From Indifference to Hostility: Police Officers, Organizational Responses and the Symbolic Value of ‘in-Service’ Higher Education in Policing

Views from the Frontline: Graduate Police Recruits on the Status of Evidence-based Practice

“…There are a growing number of police and academic partnerships and these offer opportunities for knowledge transfer between universities and police forces and more regular interaction between researchers and police officers about EBP and research needs (Hallenberg and Cockcroft, 2017;Crawford, 2017). These partnerships are also seen as helping to diffuse some of the historic tensions and barriers to research use by allowing for better mutual understanding of different professional realities.…”

Police subcultural influences on the transfer of training

“…More recent research related to performance expectations examined higher education of police officers in the UK using semi-structured interviews (Hallenberg and Cockcroft, 2017). This research noted that certain measures in the UK, such as the Policing Education Qualifications Framework (PEQF), have been adopted to raise educational attainment by officers.…”

Educating the recruited and recruiting the educated: Can the new Police Education Qualifications Framework in England and Wales succeed where others have faltered

“…Some reported their experience as one in which they had to work harder and were left feeling under great pressure to succeed (Macvean and Cox, 2012). More recently, there has been an increase in officers holding graduate qualifications (Bryant et al, 2014), which may reflect the growth in police–university partnerships and degree programmes in policing (Hallenberg and Cockcroft, 2017). This might also be indicative of broader trends in the education and skill sectors towards employer-led provision, embedding employability skills in curriculum and programme design (Cole and Tibby, 2013), and the introduction of degree apprenticeships developing technical and professional skills (Universities UK, 2016).…”

“…Firstly, it elevates the significance of broadening the scope of EBP to encompass issues including victimology, public protection and vulnerability, legitimacy, ethics, integrity, and procedural justice, as suggested byBrown et al (2018). Secondly, it reinforces the importance of ongoing evaluation of new entry route programmes to ensure there is no mismatch between core curriculum content and the learning, skills, and competencies police constables need to undertake their role in practice.While it is to be hoped that the PEQF offers real scope for progress, if meaningful change is to be realised the evidence base of knowledge underpinning policing and embedded in the PEQF should be extended and incorporated into the workplace Hallenberg and Cockcroft (2017). remark upon changing attitudes towards police officers holding educational qualifications noting the normalisation of officers with degree level credentials.…”