“Black, white and gray”–A qualitative study of how Swedish police officers describe occupational knowledge

Abstract

PurposeThe purpose of this study is to explore how Swedish police officers describe occupational knowledge. By learning more about how officers describe occupational knowledge, the study gives more insight about the types of information that they may be more likely to adopt in their occupational tasks.Design/methodology/approachIn this study, the author conducted 27 semi-structured interviews with Swedish police officers. I asked officers several open-ended questions about their everyday work life and professional experience.FindingsSwedish officers divide knowledge into two categories, which are theoretical knowledge and practical knowledge. Theoretical knowledge is learned in the academy and is described as “black and white,” meaning that it is considered static and not applicable to what happens out in patrol. Practical knowledge is learned in the field from colleagues.Research limitations/implicationsPolice officers around the world have a wide range of requirements and training to become police officers. However, empirical studies have found that officers tend to use different types of information when performing policing tasks. Depending on how information is perceived and is taught, officers may respond differently to different types of knowledge, due to their evaluation of the validity of the knowledge.Originality/valueThe findings in this study support previous empirical studies on the area of policing and knowledge in two ways; first, this study argues that there is a categorization of knowledge among police officers. Second, this study suggests that officers view one occupational knowledge type as more theoretical and one as more practical.

Experience, Seniority and Gut Feeling—A Qualitative Examination of How Swedish Police Officers Perceive They Value, Evaluate and Manage Knowledge When Making Decisions

“…While experience and knowledge are terms commonly used, the meaning of these terms is dynamic and can vary depending on the context in which they are discussed (Hoel and Barland, 2020). Although this paper does not aim to discuss how officers understand and perceive knowledge (i.e., Eliasson, 2020), it is essential to understand how concepts such as knowledge and experience are conceptualized.…”

“…On the other hand, knowledge is often thought of as information obtained through academic or theoretical contexts. (Aas, 2016;Karp and Stenmark, 2011;Eliasson, 2020). Several studies have found that the differences between these two concepts are highlighted when officers discuss what type of expertise they think are the most important in their occupational role Gottschalk and Dean, 2010;Fekjaer et al, 2014;Back, 2015).…”

“…Police officers describe knowledge as an essential aspect of the job. However, knowledge comes in different types, according to officers (Eliasson, 2020). For example, officers describe that knowledge can be theoretical and practical (Eliasson, 2020) and to familiarity and experience Karp and Stenmark, 2011).…”

“…However, knowledge comes in different types, according to officers (Eliasson, 2020). For example, officers describe that knowledge can be theoretical and practical (Eliasson, 2020) and to familiarity and experience Karp and Stenmark, 2011). However, there is a gap in the current literature addressing police and their understanding of knowledge (Eliasson, 2020), more specifically studies which address how officers perceive that they manage, navigate and value different types of knowledge.…”

“…For example, officers describe that knowledge can be theoretical and practical (Eliasson, 2020) and to familiarity and experience Karp and Stenmark, 2011). However, there is a gap in the current literature addressing police and their understanding of knowledge (Eliasson, 2020), more specifically studies which address how officers perceive that they manage, navigate and value different types of knowledge. This study can contribute to the gap in current empirical scholarship by further expanding the concept of knowledge and understanding how it is thought of and used by officers.…”