Abstract

This article discusses the development and good practice of an undergraduate collaborative
partnership module between police practitioners and academics meeting the
challenges for teaching partnerships within higher education. Through innovative curriculum
design and the application of the Student as Producer model, the article considers
aspects of student engagement, ownership of learning journeys and shared
dialogues. The case study was developed to strengthen existing productive links with
policing and offer real-life collaboration on contemporary police studies. The module has
impacted on student learning and has institutionally embraced professional practice in
teaching through designing ‘academic practice as learning’.