University of Chester

Programme Specification
Investigative Interviewing FDS
2015 - 2016

Foundation Science Degree

Investigative Interviewing

Investigative Interviewing

University of Chester

Cheshire Constabulary and the University of Chester

University of Chester, Warrington Campus

Undergraduate Modular Programme

Full-time and Part-time

Classroom / Laboratory,

2 years

5 Years

Variable

Yes

17a. Faculty

17b. Department

Social Science Institute of Policing

This programme conforms to the recommendations of the College of Policing and the sector skills council (skills@justice)

 

Policing Module Assessment Board

Friday 1st July 2011

The programme has been developed with the assistance of Cheshire Constabulary and is a product of the partnership between the University and Constabulary established in 2007.  It is accessible to a wide range of professionals and the learning outcomes are specifically relevant to employer needs.  The programme is specifically designed for police officers and other law enforcement professionals to initially obtain a basic competence in investigative interviewing at Level 4 (professional competencies associated PIP Level 1) Priority and Volume Crime, i.e. to identify and use the relevant skills to enable them to become successful interviewers, to have an awareness of the different approaches to interviewing, to analyse, interpret and evaluate relevant information and take responsibility for their own actions and to use these theories, skills and analysis in the context of their professional role. There is no reason why the classroom modules of programme could not be offered to students outside law enforcement, however it would be difficult for such students to complete the work placement modules, therefore, this programme will not be available to those outside law enforcement at this stage. In the event of there being a demand for non-law enforcement agencies to receive this learning and development a course will be designed to suit their needs.

At Level 5 (professional competencies associated with PIP 2) Serious and Complex Crime students will then develop their interviewing skills, their ability to critically review their work, utilise research skills, develop their technical expertise and exercise a degree of professional judgment.  As well as being awarded the Foundation Degree in Investigative Interviewing, successful students will meet the relevant National Occupational Standards.  Students will be able to:

  • Plan, prepare, conduct and evaluate investigative interviews with suspects, victims and witnesses in accordance with legislation, national advice and best practice.
  • Critically analyse evidence and intelligence and assess its value in the investigative process balanced against criminal legislation, procedure and human rights.
  • Explain how investigative and evidential evaluation can assist to determine the value of material gathered in an investigation.

FHEQ Level 4/5:

A factual and conceptual knowledge of investigative interviewing and the context within which it is used. Also, an awareness of the ethical issues involved in investigative interviewing allowing the student to:

  1. Plan, conduct and evaluate interviews with victims and witnesses for dedicated investigations (SO4622, SO4625, SO5604, SO5609)
  • Plan and prepare interviews with victims and witnesses.
  • Conduct interviews with victims and witnesses.
  • Evaluate interviews and carry out post-interview processes.

2. Plan, conduct and evaluate interviews with suspects for dedicated investigations (SO4623, SO4624, SO5605, SO5608):

  • Plan and prepare interviews with suspects.
  • Conduct interviews with suspects.
  • Evaluate interviews and carry out post-interview processes.








 

FHEQ Level 4/5:

  • An ability to collect and categorise information gathered by means of investigative interviewing (SO4622 - SO5609)
  • An Ability to evaluate conclusions derived from the processes of investigative interviewing (SO4622 - SO5609)
  • An ability to critically review and evaluate new information and evidence from a range of sources (SO4622 - SO5609)
  • An ability to use highly specialised technical skills in investigative interviewing (SO4622 - SO5609)
  • Exercise appropriate judgment in relation to the planning and execution of investigative interviewing (SO4622 - SO5609)
  • The application of such skills as outlined above in the context of their profession (SO4624, SO4625, SO5608, SO5609).

FHEQ Level 4/5:

  • An ability to conduct an investigative interview, to analyse such interviews and to defend conclusions against critical examination
  • To utilise such skills within the context of investigative interviewing
  • An ability to act with limited autonomy under direction and supervision
  • An ability to conduct, analyse and evaluate conclusions of investigative interviewing
    Knowledge of the legal and professional basis of investigative interviewing.

FHEQ Level 4/5:

  • An ability to interview and communicate the conclusions of such a process and to be able to defend their conclusions under examination within a legal and ethical context (SO4622 - SO5609)
  • An ability to evaluate their own strengths and weaknesses as an investigative interviewer (SO4624, SO4625, SO5608, SO5609)
  • To accept accountability in relation to decision-making including the use of supervision (SO4624, SO4625, SO5608, SO5609)
  • An ability to work appropriately with other members of the group and also with representatives of other agencies involved in professional decision making (SO4622 - SO5609)
  • To begin to lead multiple, complex and heterogeneous professional groups (SO4624, SO4625, SO5608, SO5609)
  • An ability to use concepts and methodologies associated with investigative interviewing (SO4622 - SO5609)
  • An ability to recognise the complexity of interviewing and use the concepts and methodology associated with investigative interviewing (SO4622 - SO5609).

The Foundation Degree in Investigative Interviewing is made up of two 20 credit modules and two 40 credit modules at Level 4, and two 20 credit and two 40 credit modules at Level 5.  Recognising the needs of both the Constabulary and other Law Enforcement agencies, and acknowledging that not all students will be required to complete the Foundation Degree, an exit point following successful completion of Level 4 has been created, the CertHE in Investigative Interviewing. 

Level 4 and Level 5 can each be taken full time over one year, or part time over two years. 

All modules are compulsory. The classroom modules are equally weighted at 20 credits each, and the placement modules at 40 credits each, reflecting the volume of work required by the students.  Modules SO4622, SO4623, SO5604 and SO5605 are taught in full time sessions by means of workshops, simulations and role-plays.  SO4624, SO4625, SO5608 and SO5609 are work-based placements where students are required to embed their learning into operational situations.

Please note that this programme has been granted derogation from the University's Regulation, and therefore all components of assessment must be passed with a minimum mark of 40%.

Mod-Code Level Title Credit Single
SO4622 4 Investigative Interviewing of Victims and Witnesses in relation to Priority and Volume Crime 20 Comp
SO4623 4 Investigative Interviewing of Suspects in relation to Priority and Volume Crime. 20 Comp
SO4624 4 Investigative Interviewing of Suspects in relation to Priority and Volume Crime - Placement. 40 Comp
SO4625 4 Investigative Interviewing of Victims and Witnesses in relation to Priority and Volume Crime - Placement. 40 Comp
SO5604 5 Interviewing Victims and Witnesses in relation to Serious and Complex Crime 20 Comp
SO5605 5 Interviewing Suspects in relation to Serious and Complex Crime 20 Comp
SO5608 5 Investigative Interviewing Suspects of Serious and Complex Crime - Placement. 40 Comp
SO5609 5 Investigative Interviewing Victims and Witnesses of Serious and Complex Crime - Placement. 40 Comp

Level 4: 120 Credits
Exit Award: Cert HE Investigative Interviewing (academic award)
Level 5: 120 Credits
FdSc Investigative Interviewing (academic award)
Level 6 and Level 7
There are proposals to design a BSc and an MSc in Investigative Interviewing. These proposals are currently under development.

Please note that this programme has been granted derogation from the University's Regulation, and therefore all components of assessment must be passed with a minimum mark of 40%.

Level 4 of this programme is suitable for police officers and other law enforcement officers who deal with Priority and Volume type Crime and Disorder, who will have access to the operational environment that would facilitate the completion of the work placement modules. The programme could accommodate other sectors where investigative interviewing is a requisite skill within the role profile. Access to the programme from employees of other sectors would need to consult the programme team, to ensure that the programme would be suitable, and to verify that suitable work placements could be completed.

Level 5 of this programme is aimed mainly at police officers who are in roles where they investigate Serious and Complex Crime or Disorder. The course will be open in the future to other law enforcement agencies where students have completed level 4 and their role requires them to interview witnesses and suspects of Serious and Complex Crime and Disorder.

The majority of students on this programme will be police officers and will therefore have already been vetted. It is an offence under the police disciplinary code not to divulge to the employer any conviction, irrelevant of type of charge. In view of this a CRB check is not thought necessary. Some students may be employed by the Local Authority who also undertake vetting of their staff prior to employment.

Students will be employed by their respective professional organisations and meet the professional standards required for their occupational status.

Students seeking to obtain APEL for Level 4 will need to provide written evidence of competence, (supported by a line manager), against the relevant Investigative Interviewing National Occupational Standards at PIP Level 1.

Students who have successfully completed the CertHE Investigative Interviewing within five years of commencing the Level 5 programme will not be required to apply for APEL.

As an integrated programme addressing the knowledge and competence and developing the experience of professionals who require investigative interviewing skills, the Foundation Degree in Investigative Interviewing is designed to meet the professional requirements of the relevant professional bodies. 

The programme matches the FHEQ benchmark for Foundation Degrees http://www.qaa.ac.uk/en/Publications/Documents/Foundation-degree-qualification-benchmark-2010.pdf

in relation to:

  • Employer involvement.
  • Accessibility.
  • Partnership.
  • Knowledge, understanding and skills.
  • Learning outcomes that are relevant to employers' needs.

It also allows students to meet the relevant National Occupational Standards:

  1. Plan, conduct and evaluate interviews with victims and witnesses for dedicated investigations at both PIP Level 1 and PIP Level 2:
  • Plan and prepare interviews with victims and witnesses.
  • Conduct interviews with victims and witnesses.
  • Evaluate interviews and carry out post-interview processes.

    2.   Plan, conduct  and evaluate interviews with suspects for dedicated investigations:

  • Plan and prepare interviews with suspects.
  • Conduct interviews with suspects.
  • Evaluate interviews and carry out post-interview processes.

The Foundation Degree also meets the requirements of Cheshire Constabulary and of other participating partners.

The programme utilises a variety of learning and teaching methods, which provide opportunities for students to enhance their learning skills and personal development during the Foundation Degree programme.  These teaching and learning methods also take account of equal opportunities and inclusive practice.

SEMINARS - will provide opportunities for more student-centred and interactive learning.  These will be organised around themes for discussion and/or designated reading with the aim of enabling students to deepen their knowledge of a particular subject and develop their ability to critically examine alternative perspectives.

WORKSHOPS - these are intended to provide experience in collaborative and creative problem solving.  Workshops will also aim to develop key skills in information retrieval and presentation, communication skills and team/group work skills.

TUTORIALS - will provide the opportunity for individuals or small groups of students to meet with individual staff members.  The aim is to provide a context whereby students' personal development and progress can be assessed (formative feedback); students can make choices within their courses and support can be offered for individual or group project work, work-related placements and dissertation supervision.

MANAGED LEARNING ACTIVITIES - these will comprise formative learning activities that are set with a specific task focus to develop students' academic skills in preparation for summative assessments, (in line with the QAA code of practice - ensuring students have adequate time to reflect on learning before being assessed).

PRACTICAL PROBLEM BASED ACTIVITIES - these will allow students to conduct practical activities related to a given problem/task and develop their understanding of how evidence can inform investigations.

WORK PLACEMENT - will allow students to put into practice the skills they will have learned in earlier months.

The assessments address academic learning outcomes, professional competences and the development of the student experience.  A range of both formative and summative assessment methods is used.  The methods of summative assessment reflect forms of recording, reporting, presentation and analysis, which are required of professionals who undertake investigative interviewing.

In all classroom modules SO4622, SO4623, SO5604 and SO5605 formative assessment takes place in workshops, the "classroom" and in specific activities to help students prepare for their summative assessment.  In the work placement modules SO4624, SO4625, SO5608 and SO5609 formative assessment is built into the placement experience.

Formative assessment includes:

  • Knowledge checks on theories for interviewing.
  • Planning and preparation for interviewing.
  • Commentary on interviewing techniques.
  • Analysis or recording of interviews.
  • Preparation of interview transcripts.

The formative assessment is varied and is intended to foster student development and to improve students' ability to acquire the skills and knowledge they will need to meet the programme's objectives. It includes classroom activities during which tutors will ask questions and require students to undertake small tasks to assess their level of understanding and whether students have fully achieved the objectives required by the programme.  If, when assessed, the student and/or their tutor believe that the student has not yet attained the required level of skill and knowledge, the tutor will identify weaknesses and suggest ways in which the students can improve.  The second more formal "practice presentation" of the summative assessment normally takes place half way through the programme.  There will be regular ongoing formative assessment within the work placement modules SO4624, SO4625, SO5608 and SO5609 with tutors and supervisory officers.

Summative assessment, unlike formative assessment, provides a measure of student achievement with respect to students' performance in relation to the intended learning outcomes of the Foundation Degree in Investigative Interviewing, and evidences competence against the national occupational competencies for investigative interviewing at the relevant level.

Summative assessment includes:

  • Interview planning.
  • Recording of interviews.
  • Analysis of recorded interviews.
  • Preparation of interview transcripts.

The pedagogical basis of these assessment strategies are discussed in:

Black, P., & Wiliam, D. (1998). Assessment and classroom learning, Educational Assessment: Principles, Policy and Practice, 5, pp. 7-74.

Bloom, B. S., Hastings, J. T., & Madaus, G. F (Eds.) (1971) . Handbook on formative and summative evaluation of student learning. New York: McGraw-Hill.

Wiliam, D. & Black, P. (1996) Meaning and Consequences: a basis for distinguishing formative and summative functions of assessment? British Educational Research Journal, 22(5).

Quality Assurance Agency for Higher Education (QAA) (2013) UK Quality Code for Higher Education - Chapter B6: Assessment of students and the recognition of prior learning. http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/quality-code-B6.aspx

Students are required to pass all module assessment components at Level 4 to achieve Cert HE Investigative Interviewing.

Students are required to pass all module assessment components at Level 5 to achieve FdSc Investigative Interviewing.

As an integrated programme the Foundation Degree in Investigative Interviewing addresses the knowledge and understanding of the student and develops the competence and experience of professionals who require investigative interviewing skills.

A student who successfully completes Level 4 of this programme will be a competent investigative interviewer, initially achieving the competence standards of PIP Level 1, as defined by the College of Policing and will have the ability to interview witnesses, victims and suspects involved in priority and volume crime using professional skills.

At Level 5 the student will achieve the competence standards of PIP Level 2 as defined by the College of Policing and will have the ability to interview witnesses, victims and suspects involved in serious and complex crimes using a high level of professional skills.

The Foundation Degree in Investigative Interviewing is designed to meet the professional requirements of the relevant professional bodies.  Extensive discussion has taken place both within police forces and with other enforcement professionals, to ensure that the programme meets their professional needs.  Students will serve in such professions as the police, trading standards, local government enforcement agencies, custom and excise and social services.

  1. The University is committed to the promotion of diversity, equality and inclusion in all its forms; through different ideas and perspectives, age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation. We are, in particular, committed to widening access to higher education. Within an ethically aware and professional environment, we acknowledge our responsibilities to promote freedom of enquiry and scholarly expression.
  2. While the programme will meet all the requirements of the University's Diversity policy, students on this programme will also be subject to the diversity and equality policies of their respective professional bodies.  All are committed to ensuring that staff shall be given equality of opportunity to progress within the organisation in line with their skills and potential.  This policy includes recruitment, transfer, promotion and training.

 

This programme has been developed with professional partners to meet their professional needs.

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