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Project management scholars and practitioners have long debated how best to harness social interactions to optimise knowledge exchange and enhance stakeholder alignment and value. This study aims to assist project managers to understand and manage fuzziness and create enduring front-end value. It views the project life cycle as a potential source of co-created value. The paper uses a social capital lens to provide a deeper understanding of the project front-end; it uses a three-dimensional view (structural, relational, cognitive) to explore how stakeholder social capital can overcome front-end fuzziness to enhance decision-making and, thus, value creation.

Semi-structured interviews were conducted with senior managers from teleconnections companies, which, when combined with secondary data, established the impact, nature and dimensions of social capital within a project management setting.

The research found that social capital can help to reduce complexity, uncertainty and equivocality in the early stages of projects, making them more clearly defined and thus helping to create greater stakeholder value in the later stages of the project. A surprising finding was that some project team members engaged in intentional equivocality to try to promote their own benefits rather than those of the organisation.

This paper reconceptualises the impact of social capital on stakeholder value creation in the front-end of projects. The paper contributes to a more holistic view of the front-end of project management, focusing social capital to reduce the sources of front-end fuzziness.

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.