This is a wide-ranging module that consolidates learning in relation to the concepts and practicalities of being a Police Constable, including:

Prevention & Problem Solving (Evidence Based Policing)¿

Community Policing & Partnership Working

Leadership & Teamworking



This module descriptor was formulated with due reference to:

The required learning outcomes and indicate content set by the College of Policing in the National Policing Curriculum.

The Knowledge, Skills and Behaviours required by the National Apprenticeship Standard for the Police Constable role.

The subject benchmark statement for policing defined by the Quality Assurance Agency (QAA) for Higher Education.

A single research proposal will assess all three Learning Outcomes. Students will be asked to identify a local policing problem and develop a research proposal which can examine potential strategies to solve the problem. This will form the basis of the final year capstone project.

Evaluate aspects of evidence-based policing and its application to policing in practice

Application, Knowledge & Understanding, Enquiry, Analysis, Problem Solving

Apply policing theory and appropriate research methods to solve local policing problems

Application, Communication, Knowledge & Understanding, Enquiry, Analysis, Problem Solving

Identify local policing problems and communicate recommendations for an effective problem-solving plan

Reflection, Learning, Application, Communication, Enquiry, Analysis, Problem Solving

Learning for this module will be based around students committing 40 hours of off-the-job learning this being split between 20 hours of direct contact with teaching staff and 20 hours of independent study and workplace learning.

The module will be delivered through a combination of lectures, workshops, and practical exercises. Students will be encouraged to engage in group discussions, peer review, and communication exercises. There will be regular sessions of formative assessment and academic support/tutorials will be available throughout the module. They will also have access to online resources and guidance for academic writing, data visualization, and digital communication.

Blackboard VLE

MS Teams

University library and associated online learning materials.

Live streaming/recording equipment/software.

Research Skills & Local Problem Solving

Badke, W. B. (2017). Research strategies: Finding your way through the information fog. iUniverse.

Bell, J. (2014). Doing your research project: A guide for first-time researchers. McGraw-Hill Education.

Byrne, D. (2016) Research ethics. Los Angeles, CA: SAGE Publications, Inc.¿¿

Dawson, C. (2009) Introduction to research methods: a practical guide for anyone undertaking a research project. 4th ed. Oxford: How To Books.¿

Fleming, J. and Wingrove, J. (2017) ‘“We Would If We Could … but Not Sure If We Can”: Implementing Evidence-Based Practice: The Evidence-Based Practice Agenda in the UK’, Policing¿: a journal of policy and practice, 11(2), pp. 202-. Available at: https://doi.org/10.1093/police/pax006.

Heyvaert, M., Onghena, P. and Hannes, K. (2017) Using Mixed Methods Research Synthesis for Literature Reviews, Using Mixed Methods Research Synthesis for Literature Reviews. Thousand Oaks: SAGE Publications, Inc. doi:10.4135/9781506333243.¿¿

McMillan, K. and Weyers, J.D.B. (2014) How to complete a successful research project. Harlow: Pearson.¿

Oliver, P. (2010) The student’s guide to research ethics. 2nd ed. Maidenhead: McGraw-Hill/Open University Press.¿

Walliman, N.S.R. (2011) Your research project¿: designing and planning your work. 3rd ed. London: SAGE.¿¿

Walliman, N. (2018) Research Methods: The Basics. 2nd edn. Routledge. doi:10.4324/9781315529011.¿

Walliman, N. and Baiche, B. (2001) Your research project: a step-by-step guide for the first-time researcher. London: SAGE.¿¿

What are the practical steps for doing a research project? (2018). London: SAGE Publications Ltd.¿

Yang, K. (2010) Making sense of statistical methods in social research. Los Angeles: SAGE.



Policing Theory

Key Texts

Bryant and Bryant (2020) Blackstone’s Handbook for Policing Students: Oxford; Oxford University Press

Carrabine, E. et al. (2014) Criminology: a Sociological Introduction. London, Routledge.

Harrison, J. (2012). Study skills for criminology. London, Sage.

Finch, E., & Fafinski, S. (2012). Criminology skills. Oxford, United Kingdom: Oxford University Press.

Jewkes, Y. and Leatherby, G. (eds.) (2002). Criminology: A Reader. Sage.

Maguire, M., Morgan, R., & Reiner, R. (eds.) (2012). The Oxford handbook of criminology. Oxford, Oxford University Press.

Newburn, T. (2017) Criminology. London, Routledge.

McLaughlin, E. and Muncie, J. (eds.) (2012). The Sage Dictionary of Criminology (3rd edition). London, Sage.

Tierney, J. and O Neill, M. (2009) Criminology: Theory and Context. London, Pearson.

Treadwell, J. (2012) Criminology: The Basics. London, Sage.



Police in Contemporary Society

Bittner, E. ( 2005) `Florence Nightingale in pursuit of Willie Sutton: A Theory of the Police` in Newburn, T. (ed.) Policing, Key Readings: Willan pp 150-172.

Chapman, B. (1970) Police State (Key Concepts in Political Science) : Macmillan

Klockars, C. (1981) The Idea of Police: Sage

Mawby, R.C. & Wright, A (2003 & 2008) ‘The Police Organisation’ in Newburn, T. (ed.) The Handbook of Policing. : Willan

McLaughlin, E. (2007). The New Policing, Sage.

Reiner, R. (2000) The Politics of the Police: OUP



Designing Out Crime

Goldstein, P. J., (1985) ‘The drugs/violence nexus: a tripartite conceptual framework’, Journal of Drug Issues, Vol. 15, pp. 493–506.

Jacobs, B. A., and Wright, R. (1999) ‘Stick-up, street culture and offender motivation’, Criminology, 37(1), pp. 149-174

Kristie, R. (2012) ‘Understanding decisions to burglarise from the offender’s perspective’, UNC Charlotte



Offending, Desistance and Early Intervention

Bandura, A. (1978), “Social Learning Theory of Aggression” in Journal of Communication, (28): 3, pp.12- 29.

Cressey, D. (1960), “The Theory of Differential Association: An Introduction” in Social Problems, (8): 1, pp. 2-6.

Farrell, S. and Calverley, A., 2006. Understanding desistance from crime: Emerging theoretical directions in resettlement and rehabilitation.

Farrington, D. P. (2001). Key results from the first forty years of the Cambridge study in delinquent development. New York: Kluwer/Plenum, in press

Laub, J.H., Rowan, Z.R. and Sampson, R.J., 2018. The age-graded theory of informal social control. The Oxford handbook of developmental and life-course criminology, pp.295-322

Maruna, S., Wilson, L. and Curran, K., 2006. Why God is often found behind bars: Prison conversions and the crisis of self-narrative. Research in human development, 3(2-3), pp.161-184.

Maruna, S., 2001. Making good (Vol. 86). Washington, DC: American Psychological Association.

Moffitt, T.E., 1997. Adolescence-limited and life-course-persistent offending: A complementary pair of developmental theories. Developmental theories of crime and delinquency, 7, pp.11-54.

Rodermond, E., Kruttschnitt, C., Slotboom, A., & Bijleveld, C. (2015). Female desistance: A review of the literature doi:10.1177/1477370815597251

Sommers, I., Baskin, D.R. and Fagan, J., 1994. Getting out of the life: Crime desistance by female street offenders. Deviant Behavior, 15(2), pp.125-149

Zembroski, D. (2011), “Sociological Theories of Crime and Delinquency” in Journal of Human Behaviour in the Social Environment, (21): pp. 240-254.

In this intermediary module, you will delve deeper into the area of evidence-based policing, enhancing your research and problem-solving skills to tackle real-world operational challenges faced by police officers.

Through an exploration of evidence-based policing principles, you will gain a comprehensive understanding of the importance of data-driven decision-making and the integration of research findings into policing practices. By evaluating various aspects of this approach, you will develop a critical perspective on its application, strengths, and limitations within the practical context of policing communities.

Building upon the foundational knowledge acquired in your previous year of study, you will further enhance your ability to apply policing theory and appropriate research methods to address local policing problems. This hands-on experience will equip you with the analytical tools necessary to identify underlying issues, formulate hypotheses, and devise innovative solutions grounded in empirical evidence.

Moreover, you will refine your ability to identify and analyse local policing problems effectively. You will learn to dissect complex situations, recognising patterns, trends, and contributing factors. This skill set will empower you to communicate clear and actionable problem-solving plans, facilitating effective collaboration with stakeholders and driving positive change within communities.

The module will prepare you for your final year evidence-based research project, where you will apply the knowledge and skills acquired to conduct independent research and contribute to the advancement of policing practices.