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Policy ideals for a reformed education: How police students value new and enduring content in a time of change
Umeå University, Faculty of Social Sciences, Department of Education.
Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
Umeå University, Faculty of Social Sciences, Department of Education.
Umeå University, Faculty of Social Sciences, Department of Social Work.
2017 (English)In: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, Vol. 29, no 7/8, 524-536 p.Article in journal (Refereed) Published
Abstract [en]

Purpose This study aims to examine how subgroups within a cohort of Swedish police students value different types of curricula content (i.e. new competencies versus enduring ones) in the context of the currently transforming landscape of basic police training.

Design/methodology/approach Drawing on a Swedish national survey (N = 369), the study examined variations in how students value new versus enduring police curricula content based on sociodemographic factors. Specifically, factors such as student age and gender and the institutional arrangements of education were tested using an independent t test.

Findings The study identified differences in values based on gender. Female students valued competencies such as communication, flexibility, diversity and decisiveness as more important in an educational setting than did males. Fewer differences were found in relation to institutional arrangement, and in-house students valued flexibility and communication skill as more important for educational curricula compared to university-based students. No differences were found in relation to age.

Originality/value This study adds knowledge to the question of how changes in occupational education policy develop in practice. More specifically, the study explored how students in educational programmes value new versus enduring competencies and whether differences can be identified based on sociodemographic factors. These questions are important because they expose sociodemographic conditions that influence how students value policy-driven skills versus enduring ones.

Place, publisher, year, edition, pages
Bingley: Emerald Group Publishing Limited, 2017. Vol. 29, no 7/8, 524-536 p.
Keyword [en]
Gender, Skills, Vocational education, Competencies, Police education, Police student
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:umu:diva-131712DOI: 10.1108/JWL-09-2016-0082OAI: oai:DiVA.org:umu-131712DiVA: diva2:1075425
Available from: 2017-02-19 Created: 2017-02-19 Last updated: 2017-12-12Bibliographically approved

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Kohlström, KirsiRantatalo, OscarKarp, StaffanPadyab, Mojgan
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Department of EducationPolice Education Unit at Umeå UniversityDepartment of Social Work
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CiteExportLink to record
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Citation style
  • apa
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Output format
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