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Policy ideals for a reformed education: How police students value new and enduring content in a time of change
Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
Umeå universitet, Samhällsvetenskapliga fakulteten, Enheten för polisutbildning vid Umeå universitet.
Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för socialt arbete.
2017 (Engelska)Ingår i: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, Vol. 29, nr 7/8, s. 524-536Artikel i tidskrift (Refereegranskat) 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.

Ort, förlag, år, upplaga, sidor
Bingley: Emerald Group Publishing Limited, 2017. Vol. 29, nr 7/8, s. 524-536
Nyckelord [en]
Gender, Skills, Vocational education, Competencies, Police education, Police student
Nationell ämneskategori
Pedagogik
Identifikatorer
URN: urn:nbn:se:umu:diva-131712DOI: 10.1108/JWL-09-2016-0082ISI: 000416659800003OAI: oai:DiVA.org:umu-131712DiVA, id: diva2:1075425
Tillgänglig från: 2017-02-19 Skapad: 2017-02-19 Senast uppdaterad: 2018-06-09Bibliografiskt granskad

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Kohlström, KirsiRantatalo, OscarKarp, StaffanPadyab, Mojgan

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