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  • 1.
    Karp, Staffan
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Kohlström, Kirsi
    Umeå University, Faculty of Social Sciences, Department of Education.
    Rantatalo, Oscar
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University. Umeå University, Faculty of Social Sciences, Department of Education.
    Padyab, Mojgan
    Umeå University, Faculty of Social Sciences, Department of Social Work. Umeå University, Faculty of Social Sciences, Centre for Demographic and Ageing Research (CEDAR).
    Police students' values of enduring and emerging competence areas in police education2020In: 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)
  • 2.
    Kohlström, Kirsi
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Polisers professionella utveckling: från polisutbildning till sex år i polisyrket2023Doctoral 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.

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  • 3.
    Kohlström, Kirsi
    Umeå University, Faculty of Social Sciences, Department of Education.
    Professional development in the Swedish police organization: Police officers' learning pathways2022In: Human Resource Development Quarterly, ISSN 1044-8004, E-ISSN 1532-1096, Vol. 33, no 4, p. 339-359Article in journal (Refereed)
    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.

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  • 4.
    Kohlström, Kirsi
    Umeå University, Faculty of Social Sciences, Department of Education.
    Professional policing: Longitudinal trends of how Swedish Police recruits value core competence areasManuscript (preprint) (Other academic)
  • 5.
    Kohlström, Kirsi
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Edlund, Mona
    Att utbilda aspiranthandledare: samtalsfärdigheter som verktyg för självmedvetenhet och reflektion2020In: Reflektion som professionsverktyg inom polisen / [ed] Staffan Karp och Oscar Rantatalo, Umeå: Enheten för polisutbildning, Umeå universitet , 2020, p. 143-155Chapter in book (Other academic)
  • 6.
    Kohlström, Kirsi
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Rantatalo, Oscar
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Department of Education.
    Padyab, Mojgan
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Policy ideals for a reformed education: How police students value new and enduring content in a time of change2017In: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, Vol. 29, no 7/8, p. 524-536Article in journal (Refereed)
    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.

  • 7.
    Kohlström, Kirsi
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Rantatalo, Oscar
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Department of Education.
    Padyab, Mojgan
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Policy Ideals for a Reformed Education: Police Students' Occupational Attitudes in a Time of Change2015In: 9th International Conference on Researching Work and Learning: 9-11 December 2015, School of the Arts Singapore, 2015, p. 1-15Conference paper (Refereed)
    Abstract [en]

    This paper examines discrepancies between educational objectives expressed in police vocational education policy and police recruits' views on knowledge and anticipatory occupational expectations. From a global perspective, police institutions in many countries are currently undergoing substantial professional reorientations in light of societal developments such as transforming demographics, increased societal diversity, changing public demands on police service delivery and crime patterns that are increasingly transnational and globalised. In sum, these developments have been suggested to be leading to increased complexity in the police's fulfilment of their professional obligations and new demands on police professional knowledge. In the context of police education, these shifts are visible on a policy level wherein experiential approaches to policing are increasingly substituted for problem-oriented and evidence-based policing which builds on theory, evaluation and utilisation of research. On the level of police educational curricula, traditional subjects, such as law enforcement, investigation and crime control, are increasingly complemented with subjects such as cultural awareness, communication and gender and diversity training. Given these broad developments, the present study investigates how the uptake of new educational ideas and practices is perceived by students undergoing police education. Previous research has put forth that educational content at variance with the occupational practices and culture of the police runs a considerable risk of being disapproved by police recruits and by extension has little or no impact on student learning. Drawing on a Swedish national survey (n=369) targeting Swedish police students in their fourth term of police education, the present paper investigates discrepancies between policy objectives and students attitudes towards 'new' subjects. The survey measures students values and attitudes towards different areas of police educational content. The results indicate that skill areas such as communication, flexibility and diversity are considered more important to emphasise in education by female students than male students. Based on the results, the authors discuss how ideas regarding policing which are promoted on a policy level may influence the development of new kinds of skills in police practice. Discrepancies between official rhetoric and police educational practice are discussed in terms of how such gaps may counteract the development of new kinds of expertise and knowledge within the occupational community of the police.

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  • 8.
    Rantatalo, Oscar
    et al.
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University. Umeå University, Faculty of Social Sciences, Department of Education.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Department of Education.
    Kohlström, Kirsi
    Umeå University, Faculty of Social Sciences, Department of Education.
    Padyab, Mojgan
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Police education in transformation: How police recruits in European countries value new and enduring educational content in a time of uncertainty and change?2016In: EuroCrim 2016: 16th Annual Conference of the European Society of Criminology: Abstracts, 2016Conference paper (Refereed)
    Abstract [en]

    This paper examines police recruits’ values and attitudes toward different learning content in a number of European countries in a time of uncertainty. From a global perspective, police institutions in many countries are currently undergoing substantial professional reorientation as an answer to changing demands on policing due to transformations of the society such as flows of refugees, demographic changes, increased societal diversity and transnational crime patterns. In sum, these developments has been suggested to lead to increased complexity in the fulfilment of the police’s professional obligations and new demands on police professional knowledge. On a level of police educational curricula, traditional subjects such as law enforcement, investigation and crime control are increasingly complemented with subjects such as cultural awareness, communication, as well as gender and diversity training. Drawing on empirical data from the RECPOL (Recruitment, Education, Careers in the Police) project the attitudes among female and male police recruits, when entering their police training, are analysed and discussed in relation to enduring and new content in police education. The results are also discussed from a broader Euoropean perspective in terms of similarities and differences between educational systems and the traditions and role of the police in the countries taking part in the project. Finally we also touch on implications for decision makers and training providers for developing a police education preparing recruits for policing in a changing society. 

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