1. Dr Denise Martin Dr Andrew Wooff SIPR Annual Conference 14/12/17
Treading the front-line, Tartanisation and Police Academic Partnerships
Dr Denise Martin
Dr Andrew Wooff
SIPR Annual Conference
14/12/17

2. Introduction to pathways
Pathways to Policing project running for a couple years
Intention was to examine route into policing, including educational routes.
Policing pathways sought engagement from SIPR to examine possible options for developing HE routes- but never intentionally a full police degree
Alternative was to through partnership map police required skills and knowledge onto existing degree programmes in Scottish HEI’s.
Four institutions agreed to participate Glasgow Caledonian University, Abertay University, Napier University and University of the West of Scotland (UWS).
These institution all currently delivered criminology/Criminal Justice at undergraduate level and believed they could readily offer programme to students interested in pursuing a degree in policing.

3. Edinburgh Napier University experience
4 year BSc (Hons) Policing and Criminology launched in Sept 2018 ~ 25 students per year
Different ‘pathways’ through programme responding to Police Scotland priority areas (law, business and digital)
Policing programme fits with our research and teaching ethos – an applied institution with research expertise in policing
Special Constabulary central to programme
CPD potential – online modules in Y3/4
Part-time route may become available

4. University of the west of scotland experience
Approximate outline
Key points
Level 9 CJ
Police
Level 10 CJ
Trimester 1
Penology and Prisons (C)
Penology and Prisons
(O)
Dissertation
Police related Dissertation
Youth and Gang (O) Violence
Youth and Gang Violence (O)
Crime as Social Harm (O)
Contemporary Studies in Criminal Justice (O)
Security in a Global Age (O)
Trimester 2
Research and Inquiry 3 (40) (C)
R and I 3 (C)
Police Related Dissertation (C)
Negotiated Study (O)/Youth Justice
Policing Communities (C)
Victimology (O)
Crime Investigation (C)
Criminal Careers (O)
Comparative Justice (O)
Mapped onto existing degree from Level 9
In level 7 and 8 same modules as CJ degree also include police-related content
Criminal Law, Introduction to policing
Modules designed in innovative way to allow flexibility
Approximately 30 students
Beginning , first cohort graduate

5. Police-university Partnerships
Opportunities
Aligning evidence and police training much more closely
Linking research to education and leadership in policing
Forging closer links between the police and academic institutions
Research opportunities for police and academics (eg practitioner fellowship)
International opportunities strong links with countries like Norway
Challenges
Not always aligned in outlook: multiple models of police-university partnerships
Planning cycles can be challenging (movement of staff vs ~5 year planning)
Changing personnel – unsettling relationships
Building shared values, mutual trust and sense of purpose:
Clarifying purpose and priorities
Developing a shared commitment and collaborative advantages
For us maintaining critical distance and taking partnership approach is key for academic integrity and working in partnership

6. Police Scotland - Long term planning + professionalisation
Police Scotland and 2026
Ambitious Strategy aimed to ensure that Police Scotland meet the changing shape of society, meet new crime challenges and ensure safety and well being within communities.
Appreciation that to achieve this:
‘Failure to invest in our people and infrastructure will compromise our ability to deliver the policing service that Scotland needs.’
Strategic objective to:
Empower, Enable and Support our people
2026 aims to:
Create of better and diverse knowledge and skills base
Enable leadership across organisation
Appreciate need for flexibility of workforce
Encourage greater diversity
Achieved by:
New posts to examine staff training and development at every level, new strategies, training, extending collaborative parternships, Graduate Apprenticeship schemes
Remains to be seen if Degree route will be common place.

7. Conclusion Short-term: Medium-longer term: Theory and critique
At the start of a journey – lots of future opportunities
Fulfilling student needs
Getting the ‘nuts and bolts’ right
Medium-longer term:
Developing modules which can be taken as CPD
Part-time routes
Cross university MSc potential
Theory and critique
Understand the way in which Educational Routes have been implemented and they way this has been shaped by broader shifts both internally (organisational culture, myths realities and perceptions) and externally through reconfiguration of Professional work.