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Polisers professionella utveckling: från polisutbildning till sex år i polisyrket
Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.ORCID iD: 0000-0001-6080-173x
2023 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The aim of this compilation thesis is to contribute knowledge on police officers´ professional development from the beginning of police education to six years in the police career. The thesis is based on empirical material collected in a European research project called RECPOL (Recruitment, Education, and Career in the Police) and interviews by the author. For this thesis police students that began their police education in 2011 in Sweden is the focus. The thesis consists of four papers. The first paper, an article, presents a quantitative study that examine how subgroups in the Swedish police student cohort value the importance of different kinds of competencies in the end of their theoretical part of the police education. The second paper, a chapter, presents a quantitative study that examines how police students in the six counties value the importance of different kinds of competencies in the beginning and the end of their police education. Then the third paper investigates how the Swedish police officers value different competencies from the beginning of police education to three years in police careers. Lastly, the fourth paper, an article, explores how 13 Swedish police officers that are part of all the above described studies, experience their professional development from police education to six years in police careers. The analysis in this thesis combines police socialisation and learning pathways with a frame factor perspective. The longitudinal study shows that in police education becoming police officers value both traditional (decisiveness and practical skills) and emerging (flexibility and diversity) competencies as highly important for the upcoming police career. When looking into the Swedish cohort as they transform from police education to police practice the valuation of professional competencies are stable for some and diverging for others. Two competencies, diversity and practical skills, are valued less important. Furthermore, the study shows that police officers during their professional development have been supported in differing ways which has as consequence that they develop varying learning pathways, either self-directed or information-oriented, to develop their competencies. Female police officers´ professional development is affected when pregnant and working as patrolling officers. They need to take more responsibility for their competence development as they need to shift to other tasks for security reasons. In the concluding analysis and discussion sections, connections are drawn between police socialisation and learning organisations, as well as the influence of frame factors and organisational factors on police officers´ professional development.

Place, publisher, year, edition, pages
Umeå: Umeå Universitet , 2023. , p. 109
Series
Akademiska avhandlingar vid Pedagogiska institutionen, Umeå universitet, ISSN 0281-6768 ; 130
Series
Umeå Studies in the Educational Sciences ; 63
Keywords [en]
Police students, police officers, traditional and enduring competence areas, frame- factor perspective, police socialisation, learning pathways
National Category
Pedagogy
Research subject
education
Identifiers
URN: urn:nbn:se:umu:diva-212681ISBN: 978-91-8070-110-5 (print)ISBN: 978-91-8070-111-2 (electronic)OAI: oai:DiVA.org:umu-212681DiVA, id: diva2:1786148
Public defence
2023-09-01, NBET.A 101, Norra beteendevetarhuset, Umeå, 10:00 (Swedish)
Opponent
Supervisors
Available from: 2023-08-15 Created: 2023-08-07 Last updated: 2023-08-09Bibliographically approved
List of papers
1. Policy ideals for a reformed education: How police students value new and enduring content in a time of change
Open this publication in new window or tab >>Policy ideals for a reformed education: How police students value new and enduring content in a time of change
2017 (English)In: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, Vol. 29, no 7/8, p. 524-536Article 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
Keywords
Gender, Skills, Vocational education, Competencies, Police education, Police student
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-131712 (URN)10.1108/JWL-09-2016-0082 (DOI)000416659800003 ()2-s2.0-85034846719 (Scopus ID)
Available from: 2017-02-19 Created: 2017-02-19 Last updated: 2023-08-07Bibliographically approved
2. Police students' values of enduring and emerging competence areas in police education
Open this publication in new window or tab >>Police students' values of enduring and emerging competence areas in police education
2020 (English)In: The Making of a Police Officer: Comparative Perspectives on Police Education and Recruitment / [ed] Tore Bjorgo and Marie-Louise Damen, Routledge, 2020, 1, p. 143-169Chapter in book (Refereed)
Place, publisher, year, edition, pages
Routledge, 2020 Edition: 1
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-168817 (URN)978-0-367-22866-8 (ISBN)978-0-429-27722-1 (ISBN)
Projects
loa
Note

Part III : Shaping police students

Available from: 2020-03-11 Created: 2020-03-11 Last updated: 2023-08-07Bibliographically approved
3. Professional policing: Longitudinal trends of how Swedish Police recruits value core competence areas
Open this publication in new window or tab >>Professional policing: Longitudinal trends of how Swedish Police recruits value core competence areas
(English)Manuscript (preprint) (Other academic)
National Category
Pedagogy
Research subject
education
Identifiers
urn:nbn:se:umu:diva-212676 (URN)
Available from: 2023-08-07 Created: 2023-08-07 Last updated: 2023-08-09
4. Professional development in the Swedish police organization: Police officers' learning pathways
Open this publication in new window or tab >>Professional development in the Swedish police organization: Police officers' learning pathways
2022 (English)In: Human Resource Development Quarterly, ISSN 1044-8004, E-ISSN 1532-1096, Vol. 33, no 4, p. 339-359Article in journal (Refereed) Published
Abstract [en]

Professional development is important for the improvement of professional work. Particularly relevant to the concept of professional development is an occupation's character and the organizational arrangements for activities endorsing employees' professional development. In this article, police officers' professional development in the Swedish police organization is explored by analyzing officers' learning pathways and their experiences of crucial conditions that contribute to their professional development. Content analysis of interviews with six female and seven male police officers is conducted. The results show that diverging police responsibilities give rise to either self-directed or information-oriented learning pathways. Three aspects (i.e., the formal educational arrangement, the facilitation of learning by managers, and scheduled time for workplace learning) are seen as crucial conditions that endorse police officers' professional development in diverging ways due to the assigned responsibilities. These findings show that police officers' professional development is endorsed with differing strategic management patterns that affect the kinds of professional development activities that support different police positions.

Place, publisher, year, edition, pages
John Wiley & Sons, 2022
Keywords
career development, competency, management, professional development, strategic human resources development
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-184183 (URN)10.1002/hrdq.21450 (DOI)000659057100001 ()2-s2.0-85107614550 (Scopus ID)
Available from: 2021-06-10 Created: 2021-06-10 Last updated: 2023-08-07Bibliographically approved

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Kohlström, Kirsi

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