Ian K. Pepper and Ruth McGrath
The purpose of this paper is to assist in identifying the value to the student of the College of Policing approved Certificate in Knowledge of Policing (CKP), whilst identifying…
Abstract
Purpose
The purpose of this paper is to assist in identifying the value to the student of the College of Policing approved Certificate in Knowledge of Policing (CKP), whilst identifying some of the challenges encountered by both students and staff.
Design/methodology/approach
The research involved students completing self-administered questionnaires both on commencing their study of the CKP and completing the programme. Written student feedback was also collected and a focus group was facilitated with the academic teaching staff. The research approach adopted was aimed at influencing the development of the programme, whilst establishing the value of the CKP to students.
Findings
The research suggests that completing the CKP did not significantly influence the students’ career choice, however, it did have a positive impact on the development of their confidence in terms of applying for the role of a police officer. Both staff and students identified the quantity of the knowledge to be taught and learnt, with staff also reporting the additional benefit to them of refreshing their subject knowledge.
Research limitations/implications
The external validity of this research beyond the sample group is limited, due to, for example, different programmes of study at different institutions, etc., however, the findings are informative. The reliability of the research is good, however, it must also be considered the behaviour of respondents may have been influenced by taking part in the research. Further longitudinal research should be conducted following cohorts of students completing the CKP through initial application to employment.
Practical implications
The CKP is currently viewed by many as an educational package to be completed prior to an application for employment as a police officer, whereas consideration should be given to using the CKP as a way to inform and build an individual’s confidence that the police officer role is the career for them, or otherwise.
Originality/value
This research has identified how, amongst this group of students, completing the new concept of a pre-employment CKP, approved by the College of Policing, has increased their confidence in applying to become a police officer. As such, this is of value to those teaching the CKP and the College of Policing.
Details
Keywords
Ian K. Pepper and Ruth McGrath
The purpose of this paper is to examine the benefits of pre‐employment education and training and its impact on the students' choice of career paths. It focuses on a programme…
Abstract
Purpose
The purpose of this paper is to examine the benefits of pre‐employment education and training and its impact on the students' choice of career paths. It focuses on a programme delivered in partnership between Teesside University and a North East Police Force, and provides a model for future pre‐employment education and training.
Design/methodology/approach
The paper describes the formation of a partnership approach to the delivery of a pre‐employment programme, and researches its impact on decisions for career selection.
Findings
Research evaluation offers evidence to support the hypothesis that a pre‐employment programme can significantly impact on decision making when changing or selecting career paths. It also emphasises the value of taking a partnership approach in delivery and content.
Practical implications
The paper could provide a model for pre‐employment education and training programmes in other work‐based fields. A key feature in this model is the partnership approach when determining content and delivery, which in turn provides students with first hand insights into a variety of police‐related occupations.
Originality/value
The paper focuses on the impact of taking a partnership approach to programme content and delivery. The findings support the benefits to students of a university and police partnership when informing learners of their possible future career paths.
Details
Keywords
Reviews the latest management developments across the globe and pinpoints practical implications from cutting‐edge research and case studies.
Abstract
Purpose
Reviews the latest management developments across the globe and pinpoints practical implications from cutting‐edge research and case studies.
Design/methodology/approach
This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.
Findings
On the whole, interest shown in career roles increased in most areas across the represented age groups and from participants of both genders. This may be an indication of the success of those engaged in delivery of individual sessions in presenting an enthusiastic and motivating representation of roles within the police service. This specific pre‐employment course had an effect in strengthening the resolve of and raising interest and awareness levels amongst participants, solidifying their desire to aim to work within a police environment.
Practical implications
Provides strategic insights and practical thinking that have influenced some of the world's leading organizations.
Originality/value
The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy‐to‐digest format.
Details
Keywords
The final report of the Butter Regulations Committee has now been published and it is earnestly to be hoped that Regulations based on the Committee's Recommendations will at once…
Abstract
The final report of the Butter Regulations Committee has now been published and it is earnestly to be hoped that Regulations based on the Committee's Recommendations will at once be framed and issued by the Board of Agriculture. It will be remembered that in an Interim Report the Committee recommended the adoption of a limit of 16 per cent. for the proportion of water in butter, and that, acting on this recommendation, the Board of Agriculture drew up and issued the “Sale of Butter Regulations, 1902,” under the powers conferred on the Board by Section 4 of the Food Act of 1899. In the present Report the Committee deal with the other matters referred to them, namely, as to what Regulations, if any, might with advantage be made for determining what deficiency in any of the normal constituents of butter, or what addition of extraneous matter other than water, should raise a presumption until the contrary is proved that the butter is not “genuine.” The Committee are to be congratulated on the result of their labours—labours which have obviously been both arduous and lengthy. The questions which have had to be dealt with are intricate and difficult, and they are, moreover, of a highly technical nature. The Committee have evidently worked with the earnest desire to arrive at conclusions which, when applied, would afford as great a measure of protection—as it is possible to give by means of legislative enactments—to the consumer and to the honest producer. The thorough investigation which has been made could result only in the conclusions at which the Committee have arrived, namely, that, in regard to the administration of the Food Acts, (1) an analytical limit should be imposed which limit should determine what degree of deficiency in those constituents which specially characterise butter should raise a presumption that the butter is not “genuine”; (2) that the use of 10 per cent. of a chemically‐recognisable oil in the manufacture of margarine be made compulsory; (3) that steps should be taken to obtain international co‐operation; and finally, that the System of Control, as explained by various witnesses, commends itself to the Committee.
Ian Pepper, Colin Rogers, James Turner, Nick Louis and Bronwen Williams
This paper aims to explore perceptions and provides insights, from students who volunteer in policing whilst also studying the college of policing licenced professional policing…
Abstract
Purpose
This paper aims to explore perceptions and provides insights, from students who volunteer in policing whilst also studying the college of policing licenced professional policing degree (PPD) in Wales. It examines issues that act as enablers and blockers to volunteering in this public service, which also provides opportunities to develop their employability towards the careers to which they aspire. The paper provides insights from students and makes recommendations of interest to multiple stakeholders locally, regionally, nationally and internationally regarding attracting and recruiting volunteers.
Design/methodology/approach
Focus groups were conducted with students at three separate universities in the South and West of Wales. These undergraduate students were volunteers in different police forces and agreed to take part in connection with their experiences. The results were analysed using NVivo to establish commonalities.
Findings
The paper provides empirical insights concerning the issues surrounding the way those undergoing the process for recruitment as volunteers within policing are either hindered (blocked) or assisted (enabled). It identifies specific problematic areas as well as areas which have been of assistance. Policy makers, educators and recruiters should be aware of such blockers and enablers when considering adopting volunteering as an opportunity to enhance student employability. It also has resonance for other forms of volunteering in alternate public services.
Research limitations/implications
This research is limited to those volunteers who are undertaking the licenced PPD at three separate universities in Wales. Although the research adds to the broader evidence-base with regards to volunteering and its use to enhance employability.
Practical implications
The paper includes practical implications for multiple stakeholders including university programme educators, administrators and decision makers in policing with regards to volunteering, employability, programme structures and process management.
Originality/value
The research is based upon the experiences and perceptions of those individuals who are actually engaged in volunteering.
Details
Keywords
This paper aims to consider the training provided to Volunteer Police Cadet (VPC) Leaders in police forces across England and Wales who, as part of the wider policing volunteer…
Abstract
Purpose
This paper aims to consider the training provided to Volunteer Police Cadet (VPC) Leaders in police forces across England and Wales who, as part of the wider policing volunteer family, lead organised youth development activities for uniformed police cadets.
Design/methodology/approach
An online ethically approved questionnaire was administered to volunteer leaders across six VPC schemes hosted by police forces in England and Wales. The sample population being selected due to their geographical spread across both nations, along with the similarities of their VPC schemes. The questionnaire collected demographic information of respondents, then used a blend of closed questions. Likert scales and free text boxes to explore attitudes.
Findings
The training for the volunteer leaders seems to focus on the mandated elements provided to protect the cadets from harm and also the organisation from litigation. With little development of additional knowledge, skills and behaviours (and in some cases required qualifications) to enhance the service and opportunities delivered to the young people by the volunteers.
Research limitations/implications
Due in part to the limited response rate, this research cannot claim to be representative of all individuals engaged in this voluntary role; it does however provide insights into the training of such volunteers.
Practical implications
The research informs the decision makers of how the training of volunteer cadet leaders within forces seems to focus on the completion of the mandatory elements, with little further development of the volunteers to deliver both varied and challenging activities for the cadets.
Originality/value
The research provides an insight for decision makers on how the training of volunteer cadet leaders within forces seems to focus on the mandatory elements, with few opportunities for further development of volunteer leaders to deliver new, varied and challenging activities for the cadets.
Details
Keywords
Ian Pepper, Ian Brown and Paul Stubbs
As the police service across England and Wales moves towards degree-level study for new recruits as a component of recognising the profession of policing, this paper describes and…
Abstract
Purpose
As the police service across England and Wales moves towards degree-level study for new recruits as a component of recognising the profession of policing, this paper describes and discusses the introduction of the Police Constable Degree Apprenticeship (PCDA) and the core skills of evidence-based policing (EBP) as an educational theme for solving work-based problems.
Design/methodology/approach
Authored by both policing practitioners and researchers, this paper refers to key literature whilst exploring the implementation of the PCDA as a component of a Policing Education Qualifications Framework (PEQF). It highlights some of the challenges faced with its implementation along with the benefits of the adopting this degree-level education and work-based programme where EBP is embedded in to both study and professional practice.
Findings
There are significant benefits to the police service of adopting the PCDA as one of the entry routes for new police constables and embracing the educational development and professional application of EBP. However, this does not come without a number of challenges for the service and the professional body for policing.
Originality/value
This paper, co-authored by both policing practitioners and researchers, provides a contemporary view on the introduction of the PCDA as an initial entry route for new police constables and the embedding of EBP within both their learning and professional practice. As the first graduates complete their studies, the paper discusses the opportunities the adoption presents and the challenges it faces both locally and nationally.
Details
Keywords
Ian Pepper, Colin Rogers and James Turner
First-line leaders across the emergency services are instrumental in leading the development of a workforce fit to face current and future challenges. As such in addition to…
Abstract
Purpose
First-line leaders across the emergency services are instrumental in leading the development of a workforce fit to face current and future challenges. As such in addition to utilising their specific craft, leaders need to be equipped to understand and apply evidence-based practices. With a focus on first-line leadership in policing, this paper will have both national and international resonance for those organisations attempting to embed an evidence-based culture.
Design/methodology/approach
The paper utilises a review of literature to develop a viewpoint identifying challenges and benefits of the adoption of evidence-based policing (EBP) by first-line leaders.
Findings
First-line leaders, whether police officers, police staff or volunteers, require opportunities to develop their own knowledge, understanding and skills of applying EBP in the workplace. Acknowledging challenges exist in the widespread adoption of EBP, such learning, at the appropriate educational level, will enable leaders to effectively champion the adoption of EBP, informing both their own decision-making and professional practices as well as those across their teams.
Practical implications
The first-line leader role is highly influential, as such, it is essential that these leaders develop their knowledge, understanding and application of EBP in the workplace in order to lead the expected cultural change.
Originality/value
This paper provides a current framework for the understanding of the context and potential impact of educationally levelled formal leadership learning required to champion the broad adoption of EBP across policing.
Details
Keywords
Ian Pepper, Carol Cox, Ruth Fee, Shane Horgan, Rod Jarman, Matthew Jones, Nicoletta Policek, Colin Rogers and Clive Tattum
The Quality Assurance Agency (QAA) for Higher Education in the UK focuses on maintaining, enhancing and standardising the quality of higher education. Of significant impact are…
Abstract
Purpose
The Quality Assurance Agency (QAA) for Higher Education in the UK focuses on maintaining, enhancing and standardising the quality of higher education. Of significant impact are the development of subject benchmark statements (SBS) by the QAA, which describe the type and content of study along with the academic standards expected of graduates in specific disciplines. Prior to 2022, the QAA did not have a SBS to which higher education policing programmes could be directly aligned.
Design/methodology/approach
Over 12-months, a SBS advisory group with representatives from higher education across England, Scotland, Wales and Northern Ireland, The College of Policing, QAA, Police Federation of England and Wales and policing, worked in partnership to harness their collective professional experience and knowledge to create the first UK SBS for policing. Post publication of the SBS, permission was sought and granted from both the College of Policing and QAA for members of the advisory group to reflect in an article on their experiences of collaborating and working in partnership to achieve the SBS.
Findings
There is great importance of creating a shared vision and mutual trust, developed through open facilitated discussions, with representatives championing their cause and developing a collaborative and partnership approach to completing the SBS.
Practical implications
A collaborative and partnership approach is essential in developing and recognising the academic discipline of policing. This necessarily requires the joint development of initiatives, one of which is the coming together of higher education institutions, PSRBs and practitioner groups to collaborate and design QAA benchmark statements.
Social implications
The SBS advisory group has further driven forward the emergence of policing as a recognised academic discipline to benefit multiple stakeholders.
Originality/value
The SBS for policing is the first across the UK. The authors experiences can be used to assist others in their developments of similar subject specific benchmarking or academic quality standards.