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The purpose of this study is to investigate the presence of quality assurance, risk management, and audit practices at the municipal, provincial and federal levels of law enforcement in Canada. Based on open‐ended interviews and surveys with management of law enforcement agencies, the study attempts to determine the extent to which these practices are in place, the structure of managing these functions, including the tools that are used to do so and the role of these functions within the organization.

The survey was sent to 104 police services, which are represented in the Canadian Association of Chiefs of Police. A total of 30 people responded on behalf of 23 police agencies. The survey was supplemented with in‐depth interviews with selected police services.

There was a high level of consensus around the reasons for undertaking these processes and the rankings were also remarkably consistent. The way in which risks are defined varies from organization to organization but some common patterns emerge. The top risks are those associated with the external environment (80.77 per cent) and operational risks (76.92 per cent).

The study confirmed the challenges associated with establishing rigorous professional standards, while balancing the interests of different stakeholders in the development and application of the process.

This chapter provides an introduction to how the inquiry-based learning (IBL) approach is being used by colleges and universities around the world to strengthen the interconnections between teaching, learning, and research within the arts, humanities, and social sciences. This chapter provides a synthesis and analysis of all the chapters in the volume, which present a range of perspectives, case studies, and empirical research on how IBL is being used across a range of courses across a range of institutions within the arts, humanities, and social sciences. The chapter argues that the IBL approach has great potential to enhance and transform teaching and learning. Given the growing demands placed on education to meet a diverse range of complex political, economic, and social problems and personal needs, this chapter argues that education should serve as an incubator where students are part of a learning community and where they are encouraged to grow cognitively, emotionally, and socially by taking increasing responsibility for their own learning.