File #2358: "2018_Book_HigherEducationAndPolice.pdf"
Text
1|Acknowledgement|5
1|Contents|6
1|List of Contributors|9
1|List of Figures|16
1|List of Tables|18
1|1: Introduction: Higher Police Education—An International Perspective|19
2|Future Global Trends|20
3|Old Structures Challenged|22
3|Challenges for Police Organisations|23
2|The Structure of the Book|24
2|References|32
1|Part I: Professionalisation|33
2|2: Education and the Police Professionalisation Agenda: A Perspective from England and Wales|34
3|Introduction|34
3|Historical Context|35
3|Engagement Between Universities, Graduates and the Police Service|39
3|Challenges for Professionalisation and Change|45
3|Conclusion|47
3|References|48
2|3: Police Basic Training in Sweden: Vocational or Academic? An Educational Muddle|52
3|A Prologue of Endings and Beginnings|52
3|Police Basic Training History|54
3|Police Basic Training Anno 2016|57
3|On the Political Agenda|58
3|The Investigation Frenzy: A Three Strike System?|61
3|Strike Three; Police in the Future: Police Basic Training as Higher Education|63
3|From a Student’s Point of View|66
3|Cultures and Traditions at Stake?|67
3|An Epilogue for the Future|69
3|References|73
2|4: The New Zealand Context: Finding Common Ground in the Land of the Long White Cloud|76
3|Introduction|76
3|Aotearoa/New Zealand|77
3|Higher Education Bearing Fruit in Aotearoa, New Zealand|81
3|Core Foundational Initial Training (CFIT)|84
3|The Wider Context: The Barriers and Opportunities to Meaningful Engagement with Higher Education|86
3|Drawing the Threads Together to Reach a Conclusion|94
3|References|97
1|Part II: Innovation|101
2|5: The College of Policing: Police Education and Research in England and Wales|102
3|Introduction|102
3|The College of Policing|103
3|Educating Police Officers|107
3|Degree Entry Proposals|108
4|Police Research in Context|110
4|Structures of Collaboration|115
3|Conclusion|117
3|References|118
2|6: Police Higher Education in China|122
3|Introduction|122
3|The History of Police Higher Education in China|123
4|Before the Creation of Police Higher Education in China|123
5|The Beginning of Police Education in PRC (1949–1965)|123
5|The Devastating Period of Cultural Revolution (1966–1976)|125
4|The Beginning Period of Police Higher Education in China (1977–1985)|125
4|30 Years’ Development of Police Higher Education in China (1986–2016)|126
5|CPPSU|127
5|CIPUC|129
5|Hubei University of Police|131
3|Key Issues of Police Higher Education in China|133
4|The Contradiction Between the Position as a University and the Position as a Police Academy|133
3|Conclusion|135
3|References|135
2|7: Higher Education and Democratic Policing: Challenges from Latin America|137
3|Introduction: The Issue of Police Education|137
3|Experiments of Police Education in Latin America|138
4|The Case of Argentina|139
4|A Comparative Research in Brazil|141
5|The Military Police Academies|144
5|The Schools of the Civil Police|150
5|Educational Integration Programmes Experiments|152
3|The Crisis of Police Education|158
3|Conclusions|161
3|References|165
2|8: Higher Police Education in Europe: Surveying Recent Developments|169
3|Introduction|169
3|Method and Methodology|172
3|Results|177
4|Q1: “Are there any colleges, universities, or other institutions offering programmes and/or courses...”|177
4|Q2: The delivering institutions|179
4|Q3: Specific information about programmes and courses|182
3|Discussion of the Results and Tentative Conclusions|185
3|References|191
1|Part III: Application|192
2|9: Responding to Needs of Higher Analytical Competence in the Police: Master Programmes at the Norwegian Police University College|193
3|Introduction|193
3|Development of Knowledge-Driven Policing|195
3|The Learning Organization|197
3|Master Programme as an Answer to the Need|199
4|Master in Police Science|200
5|Content and Organization|201
4|Model for the Master’s Programme in Police Science|201
5|Learning Outcome|202
4|Master’s Degree in Criminal Investigation|203
5|Content and Organization|204
4|Model for the Experiential Master’s Degree in Investigation|204
5|Organization and Work Methods|204
5|Learning Outcome|205
3|Conclusion|206
3|References|207
2|10: Starting as a Kommissar/Inspector? – The State’s Career System and Higher Education for Police Officers in Germany|209
3|The Police System and State’s Career System in Germany|210
3|‘Kienbaum Report’ and the Consequences|213
3|The Higher Education of Police|216
3|The Example: Studying Police in North Rhine-Westphalia|217
3|An Accepted Concept?|221
3|Assessment of the ‘Post-Kienbaum’-Situation|224
3|Summary and Perspectives|228
3|References|230
2|11: Higher Police Education in the Netherlands|234
3|Introduction|234
3|Police Education Council|236
3|Occupational and Qualification Profiles|237
3|Coherent System of (Higher) Police Education|239
4|Curricula for Specific Senior Police Tasks|241
4|Curricula for Detectives and Scene of Crime Officers (SOCO)|241
4|Associate Operational Leadership|242
4|Bachelor of Policing|242
4|Master of Science in Policing|244
4|Executive Master of Tactical Policing|245
4|Master of Criminal Investigation|246
4|Master of Crisis & Public Order Management|247
3|Diploma-Equivalence|247
3|Accreditation of Bachelor and Master Degrees|248
3|Core Tasks|248
3|Dual Training System|249
3| Lectorates (Knowledge and Research)13|251
3|International Contacts|252
3|Conclusion|253
3|References|255
2|12: Down Under: Police Education at the Charles Sturt University, Australia|257
3|Overview|257
3|Policing in Australia|258
3|Police Recruitment in Australia|259
4|Police Training and Specialisation|262
3|The Issue of Professionalisation|263
3|Current Status of Police Education|265
3|Case Study, the New South Wales Police Force and Charles Sturt University Collaboration|267
4|Diversity|271
4|Funding|272
4|The Curriculum|272
4|Challenges|274
3|Conclusion|275
3|References|276
1|Index|280
1|Contents|6
1|List of Contributors|9
1|List of Figures|16
1|List of Tables|18
1|1: Introduction: Higher Police Education—An International Perspective|19
2|Future Global Trends|20
3|Old Structures Challenged|22
3|Challenges for Police Organisations|23
2|The Structure of the Book|24
2|References|32
1|Part I: Professionalisation|33
2|2: Education and the Police Professionalisation Agenda: A Perspective from England and Wales|34
3|Introduction|34
3|Historical Context|35
3|Engagement Between Universities, Graduates and the Police Service|39
3|Challenges for Professionalisation and Change|45
3|Conclusion|47
3|References|48
2|3: Police Basic Training in Sweden: Vocational or Academic? An Educational Muddle|52
3|A Prologue of Endings and Beginnings|52
3|Police Basic Training History|54
3|Police Basic Training Anno 2016|57
3|On the Political Agenda|58
3|The Investigation Frenzy: A Three Strike System?|61
3|Strike Three; Police in the Future: Police Basic Training as Higher Education|63
3|From a Student’s Point of View|66
3|Cultures and Traditions at Stake?|67
3|An Epilogue for the Future|69
3|References|73
2|4: The New Zealand Context: Finding Common Ground in the Land of the Long White Cloud|76
3|Introduction|76
3|Aotearoa/New Zealand|77
3|Higher Education Bearing Fruit in Aotearoa, New Zealand|81
3|Core Foundational Initial Training (CFIT)|84
3|The Wider Context: The Barriers and Opportunities to Meaningful Engagement with Higher Education|86
3|Drawing the Threads Together to Reach a Conclusion|94
3|References|97
1|Part II: Innovation|101
2|5: The College of Policing: Police Education and Research in England and Wales|102
3|Introduction|102
3|The College of Policing|103
3|Educating Police Officers|107
3|Degree Entry Proposals|108
4|Police Research in Context|110
4|Structures of Collaboration|115
3|Conclusion|117
3|References|118
2|6: Police Higher Education in China|122
3|Introduction|122
3|The History of Police Higher Education in China|123
4|Before the Creation of Police Higher Education in China|123
5|The Beginning of Police Education in PRC (1949–1965)|123
5|The Devastating Period of Cultural Revolution (1966–1976)|125
4|The Beginning Period of Police Higher Education in China (1977–1985)|125
4|30 Years’ Development of Police Higher Education in China (1986–2016)|126
5|CPPSU|127
5|CIPUC|129
5|Hubei University of Police|131
3|Key Issues of Police Higher Education in China|133
4|The Contradiction Between the Position as a University and the Position as a Police Academy|133
3|Conclusion|135
3|References|135
2|7: Higher Education and Democratic Policing: Challenges from Latin America|137
3|Introduction: The Issue of Police Education|137
3|Experiments of Police Education in Latin America|138
4|The Case of Argentina|139
4|A Comparative Research in Brazil|141
5|The Military Police Academies|144
5|The Schools of the Civil Police|150
5|Educational Integration Programmes Experiments|152
3|The Crisis of Police Education|158
3|Conclusions|161
3|References|165
2|8: Higher Police Education in Europe: Surveying Recent Developments|169
3|Introduction|169
3|Method and Methodology|172
3|Results|177
4|Q1: “Are there any colleges, universities, or other institutions offering programmes and/or courses...”|177
4|Q2: The delivering institutions|179
4|Q3: Specific information about programmes and courses|182
3|Discussion of the Results and Tentative Conclusions|185
3|References|191
1|Part III: Application|192
2|9: Responding to Needs of Higher Analytical Competence in the Police: Master Programmes at the Norwegian Police University College|193
3|Introduction|193
3|Development of Knowledge-Driven Policing|195
3|The Learning Organization|197
3|Master Programme as an Answer to the Need|199
4|Master in Police Science|200
5|Content and Organization|201
4|Model for the Master’s Programme in Police Science|201
5|Learning Outcome|202
4|Master’s Degree in Criminal Investigation|203
5|Content and Organization|204
4|Model for the Experiential Master’s Degree in Investigation|204
5|Organization and Work Methods|204
5|Learning Outcome|205
3|Conclusion|206
3|References|207
2|10: Starting as a Kommissar/Inspector? – The State’s Career System and Higher Education for Police Officers in Germany|209
3|The Police System and State’s Career System in Germany|210
3|‘Kienbaum Report’ and the Consequences|213
3|The Higher Education of Police|216
3|The Example: Studying Police in North Rhine-Westphalia|217
3|An Accepted Concept?|221
3|Assessment of the ‘Post-Kienbaum’-Situation|224
3|Summary and Perspectives|228
3|References|230
2|11: Higher Police Education in the Netherlands|234
3|Introduction|234
3|Police Education Council|236
3|Occupational and Qualification Profiles|237
3|Coherent System of (Higher) Police Education|239
4|Curricula for Specific Senior Police Tasks|241
4|Curricula for Detectives and Scene of Crime Officers (SOCO)|241
4|Associate Operational Leadership|242
4|Bachelor of Policing|242
4|Master of Science in Policing|244
4|Executive Master of Tactical Policing|245
4|Master of Criminal Investigation|246
4|Master of Crisis & Public Order Management|247
3|Diploma-Equivalence|247
3|Accreditation of Bachelor and Master Degrees|248
3|Core Tasks|248
3|Dual Training System|249
3| Lectorates (Knowledge and Research)13|251
3|International Contacts|252
3|Conclusion|253
3|References|255
2|12: Down Under: Police Education at the Charles Sturt University, Australia|257
3|Overview|257
3|Policing in Australia|258
3|Police Recruitment in Australia|259
4|Police Training and Specialisation|262
3|The Issue of Professionalisation|263
3|Current Status of Police Education|265
3|Case Study, the New South Wales Police Force and Charles Sturt University Collaboration|267
4|Diversity|271
4|Funding|272
4|The Curriculum|272
4|Challenges|274
3|Conclusion|275
3|References|276
1|Index|280