In this interview we sit down with Programme Director, Menissa Saleem about the Solicitors’ Practice Programme.
Academic interests and expertise
Can you tell us about your academic and research background?
My route into academia wasn’t a straight line. I practised as a commercial litigation solicitor before moving into teaching and that experience still shapes how I approach legal education. I’m interested in how students learn law in professional contexts, particularly at postgraduate level, where expectations change quite sharply and assessments are high-stakes.
Alongside teaching and course leadership, my academic interests focus on student transition, inclusive curriculum design and what helps students succeed in demanding professional programmes. I also hold a senior role in equality, diversity and inclusion, which feeds directly into how I think about assessment, feedback and student support. My work sits much more in the space of applied legal education than traditional doctrinal research, and the programme reflects that focus.
What inspired you to specialise in your current field of law?
Working in dispute resolution gave me a clear view of how law actually operates day to day. It isn’t just about knowing the rules. It’s about judgment, strategy and understanding how legal decisions affect people and organisations under pressure. I found that side of practice far more interesting than abstract legal debate.
When I moved into teaching, that experience made me particularly interested in how students are prepared for professional decision-making. Many students understand the law in theory but struggle with applying it confidently. My focus now is on helping students bridge that gap, so they feel equipped to think, analyse and communicate like lawyers, rather than just recite legal principles.
What do you enjoy most about teaching and mentoring students?
I enjoy watching students grow into their own thinking. There’s often a moment where something clicks and they stop looking for the ‘right’ answer and start explaining their reasoning properly. That shift is especially important at postgraduate level.
I also value the mentoring side of the role. Many students are balancing work, study and personal pressures, and postgraduate study can feel overwhelming at times. Being able to support students through that, while still holding them to high standards, is something I find genuinely rewarding. The best teaching moments are usually quite ordinary ones, a good question in class, a conversation after feedback, or seeing a student approach a problem with more confidence than they had a few weeks earlier.
Why this course?
What support is offered on your course to help students transition from undergraduate to postgraduate study?
We’re very aware that postgraduate study feels different, and often more intense. The course is designed to ease that transition rather than assume students already know how to work at this level. Expectations are made clear early on, particularly around independent study, assessment, and how to use feedback.
We work with relatively small cohorts, which means we get to know our students properly and are able to offer a more personal level of support. Students have access to academic advisors and regular opportunities to ask questions and test their understanding, both in and outside the classroom. We also take a supportive approach to wellbeing. Students are encouraged to speak to their advisor if they’re struggling, academically or otherwise, and to access wider university support where needed. The aim is to create an environment that is demanding but not isolating, where students feel supported to develop rather than left to work things out alone.
What common misconceptions do applicants have about this programme, and how would you clarify them?
Some applicants assume the programme is very rigid or purely exam-driven. While assessments are taken seriously, the course is not about rote learning. It’s about understanding how legal principles are used and applied and learning to explain your reasoning clearly.
Another misconception is that students need to arrive feeling fully confident or already operating at a professional level. That isn’t the case. The programme is designed to support development over time. Students are expected to engage and put the work in, but confidence and fluency come through the process, not before it. What matters most is willingness to learn and reflect.
Career Paths
How does the programme help students develop skills for their future careers?
The course focuses on skills students will actually use, analysing problems, making decisions, communicating clearly, and dealing with uncertainty. Teaching is built around realistic scenarios rather than abstract exercises, so students can see how the law works in context.
Feedback is a big part of that. Students are guided on how to improve, not just what went wrong. Over time, this helps them become more confident in their own judgment. The programme also encourages students to think about how they work, manage pressure, and respond to challenge, which are just as important in practice as legal knowledge.
Tips for offer holders
What advice would you offer to offer holders as they prepare to join this course?
Try not to put too much pressure on yourself at the start. You don’t need to have everything worked out before the course begins. What helps most is being organised, staying engaged and using feedback properly.
It’s also worth being realistic about the academic level. We don’t re-teach core law subjects, so it’s helpful to refresh your understanding of the SQE and the key areas of law before you start. We provide revision materials and support to help with that and students are not expected to do this alone. Asking questions is part of postgraduate study, not a sign that you’re behind. If you engage consistently and use the support available, your confidence tends to build quite quickly.