This article discusses the development and good practice of an undergraduate collaborative partnership module between police practitioners and academics meeting the challenges for teaching partnerships within higher education. Through innovative curriculum design and the application of the Student as Producer model, the article considers aspects of student engagement, ownership of learning journeys and shared dialogues. The case study was developed to strengthen existing productive links with policing and offer real-life collaboration on contemporary police studies. The module has impacted on student learning and has institutionally embraced professional practice in teaching through designing ‘academic practice as learning’.
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