Observations and Reflections on the Evolution of Crime‐Related Higher Education*

Although some have claimed that criminal justice and criminology have arrived as disciplines, recent research reveals that there is little consistency amongst Master's programs. This paper replicates and extends previous research into curricular requirements. The required course curricula of United States programs offering a Master's degree in criminal justice or criminology are described. This research identifies correlates of specific course requirements and provides a discussion of the current and future state of criminal justice and criminology graduate education.

Section: Introductionmentioning

confidence: 99%

Graduate Education in Criminology or Criminal Justice: Assessing Course Requirements

Lytle¹,

Travis²

2008

“…Criminologists and criminal justice scholars have long considered the ties between promoting the social scientific nature of the discipline versus the skilldevelopment nature of the discipline (Arrigo 2008;Foster, Magers, and Mullikin 2007). Some have called for striking some sort of balance that integrates both social science ideals and practical ideals (Hemmens 2002).…”

Section: Discussionmentioning

confidence: 99%

Exploring the Ties between Career Satisfaction and Education: Trait versus Situational Approaches

Payne¹,

Blackwell²,

Collins³

2010

Many studies have considered the influence that education has on career satisfaction. This literature typically has treated education as a trait-something a person has, perhaps in varying degrees. The authors suggest that education should instead be treated as a situational factor that varies between individuals, particularly given that individuals differentially define the quality of their education. Using a sample of 151 criminal justice graduates, this paper explores how education, measured both as a trait (focusing on quantity) and a situational characteristic (focusing on perceptions of quality of the education) influences career satisfaction. Results showed that level of education did not influence career satisfaction, but the measures assessing perceived quality of education did influence satisfaction. Criminal justice graduates who rated higher on satisfaction with skill development, satisfaction with social science/criminal justice knowledge, program satisfaction, and overall satisfaction were more likely to be very satisfied with their careers than those who scored lower on these measures. Furthermore, males were more likely to be very satisfied with their careers than females. Implications focus on balancing skills and social science frameworks in criminal justice curricula and expanding future career satisfaction research to more broadly define and measure education.

“…The origins of criminal justice education developed out of the early twentieth century Progressive movement's expansion of degree programs in higher education (e.g. Political Science, Public Administration, Sociology), and can rightfully be traced back to one person, Berkeley Police Chief August Vollmer 1 (Brandstatter, 1967;Carte & Carte, 1975;Eastman & McCain, 1981;Finckenauer, 2005;Foster, Magers, & Mullikin, 2007;Morn, 1995;Oliver, 2013;Petty, 1959;Roberg & Bonn, 2004;Ward & Webb, 1984). Vollmer came to the small community of Berkeley in the early 1890s by way of San Francisco having been born and raised in New Orleans.…”

Section: August Vollmer and The Origins Of Police Educationmentioning

confidence: 99%

Celebrating 100 Years of Criminal Justice Education, 1916–2016

Oliver¹

2016

, created a baccalaureate degree granting program for his police officers in the summer of 1916. The program was titled Criminology and consisted of courses on police practices, criminal law, and many of the natural science classes including biology, chemistry, and toxicology. This program continued through the summer of 1932, when a university-wide program was developed and overseen by then Professor August Vollmer. The summer program, begun in 1916, developed into both the modern criminology and criminal justice programs of today. The purpose of this paper is to recognize the development of criminal justice education which marks its 100th anniversary in the summer of 2016.