Should Higher Education respond to recent changes in the forensic science marketplace?

Brian W.j Rankin ,Gillian Taylor ,Tom Thompson

doi:10.29311/ndtps.v0i8.491

Brian W.j Rankin , Gillian Taylor + Show 1 more

Open Access

https://doi.org/10.29311/ndtps.v0i8.491

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Abstract

The evolution of forensic science within the United Kingdom over the past four decades has been rapid and dynamic. This has included policy responses to highly public miscarriages of justice, introduction of commercialisation and pioneering scientific developments such as DNA profiling. However even within this context, changes within forensic science over the last two years has been unprecedented; such as the closure of The Forensic Science Service; a Home Office review of Research and Development within forensic science; the challenges facing fingerprint identification as a result of The Fingerprint Inquiry (Scotland) and the embryonic development of a new professional body for the police force. Correspondingly, development of forensic science within Higher Education (HE) has been substantially transformed from a small number of Masters Courses in forensic science delivered by a small number of universities, to a plethora of undergraduate courses now available throughout the United Kingdom. This rapid expansion of forensic science courses has been openly criticised and debated and it is incumbent upon the university to not only focus on education but also to provide graduates with transferrable skills making them more employment ready. As a consequence HE establishments must be cognisant of and reactive to changes within any associated industry and respond to changes accordingly. However, have the universities delivering forensic science courses fully responded to these recent and unprecedented developments in the history of forensic science within the United Kingdom? This paper will consider the most recent changes to the forensic science marketplace and their ramifications for forensic science education within the HE sector. Challenges which have resulted from the changes will be highlighted and the educational impact on forensic science courses throughout the UK and their future will be evaluated in chronological order.

Highlights

Development of forensic science within Higher Education (HE) has been substantially transformed from a small number of Masters Courses in forensic science delivered by a small number of universities, to a plethora of undergraduate courses available throughout the United Kingdom
It is imperative that universities teaching forensic science address the fundamentals of Bayesian Theory and spend time discussing the nature of likelihood ratios, and the differences between aleatory
The recent unprecedented changes within forensic science courses is paramount for the future of forensic science in HE

Summary

Introduction

Development of forensic science within Higher Education (HE) has been substantially transformed from a small number of Masters Courses in forensic science delivered by a small number of universities, to a plethora of undergraduate courses available throughout the United Kingdom. The Review focuses on the key factors which influenced the closure of a major forensic provider (FSS), the distributed nature of the provision of forensic science in the UK, the rapid technological and methodological developments within forensic science and the changing provision of public sector funding for research[10].

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Conclusion