Partnership is currently the focus of much work within higher education and advocated as an important process to address a range of higher education goals. In this paper, we propose the term inclusive partnership to conceptualise a non-selective staff?student relationship. While recognising the challenges of inclusive partnership working for institutions, staff and students, this paper outlines the opportunities it offers and provides detailed case studies of inclusive partnerships within the geography curriculum. We conclude with some guiding principles to inform the development of inclusive partnerships in a range of settings.Peer reviewe

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In recent years, police forces in the United Kingdom have introduced various technologies that alter the methods by which they interact with the public. In a parallel development, many forces have also begun to embrace the concept of procedural justice as a method through which to secure legitimacy and (in turn) public compliance and cooperation. What has not received sufficient attention, within policing or academia, is the extent to which these two trends are compatible, with the procedural justice literature still predicated on an assumption that police–public ‘contacts’ or ‘encounters’ are in-person. The effect of technologically mediating police–public contacts on ‘policing by consent’, is therefore unknown. In this article, we focus specifically on the possible implications of the Single Online Home (SOH) (a portal through which the public can report crime, get updates on cases, give feedback and pay fines, among other things, which is currently being rolled out across forces), considering ‘interactions’ between police and public where there is no physical co-presence. Noting the unique context that is policing, we draw on the limited existing research on procedural justice encounters in technologically mediated contexts to explore whether procedural justice theory is ‘future-proof’ for a policing context increasingly reliant on such encounters. We conclude that, through empirical research, we must update our conceptual understanding of what ‘contact’ can mean, and accept that current developments may in fact be transforming relationships rather than simply facilitating existing ones.

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We acknowledge the funding provided for this research by the Newton-Bhabha Fund (https://www.britishcouncil.in/programmes/higher-education/newton-fund), BBSRC, ESRC, India's Ministry of Science and Technology (http://www.dst.gov.in/) and UKAid (https://www.gov.uk/international-development-funding/uk-aid-direct and https://www.ukaiddirect.org/) (Ref. BB/N005058/1).