Interview with Melissa Wighton, MSt in Applied Criminology and Police Management

Can you briefly summarise your time at the Institute of Criminology so far?
My time at the Institute has reshaped how I think, lead, and contribute to policing. Coming from a policing background with no prior university experience, I wasn’t sure what to expect. But from the very first day, I felt welcomed and supported. The in-person sessions were engaging and intellectually challenging, and the opportunity to learn alongside experienced professionals from around the world added so much depth to the experience. 

The remote portion of the course has also been incredibly well supported, especially with the one-to-one supervision model, which helped me stay connected, motivated, and focused on my assignments even when I’m an ocean away in Canada. On a personal level, I’ve had the privilege of meeting incredible people; fellow students, professors, supervisors, and administrative staff, many of whom I’ll stay connected with for years to come.

What convinced you to study Criminology?
I work for the London Police Service in London, Ontario. I spent many years on frontline patrol, then transferred into an investigative role. In that position, I worked in human trafficking, then the sexual assault and child abuse section. But after 15 years in policing, I wanted to better understand not just what we do, but why we do it, and importantly, how we can do it better. I became increasingly interested in how research and evidence can shape effective policing, particularly in the context of my study interests, which focus on crime prevention. 

Studying criminology gave me a structured way to explore those ideas, question long-held assumptions, and develop practical skills I can bring back to my organisation to support better outcomes for both the service and the communities we serve. 

I’m also eager to progress my leadership role in my police service, and the teachings on police management and change management have significantly strengthened my skill set in those areas. It’s given me a clearer vision of what effective, evidence-informed leadership can look like in modern policing.

Why did you decide to come to Cambridge?
Cambridge stood out because of the unique structure of the MSt programme, blending academic rigour with real-world policing. The University’s willingness to recognise the value of professional experience, even without an undergraduate degree, was especially important. It’s rare to find a top-tier institution that opens its doors to people like me, who have spent their careers in practice rather than academia. The mix of in-person teaching and individualised support during the remote periods made it manageable, even while juggling a full-time role in policing, and my family including young children. Simply put, Cambridge offered an opportunity I couldn’t find anywhere else.

Can you briefly describe your thesis?
My idea for my thesis came after the Institute arranged for academic Jason Roach to give a guest lecture about his work on nudge theory and crime prevention. I immediately felt inspired and wanted to build upon his work, and the work of other scholars, who examined the implementation of behavioural influence in policing practices. The course director, Barak Ariel, gave additional presentations on the topic, which further developed my interest in combining concepts from behavioural economics and psychology with criminological research.

Nudge theory involves subtly guiding people's decisions through the way choices are presented, without restricting freedom, to encourage better decision-making. My thesis investigated whether a nudge-based pamphlet improved public receptivity to crime prevention efforts compared to a business-as-usual version. Using a Randomised Controlled Trial, police volunteers distributed the pamphlets in sealed envelopes, with recipients invited to complete an anonymous survey via QR code. The study addresses a gap in literature by exploring how the public perceives and engages with nudging strategies versus more traditional approaches. 

The findings are still being collected and will be submitted to the university in January 2026. Early results show promising insights into how police services can design and deliver more effective public-facing crime prevention materials.

What was the most important thing this course taught you?
That policing can, and should, evolve. This course has taught me how to think critically about long-standing practices, how to use research to inform decisions, and how to lead change in a way that’s both evidence-based and practical. I currently work in an evidence-based policing unit, and it’s inherent in policing to rely on practices that we already use, instead of evaluating them to see if they are the best use of our time and resources. The course also taught me that being from a non-academic background isn’t a barrier. In fact, it can be a strength when combined with the right mindset and support.

What advice would you give to somebody who was starting your course?
Don’t be intimidated by the academic side, even if, like me, you’ve never been to university before, or if it has been years since you last attended school. If you bring an open mind, and a willingness to engage, you’ll thrive. Lean into the support systems. Your supervisors, peers, and faculty are all there to help. And most importantly, think about how you’ll apply what you learn to real-world problems. That’s where this programme really shines.

This has been the experience of a lifetime. I’ve formed lasting friendships with people I’ll stay in contact with long after the course ends. The friends I’ve made have supported me throughout, both in person and remotely, and for that, I’m incredibly grateful.