Higher Education and Police (eBook)

An International View

Colin Rogers, Bernhard Frevel (Herausgeber)

eBook Download: PDF

2018
XXI, 274 Seiten
Springer International Publishing (Verlag)
978-3-319-58386-0 (ISBN)

Infos

This edited collection is concerned with the ideas, challenges, demands and framework of conditions behind police education from an international perspective. Whilst not directly concerned with a classical comparison of education concepts from different countries, the broad range of international contributors consider issues such as professionalization programmes, how higher education programmes influence police organizations, as well how higher education influences police practice in a global context.

Examining a wide array of countries from Germany to China and Brazil to show the flawed nature of an education system based purely upon an approach concerned with police officer numbers, the editors of this book argue for the need for greater scientific education among police around the world to meet contemporary developments. A timely and well-informed study, this book meets a crucial gap in the literature and will serve as an important contribution to existing work on policing, crime prevention, and theoretical criminology.

Colin Rogers is Professor of Police Sciences and Head of Research at the International Centre for Policing and Security, The University of South Wales, UK. He is also a visiting Professor at Charles Sturt University, NSW, Australia.

Bernhard Frevel is Professor of Social Sciences at the University of Applied Sciences for Public Administration, North Rhine-Westphalia, Germany.

Inhalt

Acknowledgement 5
Contents 6
List of Contributors 9
List of Figures 16
List of Tables 18
1: Introduction: Higher Police Education—An International Perspective 19
Future Global Trends 20
Old Structures Challenged 22
Challenges for Police Organisations 23
The Structure of the Book 24
References 32
Part I: Professionalisation 33
2: Education and the Police Professionalisation Agenda: A Perspective from England and Wales 34
Introduction 34
Historical Context 35
Engagement Between Universities, Graduates and the Police Service 39
Challenges for Professionalisation and Change 45
Conclusion 47
References 48
3: Police Basic Training in Sweden: Vocational or Academic? An Educational Muddle 52
A Prologue of Endings and Beginnings 52
Police Basic Training History 54
Police Basic Training Anno 2016 57
On the Political Agenda 58
The Investigation Frenzy: A Three Strike System? 61
Strike Three Police in the Future: Police Basic Training as Higher Education
From a Student’s Point of View 66
Cultures and Traditions at Stake? 67
An Epilogue for the Future 69
References 73
4: The New Zealand Context: Finding Common Ground in the Land of the Long White Cloud 76
Introduction 76
Aotearoa/New Zealand 77
Higher Education Bearing Fruit in Aotearoa, New Zealand 81
Core Foundational Initial Training (CFIT) 84
The Wider Context: The Barriers and Opportunities to Meaningful Engagement with Higher Education 86
Drawing the Threads Together to Reach a Conclusion 94
References 97
Part II: Innovation 101
5: The College of Policing: Police Education and Research in England and Wales 102
Introduction 102
The College of Policing 103
Educating Police Officers 107
Degree Entry Proposals 108
Police Research in Context 110
Structures of Collaboration 115
Conclusion 117
References 118
6: Police Higher Education in China 122
Introduction 122
The History of Police Higher Education in China 123
Before the Creation of Police Higher Education in China 123
The Beginning of Police Education in PRC (1949–1965) 123
The Devastating Period of Cultural Revolution (1966–1976) 125
The Beginning Period of Police Higher Education in China (1977–1985) 125
30 Years’ Development of Police Higher Education in China (1986–2016) 126
CPPSU 127
CIPUC 129
Hubei University of Police 131
Key Issues of Police Higher Education in China 133
The Contradiction Between the Position as a University and the Position as a Police Academy 133
Conclusion 135
References 135
7: Higher Education and Democratic Policing: Challenges from Latin America 137
Introduction: The Issue of Police Education 137
Experiments of Police Education in Latin America 138
The Case of Argentina 139
A Comparative Research in Brazil 141
The Military Police Academies 144
The Schools of the Civil Police 150
Educational Integration Programmes Experiments 152
The Crisis of Police Education 158
Conclusions 161
References 165
8: Higher Police Education in Europe: Surveying Recent Developments 169
Introduction 169
Method and Methodology 172
Results 177
Q1: “Are there any colleges, universities, or other institutions offering programmes and/or courses...” 177
Q2: The delivering institutions 179
Q3: Specific information about programmes and courses 182
Discussion of the Results and Tentative Conclusions 185
References 191
Part III: Application 192
9: Responding to Needs of Higher Analytical Competence in the Police: Master Programmes at the Norwegian Police University College 193
Introduction 193
Development of Knowledge-Driven Policing 195
The Learning Organization 197
Master Programme as an Answer to the Need 199
Master in Police Science 200
Content and Organization 201
Model for the Master’s Programme in Police Science 201
Learning Outcome 202
Master’s Degree in Criminal Investigation 203
Content and Organization 204
Model for the Experiential Master’s Degree in Investigation 204
Organization and Work Methods 204
Learning Outcome 205
Conclusion 206
References 207
10: Starting as a Kommissar/Inspector? – The State’s Career System and Higher Education for Police Officers in Germany 209
The Police System and State’s Career System in Germany 210
‘Kienbaum Report’ and the Consequences 213
The Higher Education of Police 216
The Example: Studying Police in North Rhine-Westphalia 217
An Accepted Concept? 221
Assessment of the ‘Post-Kienbaum’-Situation 224
Summary and Perspectives 228
References 230
11: Higher Police Education in the Netherlands 234
Introduction 234
Police Education Council 236
Occupational and Qualification Profiles 237
Coherent System of (Higher) Police Education 239
Curricula for Specific Senior Police Tasks 241
Curricula for Detectives and Scene of Crime Officers (SOCO) 241
Associate Operational Leadership 242
Bachelor of Policing 242
Master of Science in Policing 244
Executive Master of Tactical Policing 245
Master of Criminal Investigation 246
Master of Crisis & Public Order Management
Diploma-Equivalence 247
Accreditation of Bachelor and Master Degrees 248
Core Tasks 248
Dual Training System 249
Lectorates (Knowledge and Research)13 251
International Contacts 252
Conclusion 253
References 255
12: Down Under: Police Education at the Charles Sturt University, Australia 257
Overview 257
Policing in Australia 258
Police Recruitment in Australia 259
Police Training and Specialisation 262
The Issue of Professionalisation 263
Current Status of Police Education 265
Case Study, the New South Wales Police Force and Charles Sturt University Collaboration 267
Diversity 271
Funding 272
The Curriculum 272
Challenges 274
Conclusion 275
References 276
Index 280

Produkt-Details

• Erscheint lt. Verlag: 14.2.2018
• Zusatzinfo: XXI, 274 p. 17 illus., 3 illus. in color.
• Verlagsort: Cham
• Sprache: englisch
• Themenwelt: Recht / Steuern ► Strafrecht
• Themenwelt: Sozialwissenschaften ► Politik / Verwaltung
• Schlagworte: academic perspectives • bernhard frevel • Bologna-Process • colin rogers • crime prevention • Education • higher education and police • Inspector • internal police • Kienbaum-Report • learning • policing • Professionalisation • Quantitative Criminology • recruits • rehabilitation psychology • Rogers • Training • Violence and Crime
• ISBN-10: 3-319-58386-7 / 3319583867
• ISBN-13: 978-3-319-58386-0 / 9783319583860