Run by School of History, Law and Social Sciences

20.000 Credits or 10.000 ECTS Credits

Semester 1 & 2

This module provides students with training on how to evaluate and analyse different approaches to policing. Students will learn to evaluate different options and solutions to a range of policing problems through development of skills relating to conducting empirical research. This element of the module will include training on how to apply qualitative and quantitative techniques and interpret findings from criminological research. Through specialist attachments and a critical analysis of response policing students will learn of current issues and concerns in need of further research and critical analysis.

This module examines different aspects of evidence based policing research. Classes will introduce various elements of the research process including the setting of research objectives and methodology. Students will reflect on current issues and the benefit of evidence based policing. Students will also examine the challenges faced in response policing and in specialist areas of policing through group discussion and specialist attachments. Learning in this module is supplemented with a range of online educational resources and workplace learning.

Session Workshop 1 Evidence-Based Policing: Examining the role of evidence based policing 2 Evidence-Based Policing: Systematically reviewing and critically evaluating evidence 3 Research Methods and Skills: Design and methodology

4 Research Methods and Skills: Analysis and review

5 Response Policing: Theories on human behaviour in the context of response 6 Response Policing: Roles, responsibilities and best practice when attending incidents 7 Reviewing attachment experiences & module content 8 Reviewing attachment experiences & module content

Attachments During Year 2, both PCDA students will undertake a period of professional attachment to each of the key areas, these being: Criminal Investigation Department, Intelligence, Roads Policing, and Community Policing. Within North Wales Police Response Policing will not be considered as an attachment as this is the core role student police officers will undertake on a daily basis. Evidence for this area will be captured during the Operational Competency Portfolio (OCP).

PCDA students will complete 2 days in each of the above four areas in the company of a tutor or experienced police officer/ member of staff. This attachment would allow the officers sufficient opportunity to achieve the learning/experience benefits expected in that that particular role. To guide the learners during the attachment phases an attachment workbook has been developed to mirror the learning outcomes to ensure a comprehensive structure is in place.

In addition to the classes provided distance learning based material (this will include Panopto recordings, video resources and web based learning resources) will be provided via blackboard to supplement students learning. Students will be expected to access these resources following workshops in order to assist in the completion of assessment tasks and further explore key learning outcomes.

excellent

Excellent work = Grades A* to A-

Significant critical analysis of relevant academic literature, legislation and police procedure

Use of relevant texts and academic literature (including the texts suggested in class + other students have found through independent study)

Where relevant use of real world examples and experiences to illustrate theory in practice

Accurate use of citation and quotation

good

Good work = Grades B+ to C-

Some critical analysis of relevant academic literature, legislation and police procedure

Use of relevant texts and academic literature (texts suggested in class)

General use of real world examples and experiences to illustrate theory in practice

Accurate use of citation and quotation

threshold

Acceptable work = Grades D+ to D-

Very little critical analysis of relevant academic literature, legislation and police procedure

Limited use of relevant texts and academic literature (texts suggested in class)

Heavy reliance on real world examples and experiences to illustrate theory in practice

Limited but accurate use of citation and quotation

1. Demonstrate an understanding of the foundations of research methods - Learning outcome 1

2. Show a critical understanding of the range of research methods available for evidence based policing - Learning outcome 2

3. Critically review key issues relating to the complexity and challenges of operational policing - Learning outcome 5

4. Know how to systematically review and critically evaluate available evidence - Learning outcome 4

5. Be able to apply particular methods or a selection of methods appropriately with regard to evidence based policing - Learning outcome 3

6. Examine relevant theories and case examples in relation to response policing - Learning outcome 6

Type	Name	Description	Weight
	Research Proposal		50.00
	Research Protocol		50.00

		Hours
Work-based learning	Development of the OCP and work as a Police Constable are a key part of the module.	172
Workshop	Students will attend 8 half day workshops	28

• Literacy - Proficiency in reading and writing through a variety of media
• Numeracy - Proficiency in using numbers at appropriate levels of accuracy
• Computer Literacy - Proficiency in using a varied range of computer software
• Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
• Exploring - Able to investigate, research and consider alternatives
• Information retrieval - Able to access different and multiple sources of information
• Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
• Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
• Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
• Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
• Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
• Mentoring - Able to support, help, guide, inspire and/or coach others
• Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
• Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
• Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
• Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
• Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in

Talis Reading list

http://readinglists.bangor.ac.uk/modules/hpo-2012.html

Reading list

MCB University Press. (1997), Policing: an international journal of police strategies & management, Bradford, England: MCB University Press,

Pakes Francis (2012), Comparative Criminal Justice, Taylor & Francis eBooks A-Z

Trevor Jones; Tim Newburn (2006) Plural Policing: A Comparative Perspective, Taylor & Francis eBooks A-Z

Perry, Walter L.; Mcinnis, Brian; Price, Carter C.; Smith, Susan C.; Hollywood, John S. (2013) Predictive Policing - The Role of Crime Forecasting in Law Enforcement Operations﷟HYPERLINK "https://whel-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=TN_jstor_books_oaj.ctt4cgdcz&context=U&vid=44WHELF_BANG_VU4&lang=en_US" ,Cambridge, UK;, RAND Corporation Open Access Books (JSTOR)

﷟HYPERLINK "https://whel-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=TN_jstor_books_oamg1102&context=U&vid=44WHELF_BANG_VU4&lang=en_US"Treverton, Gregory F. ; Wollman, Matt ; Wilke, Elizabeth ; Lai, Deborah (2011) Moving Toward the Future of Policing﷟HYPERLINK "https://whel-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=TN_jstor_books_oamg1102&context=U&vid=44WHELF_BANG_VU4&lang=en_US" Open Access Books (JSTOR), Santa Monica, CA; Arlington, VA; Pittsburgh, PA: RAND Corporation

Hunt, Priscillia ; Saunders, Jessica ; Hollywood, John S. (2014) Evaluation of the Shreveport Predictive Policing Experiment, RAND Corporation, Open Access Books (JSTOR) ﷟HYPERLINK "https://whel-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=TN_jstor_books_oaj.ctt14bs27t&context=U&vid=44WHELF_BANG_VU4&lang=en_US"

Compulsory in courses:

• L438: BSc Professional Policing Practice (Degree Apprenticeship) year 2 (BSC/PPP)