Tag: Apprenticeships

Passionately curious: Bridging Theory and Practice in Police Education

Author Paul Williamson | Posted on

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:

  1. Theory to Practice Alignment – difficulties in translating theory into operational practice.
  2. Curriculum Complexity and Misalignment – perceptions of academic overload.
  3. Cohort Dynamics and Engagement Patterns – the influence of peer groups and policing culture.
  4. Lecturer Strategies and Pedagogical Adaptations – approaches that successfully bridge theory and practice.
  5. Impact on Motivation and Identity Formation – the influence of learning on professional identity and confidence.
  6. 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).

A Day in the life of an Apprenticeship Coordinator

Author Paul Williamson | Posted on

Ever wondered what goes on behind the scenes to ensure the seamless training and development of future policing professionals? In this week’s blog, we will hear about a day in the life of Steve Concannon, a dedicated Apprenticeship Coordinator at the University of the West of England (UWE) Bristol. Steve’s role is pivotal in bridging the gap between academic learning and practical experience, ensuring that our apprentices are not only well-educated but also well-prepared for the realities of modern policing.

Whether you are a current policing apprentice, prospective applicant, or simply curious about the inner workings of our policing programme, this behind-the-scenes look will give you a newfound appreciation for the tireless efforts of those who support our Police Constable Degree apprentices every step of the way.

Can you tell us a bit about your background and what inspired you to become an Apprenticeship Coordinator?

Prior to finding a bit of direction in life, I spent around 9 years working for a well-known global financial organisation. Departing in 2007, the financial crash occurred in 2008. Coincidence? Yes, absolutely.

Following that, I coached football in the USA for a couple of years. Living in New Jersey, I also got to work in fantastic places such as New York and Memphis. It was such a positive, life-changing experience that it gave me the confidence and aspiration to develop myself (about time). I came back to study a BSc Sports Coaching Degree in Wales. New Jersey to Newport! ‘What’s up?’ to ‘What’s occurring?’ 

It was as a student that I realised Higher Education (HE) was where I wanted to work. I found it to be a supportive environment and became very aware of how a diverse range of services, departments and most importantly people, worked to forge a student-centred approach. My aim came to fruition by working in ‘Widening Participation’ speaking to under-represented groups about the different HE routes available. It was great to open students’ eyes to ‘less traditional’ routes in addition to well-known pathways.

UWE feels like a natural fit for me, and as an Apprenticeship Coordinator at UWE, I’ve been able to apply methods utilised in coaching and widening participation with the apprentices themselves.

How does your day start? (do you have a favourite breakfast?)

My day starts with a covert operation of creeping downstairs without waking the kids to have at least one coffee in peace! I have porridge for breakfast but mix in banana and honey to avoid the taste and consistency of wallpaper paste.

What does a typical day involve?

After a coffee or two, the morning consists of getting our two boys ready for school and out of the door on time. Close in age but with differing personalities, a little management is required, and that is putting it diplomatically!

I get out on a run a few times a week. Obviously, it’s good for physical health and fitness but it’s a nice bit of headspace too. I don’t put any pressure on myself though. I enjoy running rather than being obsessed by it. Life is a balance! And then it’s onto work.

A significant part of my job is conducting tripartite reviews with the Police Constable Degree Apprenticeship (PCDA) officers and their Professional Development Unit (PDU) assessors from Avon and Somerset Constabulary (ASC). Whilst some students will navigate the PCDA in a smooth fashion, others may experience difficulties in the form of academic struggles, operational challenges, engagement issues or wellbeing problems.

Within a day of tripartite reviews, we’ll demonstrate a spectrum of behaviours. Empathetic, encouraging, understanding, motivating, persistent, diplomatic. And let’s not forget a little humour to break down barriers. Adaptable would be one word for us, but let’s call it supportive shape shifting! I mean, it sounds cool.

It’s important to state however that we are one part of a brilliant team, supported by a productive relationship with the UWE Policing academic staff. Being programme linked, we have a thorough understanding of the academic content, deep insight into apprentices’ development and an acute awareness of individual student needs. Also, by collaborating closely with ASC PDU Assessors, we ensure that each student has the best wraparound support. It is the very essence of a ‘joined up’ approach and I feel that the Tripartite team are the glue that helps keep it all together.

What aspects of your job do you find most rewarding?

Undoubtedly, the people. My Tripartite and wider UWE colleagues are supportive, creative, dedicated, diversely talented and never out of reach. Needless to say, all round good eggs.

Likewise, our Avon and Somerset colleagues and apprentices are an absolute pleasure to talk to. Whilst we’re sharing the love, let’s not forget the people that can make all the difference to the working day, but we might only see for 30 seconds on campus as we grab a coffee or ask directions (I still do). Smiling is infectious. Spike Milligan’s words, not mine.

What would success in your role look like for you?

As a student-centred role, we strive to provide everyone with the support required. It’s equally important however that apprentices are also equipped to deal with the demands of the role. Therefore, success is working productively with Avon & Somerset Constabulary to ensure individuals are supported according to their needs, yet autonomous in their learning.

What do you see as the main benefits of a university education for police officers and what do you think the educational priorities are?

It’s clear that the role of a modern-day Police Constable is multi-faceted and this is reflected in the breadth of academic learning gained by PCDA students. Combined with wide ranging competencies, knowledge, skills and behaviours, an apprentice can apply their understanding and become a critical thinking, well-rounded police officer.

We ask students to think critically, and I believe that the same priority applies to higher education institutions. We see policing programmes reflected on and evolve accordingly. It is so important that universities adapt to a fast-changing digital world, and that the courses remain relevant and useful. A further priority is embedding Professional Standards throughout an apprentices’ learning, particularly with the level of scrutiny being faced by police forces. This applies not only in the form of academic content but from the expectations of all on the PCDA programme, including us on the Tripartite team.

And lastly, what do you do for fun?

The simple pleasure of being around friends is a happy place. No stress, and a licence for us all to talk complete and utter nonsense while together!

I love my music and if I can find the time to squeeze in a little piano or guitar then I’m a happy lad! Thankfully for the neighbours, the drums are gathering dust in the garage.

I enjoy cooking and could happily live on a Mediterranean diet. Throw in some music whilst the hobs are on and suddenly a 90s Brit pop swagger is present in the kitchen too! But only when no-one is looking…

Editorial Team

Paul Williamson (Editor-in-Chief); Claudia McCready (Lecturer); Claire Bowers (Senior Lecturer); Eve Smietanko (Joint Programme Leader & Senior Lecturer); Ian Lowe (Senior Lecturer) & Micah Hassell (Senior Lecturer).

If you would like to be a guest blogger, please contact Police.Blog@uwe

Welcome to our new series ‘A Day in the Life of’

Author Paul Williamson | Posted on

As we celebrate the first anniversary of the UWE Bristol Policing blog, we are thrilled to introduce our new series, “A Day in the Life of…,” where we explore the daily experiences of those who serve, protect and respect our communities. This series aims to provide an insider’s perspective on the diverse roles within policing and associated professions, highlighting the dedication, challenges, and triumphs faced by our contributors. 

Each post will feature a unique voice from the field, including police officers, educators, and other criminal justice practitioners. Through their stories, we hope to shed light on the realities of day-to-day criminal justice work, what they find most rewarding, and even their favourite breakfast to start the day! 

We invite you to join us as we step into the shoes of these dedicated professionals and gain a deeper understanding of the hard work and commitment that goes into the profession of policing and partner agencies.

We are delighted to launch this series with a contribution from Sir Steven West who has been Vice-Chancellor of UWE Bristol since 2007. His responsibilities include being the academic leader and chief executive, responsible for the strategic oversight, financial sustainability, and academic direction of the University. As UWE’s Policing Programme seeks to influence a new generation of officers, we were interested in hearing more about his typical day.

How does your day start? Do you have a favourite breakfast?

A workday starts around 6am getting to UWE around 7:15am. Atrium 8am Tea and Croissant with jam and butter or toast with marmite. 

What does a typical day involve?

Involves a number of meetings and committees in person and online. E-mails, letters and reports. A lot of reading and writing and if i’m lucky some visits to research centres and teaching. 

What aspects of your job do you find most rewarding?

Meeting staff and students and seeing the brilliant things they are doing every day. Great research and enterprise and inspiring teaching in simulation labs. 

What do you see as the main benefits of a university education for police officers?

The overwhelming benefit is having time to learn and expand your horizons. Graduate thinking is about challenge, curiosity, a thirst to find truth and applying all of that to developing new skills and deep understanding. It’s about thinking differently to problem solving and invention. My first degree was a 4-year top-up degree I did part-time in podiatry. I was working full-time in the NHS and had one day a week at university. I learnt a lot about myself, how I learnt and most importantly how I could continue to learn and develop on my own. 

What do you feel is the value of apprenticeships at UWE and the continued strengthening of relations with Avon and Somerset Police?

It’s clear the apprenticeship revolution will continue to grow and develop at all levels. I think increasingly lifelong learning will look more like modular apprenticeships creating more access and more engagement throughout someone’s career. 

And lastly, what do you do for fun?

I’m a scuba diver, dog walker and I love nice cars and mowing my grass on a sit on mower! 

Editorial Team

Paul Williamson (Editor-in-Chief); Claudia McCready (Lecturer); Claire Bowers (Senior Lecturer); Eve Smietanko (Joint Programme Leader & Senior Lecturer); Ian Lowe (Senior Lecturer) & Micah Hassell (Senior Lecturer).

If you would like to be a guest blogger, please contact Police.Blog@uwe.ac.uk