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This article is timely due to the current high attrition of officers (National Police Chiefs Council, 2023) and will explore the literature surrounding retention and attrition of officers, the impact of this on trust and confidence, and the need to understand the reasons why officers join the service coupled with their expectations of the police as a long-term career (>10 years).

This research will describe a study using a survey that examined views of 120 new recruits from 3 UK police forces on why they joined the service.

It notes that many still see the police service as a long-term career and indicate little intention of leaving, raising further questions surrounding the reasons for the current high attrition rates. It concludes with where police forces could focus to improve retention, suggesting some reasons for the attrition such as low job satisfaction, poor welfare and organisation culture, and some practical suggestions as to where police forces could focus to improve retention.

Albeit this research was sent to a small sample (n = 127) and did not address shift work issues or welfare support, it will serve as a foundational pilot. The research initial findings can inform future studies with more detailed analyses and targeted strategies to enhance officer retention and public trust in the police force.

The research aims to provide insights into how recruitment motivations and job satisfaction impact long-term retention.

This research highlights the significance of examining the reasons for new recruits joining the service, and of implementing retention strategies prioritising stability, officer support, and community engagement to cultivate a trusting relationship between the police and the public.

This study was designed to examine if current new police officers still view the police as a long-term career choice and to identify if their reasons for joining the service have changed with the current political climate of policing in the UK.

Gender equality plans (GEPs) are currently the preferred approach to initiate structural change towards gender equality in research organisations. In order to achieve structural change, GEPs have to be more than just a formally adopted institutional policy. Effective GEPs lead to a transformation of gendered practices and thus to structural change. This chapter presents the innovative approach developed for an H2020 structural change project and its theoretical background. We argue that due to the dual logic, which characterises academic organisations, the organisational logic and the academic logic, change is a complex endeavour. To deal with this complexity, one of the main functions of a GEP is to provide space and initiate reflexivity at an individual as well as at an institutional level. A theory of change approach supports reflexivity in all stages of a GEP as it ensures that basic assumptions of the institutional change process are questioned and reflected on by the different stakeholder groups involved in the implementation.

The history of Catholic Teacher Education is linked to the growth and development of Catholic schools that began in the early nineteenth century. The Catholic Church struggled to recruit enough certificated teachers and relied heavily on pupil teachers. This began to be resolved with the opening of Notre Dame College, Glasgow, in 1895 and St Margaret's College, Craiglockhart, in 1920. The two Colleges would merge into the national St Andrew's College in 1981. This national college would undertake a further merger with the University of Glasgow in 1999 to become part of the newly formed Faculty of Education, later School of Education. The School of Education continues to discharge the mission to prepare teachers for Catholic schools.

Research-funding organisations (RFOs) and research-performing organisations (RPOs) are in a privileged position to significantly reshape the research and innovation landscape – not only by implementing gender equality plans (GEPs) as institutions but also in terms of the relationship and potential impact of these plans on the institutional context in which they are embedded. This paper reflects on the content and methodology of the GEP implementation at two RFOs and one non-university RPOs. Grounded in the knowledge base of each organisation, the analysis provides insights and expert feedback in order to understand to what extent and under which conditions GEPs are a systematic and comprehensive policy in promoting structural change that has a high potential impact on research policy definition and funding. Reviewing the internal assessment phase, the preliminary steps in the design process as well as the implementation and monitoring phase, the analysis detects both the strengths and challenges or resistance connected to external and internal factors as well as the specific strategies that small organisations employ to promote and sustain organisational and cultural change.