Police Knowledge Exchange: Full Report 2018

[Executive Summary] This report was commissioned to explore the enablers and barriers to sharing within and between police forces and between police forces and partners, including the public. This was completed from an interdisciplinary review of international literature covering sharing, knowledge exchange, learning and organisational learning. The literature broke down into four main factors; who, why, what and how. An introduction to the literature is presented with ‘Who’ is sharing which considers both personal identity and different institutional issues. The ‘Why’ literature covers issues of cultural and community motivators and barriers. The ‘What’ segment reviews concepts of data, information and knowledge and related legislative issues. Finally, the ‘how’ section spans face to face sharing approaches to technologies that produce both enablers and barriers. A series of 42 in-depth interviews and focus groups were completed and combined with 47 survey responses . The aim of the interviews, focus groups and survey was to show perceptions and beliefs around knowledge sharing from a small sample across policing in order to complement the findings from the literature review. The survey was adapted from a standardised questionnaire (Biggs, 1987). The Biggs questionnaire focused on what motivated students to learn and how they approached their learning. Our adapted survey looked at what motivated police to share, and how they approached sharing. The responses showed a trend, across the police, towards a motivation for sharing to develop a deeper understanding of issues. However, the approaches and the strategies they used to share with others, which were primarily driven by achieving and surface approaches (to get promoted and get the job done). According to Biggs (1987) this could leave them discontented as they never progress to a deeper understanding of issues. Scaffolding sharing within the police through processes that are clearly defined, effective and valued could help to overcome these issues. Within the interviews and focus group findings a similar structured approach to sharing was adopted. Within the ‘who’ section some key aspects around personal relationships, reciprocity and reputation were identified. The ‘why’ the police share was one of the largest discussion points. Not only was there a deep motivation to solve key policing issues there was an approach of reciprocity. Police sharing was deeply motivated to support ‘good practice’ in the prevention and detection of crime. However, a sharing barrier was identified in the parity of value given to different types of knowledge for example between professional judgement and research evidence knowledge. Sharing was achieved when there were reciprocal benefits, in particular with personal networks or face to face sharing which was noted as ‘safe’. Again, this was inhibited by misunderstandings around the ‘risks’ of sharing, frequently attributed to data protection legislation; producing cautious reactions and as an avoidance tactic to save time and effort sharing. However, a divide was noted between technical users and those who avoided any online systems for sharing; often due to poorly designed systems and a lack of confidence in how to use systems. The police culture was identified as being risk-adverse, and competitive due to multiple factors, a lack of supported time to share, Her Majesty’s Inspectorate of Constabulary (HMIC) reviews and promotion criteria. The result was perceived to be a poor cultural ability to learn from mistakes and a likelihood to repeat errors. A set of strategic recommendations are given and include the use of a sharing authorised professional practice for HMIC reviews, sharing networks and training. A further set of operational recommendations are given such as; sharing impact cases for evidence based practice, data sharing officers and evaluating mechanisms for sharing. This full report is supported by the Police Knowledge Exchange Summary Report 2018 which gives an overview of the findings and recommendations

Building a Model of Collaboration Between Historically Black and Historically White Universities

Despite increases over the last two decades in the number of degrees awarded to students from underrepresented groups in science, technology, engineering, and mathematics (STEM) disciplines, enhancing diversity in these disciplines remains a challenge. This article describes a strategic approach to this challenge—the development of a collaborative partnership between two universities: the historically Black Elizabeth City State University and the historically White University of New Hampshire. The partnership, a type of learning organization built on three mutually agreed upon principles, strives to enhance opportunities for underrepresented students to pursue careers in the STEM disciplines. This article further describes six promising practices that framed the partnership, which resulted in the submission of nine proposals to federal agencies and the funding of four grants that led to the implementation, research, learning, and evaluation that followed

The professionalization of festival organizations : A relational approach to knowledge management

In this article we examine the emergence of knowledge management (KM) within the professionalisation of festivals and events. The growing complexity of festival management places pressure on organisations to effectively manage ‘knowledge’ in order to succeed. Knowledge is commonly conceptualised as information that can be stored or itemised through checklists. We offer an alternative conceptualisation of KM as a relational construction shaped by the organisational culture and structure. We develop this relational approach through a case study of the Queensland Music Festival (QMF) to examine the construction of KM roles and responsibilities. Our ethnographic research and qualitative analysis identifies how QMF implicitly utilises chief knowledge officer, knowledge broker, and knowledge worker roles. These roles were successfully performed over a short duration and yet they were not defined or explicitly stated. We discuss how the culture and spatial organisation of work teams contributed to a collective understanding of the value of sharing and creating knowledge. With growing professionalisation we argue that festival organisations will increasingly develop a more self-conscious awareness of the significance of KM language and practice. The findings will enable festival managers to better understand how KM processes are embedded within an organisational culture and contribute to organisational learning.Peer reviewedFinal Accepted Versio

Developing theory and practice: Creation of a Community of Practice through Action Research produced excellence in stroke care

The study was funded by a grant from the Special Trustees of the Trust. Copyright @ 2010 Informa UK, Ltd.This article has been made available through the Brunel Open Access Publishing Fund.This article has been made available through the Brunel Open Access Publishing Fund.Much emphasis is placed on expert knowledge like evidence-based stroke guidelines, with insufficient attention paid to processes required to translate this into delivery of everyday good care. This paper highlights the worth of creating a Community of Practice (CoP) as a means to achieve this. Drawing on findings from a study conducted in 2000/2002 of processes involved in establishing a nationally lauded high quality Stroke Unit, it demonstrates how successful development of a new service was linked to creation of a CoP. Recent literature suggests CoPs have a key in implementing evidence-based practice; this study supports this claim whilst revealing for the first time the practical knowledge and skills required to develop this style of working. Findings indicate that participatory and democratic characteristics of Action Research are congruent with the collaborative approach required for developing a CoP. The study is an exemplar of how practitioner researchers can capture learning from changing practice, thus contributing to evidence-based healthcare with theoretical and practical knowledge. Findings are relevant to those developing stroke services globally but also to those interested in evidencebased practice.This article is available through the Brunel Open Access Publishing Fund

The Role of Group Learning in Implementation of a Personnel Management System in a Hospital

A new HR system was introduced in a Dutch hospital. The system implied collaborative work among its users. The project planning seemed to be reasonably straightforward: the system's introduction was intended to take place gradually, including pilots in different departments and appropriate feedback. After some time, the system was successfully adopted by one group of users, but failed with another. We conceptualize the implementation process of groupware as group learning to frame the adoption of the system, and analyze the qualitative data collected during the longitudinal case study. We found that in the user group with strong group learning, adoption of the system occurred effectively and on time. In another user group with rather weak group learning, the use of the system was blocked after a short time. The results provided a first confirmation of our assumption about the importance of group learning processes in the implementation of groupware

Controlled Data Sharing for Collaborative Predictive Blacklisting

Although sharing data across organizations is often advocated as a promising way to enhance cybersecurity, collaborative initiatives are rarely put into practice owing to confidentiality, trust, and liability challenges. In this paper, we investigate whether collaborative threat mitigation can be realized via a controlled data sharing approach, whereby organizations make informed decisions as to whether or not, and how much, to share. Using appropriate cryptographic tools, entities can estimate the benefits of collaboration and agree on what to share in a privacy-preserving way, without having to disclose their datasets. We focus on collaborative predictive blacklisting, i.e., forecasting attack sources based on one's logs and those contributed by other organizations. We study the impact of different sharing strategies by experimenting on a real-world dataset of two billion suspicious IP addresses collected from Dshield over two months. We find that controlled data sharing yields up to 105% accuracy improvement on average, while also reducing the false positive rate.Comment: A preliminary version of this paper appears in DIMVA 2015. This is the full version. arXiv admin note: substantial text overlap with arXiv:1403.212

Evaluation of the Community Child Health Research Network (CCHN) Community-Academic Partnership

Background: The Community Child Health Network (CCHN) is a research collaborative network of five communities in the U.S. formed to study maternal and child health disparities, via a community-based participatory research study design. CCHN studies how community, family, and individual level influences interact with biological processes to affect maternal stress, resilience, and allostatic load; ultimately, the study evaluates whether such factors result in health disparities in pregnancy outcomes and infant and early childhood mortality and morbidity. The purpose of this paper is to assess the community-based participatory research (CBPR) process that governs the CCHN and offer lessons from our experiences. Methods: This study employs a qualitative approach to evaluate the CBPR process among CCHN community and academic partners. Qualitative interviews (n=17) were completed by both community and academic CCHN partners. Results: Content analysis of qualitative data revealed six major themes (1) lack of necessary resources; (2) collaborative learning; (3) perceived benefits; (4) communication and education; (5) trust and expectations; and (6) sustainability. Discussion: The benefits and challenges of implementing productive, community-academic partnerships were present both at the local site-level and the network-level. Ultimately, the inclusion of community-based participatory research principles and methods enhanced the study development, implementation, analysis, and dissemination of findings. Conclusion: Lessons learned from a multi-site CBPR project, including strategies for managing learning and communication across different geographic sites, may be useful to other CBPR and multi-site community-based research endeavors

Learning architectures and negotiation of meaning in European trade unions

As networked learning becomes familiar at all levels and in all sectors of education, cross-fertilisation of innovative methods can usefully inform the lifelong learning agenda. Development of the pedagogical architectures and social processes, which afford learning, is a major challenge for educators as they strive to address the varied needs of a wide range of learners. One area in which this challenge is taken very seriously is that of trade unions, where recent large-scale projects have aimed to address many of these issues at a European level. This paper describes one such project, which targeted not only online courses, but also the wider political potential of virtual communities of practice. By analysing findings in relation to Wengers learning architecture, the paper investigates further the relationships between communities of practice and communities of learners in the trade union context. The findings suggest that a focus on these relationships rather than on the technologies that support them should inform future developments