Professional Policing

Teaching is research led; the National Police Curriculum is developed and augmented by staff who have researched and written extensively on many areas of policing, from the history of policing and police leadership, multi-agency partnerships, public order and the hidden aspects of police corruption and deviance. Teaching will relate to real-world examples and ‘lived experiences’, whether in relation to police practice, the behaviour of individuals or the specifics of legislation, policy, procedures and strategies and implementation of such into practice. The teaching team will draw on relevant research, analysis and evaluation, use current literature such as Serious Case Reviews, government and policing reports, world news and social media publications and wider media sources, such as documentaries and podcasts, to consider and introduce alternative views, perspectives and evidence within the examination of policing and the wide, diverse and far-ranging societies and communities it serves. Teaching aims to encourage and support students to take responsibility for their own learning, to become increasingly independent and autonomous in their academic and professional development. This approach further seeks to foster an understanding and adoption of a lifelong approach to learning, firmly embedded in professional practice.

Teaching is fundamental in attaining this realisation through the integration of reflective practice throughout the programme across academic years. Theoretical modules provide the underpinning knowledge and intellectual skills as a foundation for both evidence-based practice and academic development. Students on the PPD will not be taught in isolated ‘policing only’ lectures; they will join inter-disciplinary modules (Law, Criminology and Sociology) throughout their degree studies so as to benefit from peer learning and differing perspectives to policing issues in order to further advance evidence based practice within their policing studies. This link with other academic disciplines, student bodies and Criminal Justice communities within a safe, learning environment is designed to encourage multi-agency working, broader thinking and enhance understanding of the wide reach of policing issues and strategies. This methodology is also designed to enhance communication skills between disciplines and encourage involvement of broader concepts in the design of evidence-based policing initiatives and research areas. Policing is not an isolated service in today’s modern society and therefore, those studying Professional Policing will also not be isolated from associated communities within the University student body.

Teaching adopts a blended, approach combining face to face, on campus learning with synchronous and asynchronous teaching sessions to creates a stimulating, flexible and exciting learning experience for students. Formal lectures and seminars are complemented by a ‘flipped classroom’ approach, a blended learning strategy that reverses traditional learning. It is an active learning approach that requires students to complete a range of pre-reading of key information provided via the VLE, prior to attending lectures, which then forms the basis of in-class discussion, activities, and projects.

Simulation opportunities provide a teaching methodology to bridge theory and practice and are designed to enable students to understand and interpret the application of theory in a safe practice environment. Simulation allows students to discover ways in which the theory helps them to tackle real world policing situations, engage in professional and ethical practice and to develop practical skills in a safe and supportive environment. In these simulations, students broaden their learning and experience, being able to take risks, make mistakes, evaluate alternative policing approaches, and hone skills in a safe learning environment. It also allows students to address their learning needs which cannot be assured in the opportunistic learning environment provided in the role of a front-line police officer. Simulation will be undertaken in environments as close to reality as possible, utilising wider University Schools and facilities including the Medical Training Facilities, where students will take part in an inter-disciplinary simulation involving nursing students, in tackling confrontational patients, mental health patients and uncooperative, intoxicated patients where human volunteers, experienced actors and mannequins will simulate patients. This approach allows students to engage in experiential learning closely aligned to their levels of knowledge and experience as well as preparing them for future multi-agency and interdisciplinary police incidents with competing priorities posing ethical dilemmas. Simulation will enhance student competence and confidence; it also promotes and develops the sense of professionalism.

In addition, meetings with Personal Academic Tutors are scheduled on at least four occasions in the first year and three occasions in each of the other years of a course. Students are also able to access tutorials with the module team and final year dissertation supervision. The University places emphasis on enabling students to develop the independent learning capabilities that will equip them for lifelong learning and future employment, as well as academic achievement. A mixture of independent study, teaching and academic support from Student Services and Library Services, and the Personal Academic Tutoring system enables students to reflect on progress and build up a profile of skills, achievements and experiences that will help them to flourish and be successful.