and the trainee solicitor in advertising by large law firms’ (2005) 12 International Journal of the Legal Profession 51CrossRefGoogle Scholar, where the message of ‘work hard, play hard’ is discussed as a focus within such brochures (at 65).

¹³⁰ Ginsburg, T and Wolf, J ‘The market for elite law firm associates’ (2004) 31 Florida State Law Review 909Google Scholar at 930; and Francis, A ‘Legal education, social mobility and employability: possible selves, curriculum intervention and the role of legal work experience’ (2015) 42 Journal of Law and Society 173CrossRefGoogle Scholar.

¹³¹ H Sommerlad ‘“What are you doing here? You should be working in a hair salon or something”: outsider status and professional socialization in the solicitors’ profession’ (2008) 2 Web Journal of Current Legal Issues, available at webjcli.ncl.ac.uk/2008/issue2/sommerlad2.html.

¹³² HR Directors/Partners also expressed the view that private provider law schools were admitting too many students with unrealistic expectations.

¹³³ See also Francis, above n 130, at 184–185.

¹³⁴ Sutton and Griffin, above n 118.

¹³⁵ Cennamo, L and Gardner, D ‘Generational differences in work values, outcomes and person-organisation values fit’ (2008) 23 Journal of Managerial Psychology 891CrossRefGoogle Scholar, suggest that millennials value their autonomy even more than previous generations.

¹³⁶ Boon similarly found that autonomy and control were of critical importance to earlier cohorts of younger lawyers: above n 8, at 252, which appears to indicate the durability of the discourse, if not its reality.

¹³⁷ M Hardee Career Expectations of Students on Qualifying Law Degrees in England and Wales p 13, available at www.heacademy.ac.uk/system/files/resources/hardee_interimreport_2014final.pdf.

¹³⁸ In July 2018, the mean age of men with practising certificates was 46.0; of women 40.5. The average age of solicitors admitted to the roll in 2017–18 was 29.2 for women; 29.6 for men (The Law Society Trends in the Solicitors’ Profession Annual Statistics Report 2018 pp 14 and 40).

¹³⁹ Millennials typically earn £8000 less during their 20s than the previous generation did at the same age: www.resolutionfoundation.org/publications/stagnation-generation-the-case-for-renewing-the-intergenerational-contract.

¹⁴⁰ For similar findings, see J Sturges and D Guest ‘Don't leave me this way! A qualitative study of influences on the organisational commitment and turnover intentions of graduates early in their career’ (2001) 29 British Journal of Guidance and Counselling 447, and Boon, above n 8, at 249.

¹⁴¹ Sturges and Guest, ibid, at 459–460 highlight the relationship between expectations and staff turnover.

¹⁴² A finding mirrored by legal mental health charity, LawCare: see www.lawcare.org.uk/news/calls-to-lawyer-helpline-about-bullying-and-harassment-increase.

¹⁴³ Collier, above n 129.

¹⁴⁴ Ibid, at 64–65.

¹⁴⁵ Sutton and Griffin, above n 118.

¹⁴⁶ N Worth ‘Feeling precarious: millennial women and work’ (2016) 34 Environment and Planning D: Society and Space 601 at 605.

¹⁴⁷ For similar findings among accountants see Fogarty, T et al. ‘“Are today's young accountants different?” An intergenerational comparison of three psychological attributes’ (2017) 31 Accounting Horizons 83CrossRefGoogle Scholar.

¹⁴⁸ Foster, above n 45, at 206–211.

¹⁴⁹ It should be noted that some of those in management welcomed the opportunity to consider different models of working.

¹⁵⁰ Many thanks to Hilary Sommerlad for discussion of this point.

¹⁵¹ In the participants’ advert we made it clear we were not unquestioningly using the term, but recognised its currency within the trade press.

¹⁵² There are some limited differences between Gen Xers and millennials, ‘indicating that the younger generations were more inclined to leave their organization than the older generation’: Costanza et al, above n 46, at 382.

¹⁵³ Foster, above n 45.

¹⁵⁴ See Pickering, MStereotyping: The Politics of Representation (New York: Palgrave, 2001)CrossRefGoogle Scholar.

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¹⁵⁶ Foster, above n 45, at 209.

¹⁵⁷ We should also acknowledge the possibility of self-selectivity with lawyers identifying firms or practice settings close to their values. For a discussion of this with a small sample see Rowan, E and Vaughan, S ‘“Fitting in” and “opting out”: exploring how law students self-select law firm employers’ (2018) 21 The Law Teacher 216CrossRefGoogle Scholar

¹⁵⁸ Thornton, above n 91, at 24.

¹⁵⁹ Oakley and Vaughan, above n 94, at 64–65.

¹⁶⁰ Pencavel, JDiminishing Returns at Work: the Consequences of Long Working Hours (Oxford: Oxford University Press, 2018)CrossRefGoogle Scholar.

¹⁶¹ Above n 25, at 668–671.

¹⁶² Twenge and Campbell, above n 35; see Ipsos MORI, above n 54, for an account of the myths and realities of the millennial generation.

¹⁶³ Aulakh et al, above n 73, p 18.

¹⁶⁴ See further Worth, above n 146.

¹⁶⁵ Collier, above n 93, at 51.

¹⁶⁶ Archer, above n 12, p 71.

¹⁶⁷ See Spaeth, M and Kosmala, K ‘Identification through dis-identification: a life course perspective on professional belonging’ (2012) 17 Architectural Theory Review 216CrossRefGoogle Scholar for the use of a similar lens in discussions of the identity of female architects.

¹⁶⁸ Reich, S ‘California psychological inventory: profile of a sample of first year law students’ (1976) 39 Psychological Reports 871CrossRefGoogle ScholarPubMed, cited in Daicoff, S ‘Lawyer, know thyself: a review of empirical research on attorney attributes bearing on professionalism’ (1997) 46 American University Law Review 1337Google Scholar at 1374–1375.

¹⁶⁹ Bleasdale and Humphreys, above n 57, pp 35–37.

¹⁷⁰ Ibid, pp 65–66.

¹⁷¹ See Krakauer and Chen, above n 4, at 66 and 74–77.

¹⁷² See www.lawgazette.co.uk/commentary-and-opinion/law-students-and-junior-lawyers-need-more-support/5067873.article.