This research will examine the perceptions of those who participate in learning activities within the police to determine what makes a trainer credible or non-credible and whether this impacts on their learning and development. It will explore factors such as the student's previous learning experiences and former employment that may influence their perceptions of credibility. It will also explore whether the trainer's role and position within the organisation and their knowledge and experience within the subject area enhance or reduce trainer credibility. Gender, race, and age may also have some influence. These perceptions may have a positive or negative effect on the level of engagement and the amount of learning that actually takes place. With the introduction of higher education qualifications within the police these should be important considerations when identifying who will deliver these programmes.
A mixed methods approach will be adopted
involving questionnaires, semi-structured interviews and focus groups. The
sample group size will be dependent on access but it is intended that the group
will include both police officers and police staff who have recently attended a