Dissertation
Gaps in expectations for paralegal education: an exploratory qualitative case study
Doctor of Education (Ed.D.), Drexel University
Jun 2015
DOI:
https://doi.org/10.17918/etd-6622
Abstract
Gainful employment regulations are poised to irrevocably change the operating paradigm of for- profit education. Career colleges that fail to provide training that leads to gainful employment of graduates may face fines or even closure. This context makes meeting employers' expectations more critical than ever before. The purpose of this qualitative case study was to identify the gaps in expectations of the employers of paralegal graduates in order to increase educational related placements in that major at Career College A in Pennsylvania. The study was conducted in two phases. Phase one consisted of a content analysis to identify gaps between the standards and recommendations of two professional associations and Career College A's curriculum. Phase two consisted of qualitative interviews with employers of paralegal graduates from proprietary programs to identify gaps between the standards, employer expectations, and Career College A's curriculum. The study found the following gaps in employer expectations: lack of knowledge on how to use current research tools used by paralegals; lack of legal writing and drafting skills expected of paralegals; and lack of practical experiences as paralegals. Based on the findings, it is recommended that Career College A assess the writing of incoming students in order to provide support, provide paralegal students with real-life experiences, and seek programmatic accreditation from the American Bar Association. It is also recommended that future research includes a multi-site comparison and a full curriculum review, in order to explore areas on which this study did not focus.
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Details
- Title
- Gaps in expectations for paralegal education
- Creators
- Jeremiah Staropoli - DU
- Contributors
- Deanna Hill (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- 134 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 6622; 991014632084604721