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Research collaborations in policing have been characterized as extremely challenging.The assumption has been that academicians and police hold contrasting philosophical viewpoints and perceptions of research. We tested this assumption by surveying police researchers (n = 377) and police practitioners (n = 171) concerning their philosophical orientations (pragmatic, intellectual, or humanistic), as well as their perceptions of research collaboration processes (collaboration climate, trust, and knowledge integration) and overall performance. The differences in philosophical orientations were significant, with researchers displaying very high intellectual orientations and very low pragmatic orientations while practitioners indicated predominantly humanist orientations; researchers with law enforcement background were in-between both groups. While all groups assessed their research collaborations positively, police were significantly less positive than researchers. Further, knowledge integration predicted collaboration success for researchers, while a collaboration climate of trust and respect predicted success for practitioners. The results indicate that both groups value different qualities in a research partnership. These differences may complicate, but do not appear to prevent successful collaborations, and former practitioners could become boundary spanners between academia and practice. The importance of relationship building and collaborative methodologies, such as action research, are discussed.

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Executive development programs (EDPs) have undergone significant change since their introduction in the early 20th century. As an adjunct or alternative to traditional education, EDPs are considered an efficient means of imparting critical, functional, and social-behavior skills to current and future organizational leaders. Consequently, such programs have undergone tremendous expansion in terms of breadth, the role they play in workforce education, and particularly the instructional strategies they employ. This article reviews the historical evolution of EDPs with particular attention to recent and future pedagogical trends. The author cites contemporary examples from participant observations with EDP in the public sector.

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