Police Education, Professionalisation and Pedagogy: to critically assess the role of education and training in police training, focusing on recent developments regarding pathways into policing. Project ID SAS002 18072002

PROJECT DESCRIPTION
Professionalisation has become a key part of recent discourse within policing (Simmill-Binning and Towers, 2017; Martin and Wooff, forthcoming). In order to progress police professionalisation, it is argued that a move towards higher education, and away from traditional forms of training, is vital (Paterson, 2011). Including academic education within policing is said to create more reflexive and culturally aware officers who fit with the notion of a professionalised police service (Christopher, 2015). Whilst there are growing numbers of studies on police professionalisation, there is very little on the pedagogical impact of different educational and training pathways into policing (Wheller and Morris, 2010). Given that education and training are key constituents of professionalisation, it is important that the impact of different styles of education and training are examined.

With the introduction at Edinburgh Napier University of Scotland’s first undergraduate degree aimed specifically at students wanting to become police officers, it seems appropriate to assess the different ways in which police officers learn. This will involve analysing the various routes into the police service that currently exist and considering learning styles. Policing has traditionally used a top-down, instructor-led form of teaching which focuses on a student’s technical competencies (Paterson, 2011). Within Scotland, this form of teaching is conducted alongside practical drills and fitness testing. This approach is in stark contrast to the dominant pedagogical approaches taken within universities. University education tends to be learner-led, with students having the independence to study areas of interest within the parameters of the course (Simmill-Binning and Towers, 2017). Universities also employ a range of different learning methods. For example, group work, peer-to-peer and problem-based learning are commonly used (Wheller and Morris, 2010)

This study will critically assess the role of education in policing. Whilst other studies are beginning to examine the role of professionalisation in the police (See Loftus et al., 2015), little work has so far examined the role of different types of education on the way that the police develop their professional practice. In their systematic analysis of policing education, Wheller and Morris (2010) found limited research on the effectiveness and contrast between different forms of policing education. This project therefore aims to explore the value of different learning methods in police training, critically evaluating existing police training pedagogy. Drawing on the experiences of other professions which have undergone professionalisation (e.g. nursing), this will seek to add to the understanding of the best way of educating police officers, while considering the implications for broader police training and police officer culture.

Aims and objectives of the proposed research: To critically assess the role of education and training in police training, focusing on recent developments regarding pathways into policing.
Research hypotheses or questions
• To what extent do different learning and training styles (e.g. problem based learning), impact on the application of learning in professional police practice?
• What are the potential impacts of changes in police education and training to police officer culture?
• To what extent does university education and collaborations between the police and higher education institutions facilitate the professionalisation of policing in Scotland?
• To what extent do police-academic collaborative models facilitate and enable different forms of professional learning and practice, in comparison with other professions?
Academic qualifications
A first degree (at least a 2.1) ideally in criminology, human geography, sociology, law or allied subject with a good fundamental knowledge of policing.

English language requirement
IELTS score must be at least 6.5 (with not less than 6.0 in each of the four components). Other, equivalent qualifications will be accepted. Full details of the University’s policy are available online.

Essential attributes:
• Experience of fundamental research skills, with experience of mixed methodology research
• Competent in your ability to research independently
• Knowledge of core policing and criminology related literature
• Good written and oral communication skills
• Strong motivation, with evidence of independent research skills relevant to the project
• Good time management

Desirable attributes:
A completed MSc in a relevant subject area