How can police education successfully connect academic theory with the realities of operational practice?
In this latest UWE Bristol Policing blog, our colleague Tracey Payne reflects on the research and personal learning behind her MA Education dissertation. Drawing on the experiences of PCDA students and academic staff, Tracey explores where theory and practice complement one another, where tensions remain, and how teaching approaches can help student officers recognise the operational value of academic learning.
Alongside the research findings and recommendations, Tracey offers an honest account of completing a substantial research project while balancing professional responsibilities. Her reflections highlight the importance of curiosity, protected study time, supportive supervision and lifelong learning, not only for student officers, but also for those who teach and support them.
Aligning Theory and Practice: Reflections on My MA Research Journey
“I have no special talents. I am only passionately curious.”
Albert Einstein
When I came across this quote, it made me smile because it sums up my approach to this research journey. Curiosity about the experiences of PCDA students and the relationship between theory and practice motivated me throughout the project and, if anything, fuelled an even greater enthusiasm for research and lifelong learning.
Completing my MA Education dissertation, Aligning Theory and Practice: Exploring Dissonance and Congruence on the Police Constable Degree Apprenticeship (PCDA), has been one of the most challenging and rewarding experiences of my professional academic career. As both a former police officer and current academic, the research provided an opportunity to explore an issue that I have observed throughout my time in policing education: the relationship between academic theory and operational policing practice.
What Did the Research Find?
The study explored the experiences of a small number of students and academic staff on the PCDA programme, examining where theory and practice align well and where tensions emerge. Through surveys, interviews and a review of the literature, the research found that participants recognised the value of criminological theory, particularly theories such as Social Learning Theory and Adverse Childhood Experiences (ACEs), in helping officers better understand behaviour, vulnerability and decision-making. However, students sometimes struggled to see the direct relevance of certain academic concepts to their day-to-day operational duties. Although participants acknowledged that criminological theory could enhance critical thinking, ethical reasoning and understanding of behaviour, a recurring source of dissonance arose when theoretical frameworks appeared disconnected from operational realities. Academics reported that students were more likely to engage with theory when it was explicitly contextualised through real-life policing examples, reflective practice and scenario-based learning.
Analysis identified six themes that shaped participants’ experiences:
- Theory to Practice Alignment – difficulties in translating theory into operational practice.
- Curriculum Complexity and Misalignment – perceptions of academic overload.
- Cohort Dynamics and Engagement Patterns – the influence of peer groups and policing culture.
- Lecturer Strategies and Pedagogical Adaptations – approaches that successfully bridge theory and practice.
- Impact on Motivation and Identity Formation – the influence of learning on professional identity and confidence.
- Challenges and Cultural Resistance – ongoing resistance to degree-level policing education.
Importantly, the research also highlighted significant examples of existing good practice. Scenario-based learning, practitioner-led teaching, reflective practice and strong collaboration between the university and police service were all identified as effective ways of helping students make sense of theoretical concepts and apply them within operational settings.
Key Recommendations
While the findings demonstrated many strengths within the programme, several recommendations were identified to further strengthen theory and practice integration.
These included:
- Embedding more structured reflective practice throughout the curriculum.
- Increasing the use of real-world case studies and practitioner input.
- Exploring immersive technologies such as virtual and augmented reality.
- Involving alumni more regularly as mentors, guest speakers and role models.
- Creating safe spaces for discussion around challenging topics.
- Encouraging greater student participation in curriculum development.
- Developing curriculum heat maps to identify areas of perceived misalignment between theory and practice.
- Exploring the use of Cognitive Dissonance Theory exercises to support learning and professional development.
At the heart of the recommendations is a simple message: theory and practice should not be considered competing concepts. Instead, when effectively aligned, they can strengthen professional competence, critical thinking and evidence-based policing.
Reflecting on the Research Journey
Schön (1983) describes reflection as a key component of professional practice, enabling practitioners to learn from their experiences and improve future performance. Conducting my own research increased my understanding of the challenges experienced by students balancing work and study, allowing me to become a more reflective and empathetic educator.
One of the most important lessons I learned was understanding how I work best. As Mondays are my non-working day, I quickly realised that meaningful progress was achieved when I consolidated my research into dedicated blocks of time. It often takes me a while to fully immerse myself in a task, therefore trying to complete small pieces of work around a busy working week was not particularly effective.
Instead, I found that setting aside specific periods of uninterrupted time allowed me to become fully focused on the research. This meant that many weekends and non-working days became dedicated research days. While this required personal commitment and sacrifice, it also provided clarity and structure. During my working week I was able to focus entirely on supporting students, confident that dedicated time for my research had already been planned.
Towards the latter stages of the project, I was fortunate to utilise scholarly leave. This proved invaluable. Having protected time away from the day-to-day demands of my role enabled me to immerse myself completely in the project without feeling conflicted between competing responsibilities. The ability to focus solely on the research significantly increased my productivity and allowed me to complete several key stages of the dissertation.
The Value of Support
Although research can often feel like a solitary endeavour, I was fortunate to benefit from excellent support throughout the process.
My personal tutor provided an invaluable sense check at key stages of the project. Their encouragement, guidance and constructive challenge helped me maintain confidence during moments of uncertainty and ensured that I remained focused on the overall research objectives.
I also set myself a personal target of completing the dissertation two weeks before the submission deadline. Previous experience had taught me that the final checks associated with a substantial piece of work, reviewing references, citations, formatting, indexing and overall accuracy, can take far longer than expected, and I wanted to avoid the stress of completing these tasks against a looming deadline. Additionally, setting an earlier completion date helped create a clear endpoint and reduced the temptation to make continual amendments that added little value to the final submission. In hindsight, this proved to be the right decision.
By the end of the process, I can honestly admit that I had reached a point where I felt I had given everything I could to the project.
Looking Back and Looking Forward
“We do not learn from experience… we learn from reflecting on experience.”
John Dewey (1933)
A few months after submission, my perspective has changed again. Having had time away from formal study, I now find myself increasingly drawn back towards research and learning. What initially felt like relief at finishing has gradually become a renewed curiosity and enthusiasm for further academic enquiry.
Perhaps the greatest personal outcome from this experience has been the increased empathy I now have for my students. Conducting the research myself reminded me of the challenges associated with balancing professional responsibilities alongside academic study. It has made me more current, more understanding and, hopefully, better equipped to offer meaningful advice and support to those navigating similar challenges.
Finally, completing this journey alongside our PCDA students made the achievement even more special. To graduate at the same time as many of the student officers whose educational journeys I have supported throughout their degree felt particularly fitting. It served as a reminder that learning never truly stops, regardless of career stage or experience.
The dissertation may be complete, but the questions it raised and the enthusiasm it reignited continue to shape my thinking today. Research has not only enhanced my understanding of policing education; it has also reminded me why lifelong learning remains such a rewarding journey.
About the Author
Tracey Payne is a Senior Lecturer and Programme Leader for Year 3 of the Police Constable Degree Apprenticeship (PCDA) at UWE Bristol. After retiring from Avon and Somerset Police in January 2019 following 30 years of operational service, Tracey joined UWE a week later and played a key role in the design and delivery of the PCDA programme. Seven years on, Tracey remains committed to supporting student officers, driven by curiosity, continuous learning, and a passion for bridging theory and practice in police education.
References
Calaprice, A. (2011) The Ultimate Quotable Einstein. Princeton, NJ: Princeton University Press.
Dewey, J. (1933) How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Boston: D.C. Heath.
Schön, D.A. (1983) The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.
Editorial team
Paul Williamson (Editor-in-Chief); Claudia McCready (Senior Lecturer); Claire Bowers (Senior Lecturer); Eve Smietanko (Joint Programme Leader & Senior Lecturer) and Ian Lowe (Senior Lecturer).