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The purpose of this paper is to assess the value that police officers with criminal justice degrees place on their personal educational experiences, while also comparing those perceptions with officers educated in other academic disciplines. Its focus also rests on the degree's contribution to conceptual and managerial skills, as opposed to mere occupational expertise. Disagreement between the academic and law enforcement communities concerning the value of criminal justice education creates an imbalance eroding potential benefits. Recent studies highlight this division as even pre‐service majors regard the degree as unrelated to most policing functions.

Police departments with 50 or more sworn officers from across the State of Alabama (United States) were the data collection sites (n=21). In total, 16 departments participated and 1,114 officers (57 percent) responded to a mail survey (2002).

The paper finds that officers with criminal justice degrees (n=299) reported that the degree substantially improved their knowledge and abilities on a wide range of areas from the criminal justice system to conceptual and managerial skills. Responses did not differ significantly from officers educated in non‐criminal justice academic disciplines.

The paper demonstrates that college‐educated police officers regard the criminal justice degree as more than mere occupational training.

The paper equips police managers with tangible findings that police officers with criminal justice college degrees value its mental and conceptual contributions.

Purpose – The purpose of this chapter is to examine the field of criminal justice and assess how diversity influences what is taught and, how research is conducted in the field.

Methodology/approach – This chapter looks at the historical exclusion of feminist and integrative theories on crime and criminal justice. A socio-legal analysis of how the increase in the number of women faculty and faculty of color has influenced teaching and research in the field of criminal justice.

Findings – As more women and persons of color become faculty and practitioners in the field of criminal justice, then more diverse perspectives will be promoted. It is not enough to change a discriminatory law or engage in affirmative action to hire more women and persons of color, it is important to understand how preconceived biases about women and non-white persons impact who we define as criminal, how we educate students in the field, and how we respond to the needs of offenders and victims.

Originality/value – Research on diversity in the field of criminal justice has focused on historical discrimination. More research is needed on the impact that diversity has in research performed and what is being taught in the field of criminal justice.

This paper presents the results of two research projects designed to evaluate the extent and nature of the use of the World Wide Web by criminal justice agencies. Discussion focuses on the extent and nature of Web use by type of agency, who links to whom, and the use of the Web to disseminate information from a news‐making criminology perspective.

Understanding culture and the restorative needs of individuals can help students learn cultural competence and provide students a unique look at cultures. The chapter will focus on a pedagogical and historical understanding of restorative justice, how it relates to cultural competence, and structuring curriculum with the use of a variety of activities to help students learn cultural competence.

Previous research has demonstrated the positive impact of participation in a music programme run by a Youth Offending Team in England (Caulfield et al., 2020). While the previous research focused solely on children involved with the criminal justice system, the purpose of this current paper is to report findings from research extended to young people identified as ‘at risk’ of involvement with the criminal justice system, vulnerable, or disengaged.

A mixed-methods approach was taken, using quantitative measures of the primary outcomes (educational engagement, well-being, musical development and attitudes and behaviour), complemented and extended by semi-structured interviews with a sample of participants.

Analysis of the quantitative data from 57 participants showed significant improvements in self-reported engagement with education, musical ability and well-being. In-depth interviews with 11 participants added a depth of understanding about children’s experiences of the programme and the impact they felt, providing a safe space and improved confidence and well-being.

This paper builds on previous research in schools and youth justice settings by presenting findings on the impact of a music programme on the educational engagement and well-being of children identified as at-risk of offending, vulnerable or disengaged.

The criminal justice system in England and Wales is being reconstructed on a new operating platform of which Payment by Results (PbR) is the material signifier. This critical historic transformation is occurring during a period of radical economic disruption and political restructuring after 2007-2008. PbR signals the deeper penetration of the core principles of capitalism into the body of the state and its welfare and criminal justice system. Conceptually a Lacanian-Žižekian framework is put to work to theorise these important transformations. The paper aims to discuss these issues.

The design and methodology of this research paper utilises open sources and documentary materials on the development of PbR, in its application primarily to the criminal justice system.

There is evidence that PbR, located within the wider context of capitalist reconstruction, is radically transforming the delivery of criminal justice services.

This is the first critical analysis of PbR located within the context of late modern capitalism.

This chapter analyses the degree to which the UK Higher Education (UKHE) Sector can offer spaces for students to critically reflect on topics relevant to activist criminology such as zemiology or abolitionism as opposed to constructing the criminal justice system (CJS) as a natural solution for crimes and social harms. This chapter argues for the importance of this topic due to deepening institutional links between universities and criminal justice agencies in the name of professionalisation for the latter (Hallenberg & Cockroft, 2017). This chapter proposes that to avoid criminology curricula merely reproducing the priorities and solutions of the CJS, it should turn to the liberatory pedagogy of Paolo Freire (1996). This includes teaching practices to encourage recognition of social movements and resistance against harms of states, corporations, or the CJS as legitimate foci in the criminology curriculum.

There has been a long‐standing debate over whether a college education for police officers is desirable or even necessary. Today, with the ever‐expanding complexity of the police role and the transition toward community policing, this question is more significant than ever. A zenith of interest and debate over the requirement of higher education for officers was reached in the 1970s, but it soon died out. However, a quickly changing social landscape, changing job role, rapid technological advancement, domestic terrorism and increased scrutiny have combined to renew the debate over higher education. This article attempts to synthesize past literature and bring the discussion up to date. Finally, the authors will advocate a position that would require a bachelor's degree for police officers over time, using a graduated timetable and supported by federal funding.

Purpose: The authors attempt to capture new forensic science students’ pre-conceptions of the field and their assessment of competencies. Methodology: The authors surveyed students at a Historically Black College and University and a Primarily White Institution on their viewership of crime and forensic TV shows and measured their competencies in a range of forensic science skills at the start and end of the semester, along with having students capture errors and evidence from an episode of CSI Las Vegas. Findings: Students who were viewers of crime series with and without prior forensics coursework over evaluated their level of preparedness at the start of the semester, often ranking themselves as moderately or well prepared in blood spatter analysis, fingerprinting, bodily fluid, and hair/fiber collection. Research limitations: The authors relied on a convenience sample of forensic science courses, and their comparison of student learning was disrupted by COVID-19. Originality: The authors examine student concerns with working at crime scenes and reflections on their abilities to succeed in the field. The authors discuss the need for incorporating media literacy, content warnings, and emotional socialization and professional development into forensic science curricula to better equip and prepare students for careers as crime scene investigators and forensic analysts.

Purpose: To critically explore the implications of the August 2020, decision by Carleton University’s Institute for Criminology and Criminal Justice (ICCJ) to end to its intern program with the Ottawa police, the RCMP, Correctional Services Canada and Ottawa-Carleton Detention Centre starting in Fall 2021.

Findings: In contrast to the negative reaction of Kevin Haggerty to this decision, the authors offer a strong but qualified endorsement of the ICCJ’s move to put an end to its internship with coercive institutions. The ICCJ strategically mobilized discourses of anti-Blackness and inclusion in response to the murder of George Floyd and the individual and communitarian traumas of Black, First Nations and Metis and students colour in its program. The ICCJ did not, however, substantively engage with the ways that criminology, sociology and the university are complicit through the legitimation practices and processes of ideology, professionalization and research in the ‘violence work’ of the state. The critique, ethics and logical conclusion of abolitionism are obfuscated.

Methodology/Approach: The authors explicitly draw on the Black Radical Tradition, Neo-Marxism and radical neo-Weberianism to sketch research possibilities that resist the university as a space of violence work, both in criminology and in the professionalization of policing.

Originality/Value: The debate between the ICCJ and Kevin Haggerty is an important opportunity to critically analyze the limits of critical criminology and lacunae of a debate about abolitionism, anti-criminology and university-state nexus as a site for the production of ideological and hardware violence work. Grounded in the Black Radical Tradition, neo-Marxism and radical neo-Weberianism, the authors sketch a framework for a research agenda toward the abolition of criminology.