Shane Horgan

This paper conceptualizes an emerging model of algorithmic policing; ‘influence policing’. This harnesses the affordances of Internet platforms to conduct domestic digital influence campaigns for crime prevention. These campaigns use sophisticated targeted messaging to directly ‘nudge’ behaviour and shape the culture of specific groups. By targeting people using micro-level behavioural, personal-interest and location-based data, influence campaigns aim to employ insights from behavioural psychology to prevent crime at a distance. We theorize this with an analysis of a dataset of more than 12,000 adverts and in-depth fieldwork with a dedicated police strategic communications team. Influence policing provides law enforcement with new capacities to craft and manicure hidden digital encounters with targeted publics, raising questions about its democratic character and police accountability.

Purpose: The Quality Assurance Agency (QAA) for Higher Education in the UK focuses on maintaining, enhancing and standardising the quality of higher education. Of significant impact are the development of subject benchmark statements (SBS) by the QAA, which describe the type and content of study along with the academic standards expected of graduates in specific disciplines. Prior to 2022, the QAA did not have a SBS to which higher education policing programmes could be directly aligned.Design/methodology/approach: Over 12-months, a SBS advisory group with representatives from higher education across England, Scotland, Wales and Northern Ireland, The College of Policing, QAA, Police Federation of England and Wales and policing, worked in partnership to harness their collective professional experience and knowledge to create the first UK SBS for policing. Post publication of the SBS, permission was sought and granted from both the College of Policing and QAA for members of the advisory group to reflect in an article on their experiences of collaborating and working in partnership to achieve the SBS.Findings: There is great importance of creating a shared vision and mutual trust, developed through open facilitated discussions, with representatives championing their cause and developing a collaborative and partnership approach to completing the SBS.Practical implications: A collaborative and partnership approach is essential in developing and recognising the academic discipline of policing. This necessarily requires the joint development of initiatives, one of which is the coming together of higher education institutions, PSRBs and practitioner groups to collaborate and design QAA benchmark statements.Social implications: The SBS advisory group has further driven forward the emergence of policing as a recognised academic discipline to benefit multiple stakeholders.Originality/value: The SBS for policing is the first across the UK. The authors experiences can be used to assist others in their developments of similar subject specific benchmarking or academic quality standards.