Tundub justkui loogiline, et erihariduse omandamisest võiks olla kasu nii indiviidile (vähemalt individuaalse arengu seisukohast) kui organisatsioonile. Kas või missugustel juhtudel ja ulatuses see politseihariduse puhul nii on, seda ei tea keegi täpselt. Siin üks vabalevis olev uuring, mis veidi valgust heidab.


In December 2011, the then Home Secretary, Theresa May announced that she intended to establish a Professional Police Body1 . Its function would be to develop a body of knowledge, standards of conduct, ethical values, skills and leadership, and professional standards for police officers and police staff in England and Wales to, ‘provide those working in policing with the skills and knowledge necessary to prevent crime, protect the public and secure public trust’ (College of Policing, 2013).

Autorid lubavad:

This article presents findings from the first of three cohorts from a section of longitudinal research that captures the experiences of police practitioners engaged in part-time degree-level study.

Midagi, mis ka tavamõistusele on arusaadav:

The organisational justice literature demonstrates the importance of leaders/managers in cultivating an environment that values employees’ contributions in the workplace. Where employees perceive this environment to be fair and respectful, they are more motivated and more committed to their role (Colquitt, 2008; Colquitt et al., 2001; Greenberg, 2011).

… aga

To maximise knowledge work in police organisations, effective sharing of information is necessary and employees need to feel that their contribution is valued. However, this study’s findings indicate that the value of participants’ knowledge from their degree in the workplace was largely absent.

Organisatsioonilisest kontekstist:

The survey data indicated that most students felt that they would use the learning from the course in the context of their role. However, only seven felt the organisation would actively encourage them to do so. Only three students felt their organisation valued their educational qualification.

Mida siit tasuks järeldada? 🙂

Knowledge within police organisations is hierarchical (Williams and Cockcroft, 2018) and informed by the cultural and social norms set by the rank structure (Hallenberg and Cockcroft, 2017; Sklansky, 2014). This research indicates that senior officers feel they have more agency to influence their work, and therefore feel more comfortable using their skills at work; however, the reverse is seemingly true for those who hold less-senior positions.

Lugemishuvi suurendamiseks:

These early findings further contextualise the indifference of organisations found by Hallenberg and Cockcroft (2017). Rather than indifference experienced by police students, there was a lack of interest from line managers for the majority of students who were in lower-ranking roles and unable to contribute their newly found knowledge in their area of work, even after graduation. This created a sense of frustration among the graduates and they felt devalued. Conversely, higher-ranking graduates had more independence to influence their work.

Norman, J., & Fleming, J. (2022). Utilising police knowledge and skills: Experiences from police practitioners studying a police specific degree. International Journal of Police Science & Management. https://doi.org/10.1177/14613557211064051