Innovative approaches to embedding evidence-based policing,supporting police learning and continuing professional development: Reflections from a police–academic partnership

Abstract

The police education and learning framework in England and Wales has changed dramatically over the past decade, with little empirical evidence available to understand how police officers learn and what pedagogies are most effective. This article provides a discussion on the use of innovative approaches in police learning, specifically relating to evidence-based policing (EBP), using methods designed to enhance engagement with EBP among in-service officers and staff. It offers a reflection on activities undertaken between 2017 and 2021 in one UK police force, facilitated by a police–academic partnership with a local university. The successful formation of an EBP community of practice allowed us to offer a series of fun and engaging learning opportunities for in-service staff and officers. This enabled them to both share and develop their knowledge and to build networks to facilitate peer-to-peer support in understanding and implementing evidence-based practices. The approach appears to have removed some of the barriers to EBP noted previously in the literature, enabling officers and staff to engage more effectively with academics, and with opportunities for development, and to better appreciate the value of research-informed approaches to enhancing policing practices. This article also makes recommendations for further research to explore ‘what works’ in relation to police learning, building an evidence base to inform the development of more effective learning strategies and programmes for use with new and in-service officers.