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This study employed technological frames of reference (TFR) theory to explore officer attitudes toward body-worn cameras (BWCs) in the Chicago Police Department (CPD), identifying frames that may undermine compliance.

Semi-structured interviews were conducted with 11 officers, focusing on their perceptions of the BWCs’ purpose, adoption catalysts, effectiveness metrics and benefits and drawbacks.

Officers viewed BWCs primarily as tools for oversight and cited external influences and the department’s desire to be perceived as progressive as key catalysts for BWC adoption. There was widespread uncertainty regarding the criteria CPD uses to gauge BWC effectiveness. The protective feature of the cameras was cited as the primary benefit of the technology, while privacy intrusion and discretion were identified as key drawbacks. Noteworthy nuances were observed across these perceptual domains.

The study focuses on a single police agency, limiting its generalizability. Nevertheless, it holds value for departments experiencing BWC policy compliance issues and those preparing to implement the cameras.

Insights into officers’ technological frames help identify perspectives that threaten desired use of BWCs and highlight necessary training and policy interventions that align officers' BWC readings with departmental goals to enhance policy compliance.

This study is among the few that employ TFR theory to examine officer perceptions of BWCs in a large urban police agency.

Empirical literature is the primary source of understanding how policing can effectively reduce criminal activities. Spatial analyses can identify particular effects that can explain and assist in constructing appropriate regional strategies and policies; nevertheless, studies that use spatial regression methods are more limited and can provide a perspective on specific effects in a more disaggregated regional context.

This research aims to conduct a systematic literature review (SLR) to understand the relationship between crime indicators and police production using spatial regression models. We consider a combination of Kitchenham and Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocols as a methodological strategy in five bibliographic databases for collecting scientific articles.

The SLR suggests a limited amount of evidence that meets the criteria defined in the research strategy. Several particularities are observed regarding police and criminal production metrics, either in terms of aggregation level, indicator transformations or scope of analysis. A broader time perspective did not necessarily indicate statistical significance compared to models with a single-period sample.

The findings suggest the possibility of expanding efforts by the public sector to provide policing data with the intention of conducting appropriate research using spatial analysis. This step could allow for a more robust integration between the public sector and researchers, strengthening policing strategies, evaluating the effectiveness of public security policies and assisting in the development of strategies for future policy actions.

Limited empirical evidence meets the criteria of spatial regression models with temporal components considering police production and criminality indicators. Constructing an SLR with this scope is an unprecedented contribution to the literature. The discussion can enhance the understanding of approaches for studying the relationship between police efforts and crime prevention.

This paper aims to explore perceptions and provides insights, from students who volunteer in policing whilst also studying the college of policing licenced professional policing degree (PPD) in Wales. It examines issues that act as enablers and blockers to volunteering in this public service, which also provides opportunities to develop their employability towards the careers to which they aspire. The paper provides insights from students and makes recommendations of interest to multiple stakeholders locally, regionally, nationally and internationally regarding attracting and recruiting volunteers.

Focus groups were conducted with students at three separate universities in the South and West of Wales. These undergraduate students were volunteers in different police forces and agreed to take part in connection with their experiences. The results were analysed using NVivo to establish commonalities.

The paper provides empirical insights concerning the issues surrounding the way those undergoing the process for recruitment as volunteers within policing are either hindered (blocked) or assisted (enabled). It identifies specific problematic areas as well as areas which have been of assistance. Policy makers, educators and recruiters should be aware of such blockers and enablers when considering adopting volunteering as an opportunity to enhance student employability. It also has resonance for other forms of volunteering in alternate public services.

This research is limited to those volunteers who are undertaking the licenced PPD at three separate universities in Wales. Although the research adds to the broader evidence-base with regards to volunteering and its use to enhance employability.

The paper includes practical implications for multiple stakeholders including university programme educators, administrators and decision makers in policing with regards to volunteering, employability, programme structures and process management.

The research is based upon the experiences and perceptions of those individuals who are actually engaged in volunteering.

The Quality Assurance Agency (QAA) for Higher Education in the UK focuses on maintaining, enhancing and standardising the quality of higher education. Of significant impact are the development of subject benchmark statements (SBS) by the QAA, which describe the type and content of study along with the academic standards expected of graduates in specific disciplines. Prior to 2022, the QAA did not have a SBS to which higher education policing programmes could be directly aligned.

Over 12-months, a SBS advisory group with representatives from higher education across England, Scotland, Wales and Northern Ireland, The College of Policing, QAA, Police Federation of England and Wales and policing, worked in partnership to harness their collective professional experience and knowledge to create the first UK SBS for policing. Post publication of the SBS, permission was sought and granted from both the College of Policing and QAA for members of the advisory group to reflect in an article on their experiences of collaborating and working in partnership to achieve the SBS.

There is great importance of creating a shared vision and mutual trust, developed through open facilitated discussions, with representatives championing their cause and developing a collaborative and partnership approach to completing the SBS.

A collaborative and partnership approach is essential in developing and recognising the academic discipline of policing. This necessarily requires the joint development of initiatives, one of which is the coming together of higher education institutions, PSRBs and practitioner groups to collaborate and design QAA benchmark statements.

The SBS advisory group has further driven forward the emergence of policing as a recognised academic discipline to benefit multiple stakeholders.

The SBS for policing is the first across the UK. The authors experiences can be used to assist others in their developments of similar subject specific benchmarking or academic quality standards.

The research aimed to explore the perceptions of aspiring future police officers studying at a university in relation to the actions to be taken with regards to typical posts on social media by a fictitious off and on-duty police officer. This in turn would inform future police workforce requirements.

Policing students who expressed their aspirations as future police officers were recruited. A total of 99 students studying the College of Policing licensed Professional Policing Degree at the University of South Wales, took part in Hydra Immersive Simulations to ascertain their perception of social media posts by a fictitious serving police officer. The students were asked to rate the appropriateness of the social media posts as groups, and as individuals.

The findings suggest that, whilst the majority of students identified misconduct issues in the social media posts, the response to how the fictitious police officer should be dealt with varied. In addition, it would appear that there may be a need for those involved in policing education to reinforce, in an ongoing basis, knowledge of the College of Policing Code of Ethics, misconduct rules, regulations and increase awareness of unacceptable social media posts.

The research was conducted with professional policing degree (PPD) students from one university.

It is important to reinforce The College of Policing Code of Ethics, expected professional standards and an understanding of what constitutes unacceptable social media posts throughout the education of aspiring police officers. As this has the potential, if recruited, to impact on the service.

Limited research has been conducted in relation to the College of Policing licensed higher education programme, the PPD, equipping aspiring police officers to successfully join the service and influence the cultural change.

The study aims to assess the impact of electronic learning (e-learning) on students' performance (SP), with an emphasis on the mediating role of sustainable education (SE) at the Sharjah Police Sciences Academy (SPSA). The urgency of this study was highlighted by the global COVID-19 pandemic that happened between 2020 and 2022, which emphasized the need for e-learning as a tangible and imperative solution.

The study applied a quantitative approach, targeting the 91 student population at SPSA in the winter semester of 2022/2023 who practiced the e-learning process. A comprehensive survey was implemented disseminating 91 questionnaires by Google Forms to all students. Of the total, 61 questionnaires were returned, resulting in a response rate of 67.03%.

The results revealed that e-learning predictors explained 85.4% of the variations in SP, and 46.4% of the variations in SE. The model demonstrated a strong fit and high predictive relevance. The indirect impact of e-learning on SP through SE was found to be positive and statistically significant at the 0.05 level. Consequently, the mediation effect was considered partial and statistically significant.

Policymakers and educators should consider findings of the study when designing educational programs and policies. Accordingly, the SPSA management could gradually focus on safeguarding a sustainable e-learning environment and improving high-tech platforms. This would involve creating a sustainable e-learning curriculum to enable students to remain informed on the best e-learning practices.

An empirical study is essential for exploring the optimal answers to inquiries related to e-learning, SE and their impact on SP. The finding of the current study may contribute to the existing knowledge on e-learning, SE and SP. Additionally, they may improve learning activities and provide more sustainable learning experiences, leading to enhanced learning outcomes for students

Losing indigenous knowledge is to lose the future and impoverish the societies because indigenous knowledge is considered one of the cornerstones and survival of communities, societies and economies. This study, thus, aims to explore and assess the contextual enablers of indigenous knowledge and their role in developing and sustaining the Ewe communities in Ghana.

The qualitative research design, which enabled the researcher to engage the participants in an interview process and observation, was used in this study. It was augmented with a quantitative design using structured questions. Data analysis was guided by the basic principles of grounded theory. The coding system was aided by NVivo to analyze the qualitative data, while the quantitative data was analyzed using the SPSS. Descriptive analysis and graphs were deployed in the presentation of the findings.

The study discovered that the communities are in possession of several types of indigenous knowledge, ranging from tacit to explicit knowledge, which are embedded in their cultural and traditional systems and unique to every community; the culture of trust among the citizens and motivation to create and share knowledge in communities was high. Same time, family heads, farmer groups, libraries and museums played key roles in the preservation and management of indigenous knowledge in the communities. On the other hand, information officers and institutions like churches and police posts played insignificant roles in the management and preservation of knowledge in the communities just as the absence of a culture of willingness by the community members to create and share knowledge. Additionally, there was an absence of technological infrastructure, platforms, databases and policies to aid the management and preservation of knowledge in the communities. The study concludes that indigenous knowledge plays a vital role in the development and sustainability of communities in Ghana.

Community leaders and political leaders need to invest in systems and structures that will promote the management and preservation of indigenous knowledge for the development of the communities and the state as a whole.

The study demonstrates its originality in terms of scope, setting, population and empirical evidence by focusing on the role of indigenous knowledge in the sustainability and development of Ewe communities in Ghana.