Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Garry Dobson
Contact via garry.dobson@mq.edu.au
by appointment
|
---|---|
Credit points |
Credit points
4
|
Prerequisites |
Prerequisites
Admission to MPICT or PGDipPICT or PGCertPICT or MPICTMIntSecSt or MIntSecStud or PGDipIntSecStud or PGCertIntSecStud or PGCertIntell or MCompForensics
|
Corequisites |
Corequisites
|
Co-badged status |
Co-badged status
|
Unit description |
Unit description
This unit addresses contemporary strategic issues affecting policing, examined in the context of its evolution, principally in western liberal democratic societies. An examination of unique sociological characteristics, ethical dictates, governance and accountability frameworks applicable to modern western democratic policing, lay a solid basis upon which to then give more detailed consideration of innovative strategies and tactics employed by police in contemporary society. A comparison of policing in different socio/legal settings and consideration of some of its more sophisticated forms, such as those applicable in addressing to organised crime and international deployment are included.
|
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Due |
---|---|---|
Research Exercise - 1000 words | 20% | Thursday 22 August 2013 |
Minor Assignment - 2000 words | 30% | Thursday 3 October 2013 |
Major Assignment - 3000 words | 50% | Thursday 31 October 2013 |
Due: Thursday 22 August 2013
Weighting: 20%
A detailed marking matrix is available to all enrolled students on the unit iLearn site.
Marking criteria in the marking matrix includes an evaluation of comprehension, argument, written expression, referencing, essay structure and organisation.
Undertake a Literature Review that will contrast at least 2 different accountability mechanisms for police officers/police forces. As part of the exercise ensure you highlight the relative strengths and weaknesses of each of the identified mechanisms.
Due: Thursday 3 October 2013
Weighting: 30%
A detailed marking matrix is available to all enrolled students on the unit iLearn site.
Marking criteria in the marking matrix includes an evaluation of comprehension, argument, written expression, referencing, essay structure and organisation.
Research would suggest that different countries display great variability in the size, structure, strategy and operations of their civilian police forces, notwithstanding a worldwide reduction in most types of crime over a 15 year period.
Does crime influence the size and structure of a police force?
Due: Thursday 31 October 2013
Weighting: 50%
A detailed marking matrix is available to all enrolled students on the unit iLearn site.
Marking criteria in the marking matrix includes an evaluation of comprehension, argument, written expression, referencing, essay structure and organisation.
The developing impat of social media on the provision of public services has the potential to change police/community relationships. Discuss
UNIT REQUIREMENTS AND EXPECTATIONS
REQUIRED READINGS
RECOMMENDED READINGS
TECHNOLOGY USED AND REQUIRED
SUBMITTING ASSESSMENT TASKS
LATE SUBMISSION OF ASSESSMENT TASKS
There is a penalty for the the late submission of assessment tasks. If an assignment is submitted late it will initially be marked as if it had been submitted on time. However, 5%of the weighting allocated for the assignment will then be deducted from the mark the student initially achieves in the assessment task for each day it is late. For example if the assessment task's weighting is 20, 1.00 mark per day will be deducted from the initial mark given per day it is late ie a task initially given 15/20 but which is submitted four days late will lose 4 x 1.00 marks. That means 15/20-4marks=11/20. It is this second mark which will be recorded in gradebook.
The same principle applies if a student seeks and is granted an extension and the assessment task is submitted later than the amended submission date.
Weekly schedule: |
Week 1 |
Policing emerged from a change in the relationship between state and society. Its antecedents can be traced back centuries before Robert Peel, but he is credited with the establishment of the first professional police force in the world. Before establishing the ‘Met’, Peel had created the Irish Constabulary. There could be no sharper difference between the two. This session maps out the key historical developments in policing and provides an analysis of how that has shaped the police service of today. |
|
Week 2 |
Police organisations are highly bureaucratised and an often unwieldy structures. They operate in a 24/7 environment dealing with complex problems. Much of their work is unseen but the political costs of failure are high. Because policing exists at the nexus of state and society its relationship with the government of the day is critical. This session will focus on the political context in which police operate. |
|
Week 3 |
Police in a liberal democratic society require effective oversight and transparent forms of accountability. Yet they also need a high degree of independence to conduct their activities. Striking the right balance is problematic especially during periods where there is a perception, real or otherwise, that society is ‘falling apart’. This session examines the issues of accountability and governance from an ‘agent/structure’ perspective. |
|
Week 4 |
Community Policing and Problem-Oriented Policing are significant models of policing which came to prominence in the 1980s and still influence policing today. This session will examine their genesis, impact on local policing and legacy for policing in 2012. |
|
Week 5 |
This presentation outlines the growing trend of privatisation of policing services and its interactions with law enforcement. It also identifies the causes and effects of forces that have resulted in the adoption of corporate practices by law enforcement bodies and its effect practice. |
|
Week 6 |
This session will examine two prominent models of policing. The first, ‘Zero tolerance’ policing which is closely identified with reforms in the New York Police Department (NYPD) during the 1990s. A key concurrent element was the use of crime statistics and mapping—COMPSTAT—by the NYPD. A second model to be examined is Intelligence-Led Policing which has its origins in British policing. How both models use Police intelligence will be examined. |
|
Week 7 |
An area of policing not often examined is the rapid change and development in structures and approaches to policing serious and organised crime in the last 20 years. This session will consider how the investigation and intelligence arms of policing have combined with the aim of creating more effective agencies to deal with organised crime, transnational crime and terrorism. |
|
Week 8 |
The national movement for human rights is gaining momentum. In the Australian Capital Territory and Victoria there exist legislated human rights in the form of an Act and a Charter respectively. Some have labelled the Human Rights Act in the UK, the ‘Villian’s Charter’, because it is perceived to prevent police from doing their job. This session looks at policing and human rights both in an international and national context with a particular focus on the difficulty of dealing with members of society who have serious mental health issues. |
|
Week 9 |
The attitudes of police officers can greatly affect the way in which they use necessarily wide discretion in the exercise of their powers and discharge of their functions. These attitudes, which are not always positive, can in varying degrees be shaped by vocationally-determined informal occupational acculturation. The formal standards and expectations for ethical conduct affecting police officers are higher than in comparable vocations, yet corruption remains a perennial problem. This session examines the phenomena of ‘police culture’, the nature of professional ethics, the exercise of discretion and how police are held accountable for their conduct. |
|
Week 10 |
Whilst policing takes place world-wide under a wide range of diverse environments, fundamentally it remains predominantly concerned with the prevention of crime, the detection and bringing to justice of offenders and the maintenance of safety, security and order of and within the relevant community. However, the nature and manner in which policing is practiced is heavily conditioned by the character of the particular criminal justice system of which it is part. Throughout the world, such systems fall into four main categories of prevailing legal/political frameworks – common law systems, civil law systems, socialist law systems and religious law systems. The prevailing political/legal system; the degree to which the practice of policing is ‘democratized’ or authoritarian; whether an organization is more militarized or civilianized, centralized or decentralized can each heavily influence the way in which policing is practiced. The resultant wide variety of varying adaptions, strategies and objectives provide a rich field for comparison and analysis. |
|
Week 11 |
This session examines the threats that influence the application of policing currently and into the future, particularly in a global context. It identifies that factors such as climate change, globalisation of crime and proliferation of the internet will continue to offer new challenges for police. It preludes the following presentation, in which policing responses to these threats are addressed. |
|
Week 12 |
Police are able to play a significant role in restoring law and order after military intervention. Their skills and professional knowledge is an invaluable asset. With civil conflict on the rise around the world, states are rethinking and reconfiguring where and how police can be deployed. This session looks at some recent experiences as a backdrop to the increasing internationalisation of policing. |
|
Week 13 |
This presentation identifies the potential for policing responses to the threats identified previously. It highlights the need for collaborative approaches and highly flexible work practices to combat opportunistic crime trends and environmental factors that will govern policing approaches into the future. |
|
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://www.mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://www.mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://www.mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://www.mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Special Consideration Policy http://www.mq.edu.au/policy/docs/special_consideration/policy.html
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University provides a range of Academic Student Support Services. Details of these services can be accessed at: http://students.mq.edu.au/support/
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Details of these services can be accessed at http://www.student.mq.edu.au/ses/.
If you wish to receive IT help, we would be glad to assist you at http://informatics.mq.edu.au/help/.
When using the university's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students and it outlines what can be done.
Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.
This graduate capability is supported by:
Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.
This graduate capability is supported by:
Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.
This graduate capability is supported by:
Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.
This graduate capability is supported by:
Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues
This graduate capability is supported by:
Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.
This graduate capability is supported by: