Police studies, the university and the police service: An Australian study

Mahony, David; Prenzler, Tim

doi:10.1080/10511259600096131

Cited by 16 publications

(13 citation statements)

References 6 publications

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“…This poses a problem for the relationship between higher education and policing with universitybased educators having different perceptions about the aims of police education when compared to their police academy counterparts (Mahony and Prenzler, 1996). A number of research studies came out of Australia during this period that highlighted minor improvements in attitudes and values of graduate recruits but, more worryingly, a clear and rapid deterioration of these attitudes and values during the early years of work (Christie, Petrie and Timms, 1996).…”

Section: Australiamentioning

confidence: 99%

Adding value? A review of the international literature on the role of higher education in police training and education

Paterson

2011

Police Practice and Research

101

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Section: Australiamentioning

confidence: 99%

Adding value? A review of the international literature on the role of higher education in police training and education

Paterson

2011

Police Practice and Research

101

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“…Consider also the more scholarly debate around the relationship between higher education and policing (Roberg andBonn 2004, Patterson 2011). Although most of this scholarship emanates from the more established North American (Polk andArmstrong 2001, Rydberg andTerrill 2010) or Australian (Mahony andPrenzler 2006, Wimshurst andRansley 2007) experience, there is a growing debate in Britain around the benefits of university education for policing (Police Review 2009, Neyroud 2011. Although this debate is beyond the scope of the current article, it is largely implicitly predicated on the standard paradigm of learning.…”

Section: Learning As Acquisitionmentioning

confidence: 99%

Community engagement and learning as ‘becoming’: findings from a study of British police recruit training

Heslop

2011

Policing and Society

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This article draws on empirical data from research into a British police recruit training programme to put forward a theory of how police recruits learn. Official accounts of learning in British police training are premised on the assumption that learning is an individualised process based on 'common sense' notions of acquisition and transfer. However, these accounts fail to acknowledge both the socially situated aspect to police learning, as well as the relationship between learning and identity. Drawing on recent theorising from the field of education, as well as the authors own study of police officers undertaking community placements, it is argued that learning is a process of 'becoming'.

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“…Training is recognised by police worldwide to be a fundamental input to organisational capability (Birzer & Tannehill, 2001;Bradford & Pynes, 1999;Haberfield, Clarke, & Sheehan, 2011;Glasgow & Lepatski, 2012;Goldstein, 1990;Mahoney & Prenzler, 1996;Marenin, 2004;McGory & Treacy, 2012;Stanislas, 2013;Vodde, 2012;Vollmer, 1939). The ultimate goal of police training in any democracy is 'the capacity to make situational judgements which are in accord with democratic societal and legal norms and expectations' (Marenin, 2004, p. 108).…”

Section: Issues Associated With General Police Trainingmentioning

confidence: 99%

“…Other key abilities required of an officer in a community policing construct relate to the use of discretion in practical situations (Birzer & Tannehill, 2001;Marenin, 2004;Vodde, 2012). Critics of the US, UK, Canadian and Australian approaches to general police training (Birzer & Tannehill, 2001;Bradford & Pynes, 1999;Chan, 1997;Cioccarelli, 1989;Lorinkas, & Kulis, 1986;Mahoney & Prenzler, 1996;Vodde, 2012;Wimshurst & Ransley, 2007) have variously lamented that training remains anchored to a traditional, pedagogical, military model that does not adequately address the skill, knowledge or attribute requirements of police working in the current societal context.…”

Section: Issues Associated With General Police Trainingmentioning

confidence: 99%

“…The most cited reasons are associated with resource limitations, competing budgetary priorities and cultural inertia regarding change (Birzer & Tannehill, 2001;Bradford & Pynes, 1999;Glasgow & Lepatski, 2012;Goldstein, 1990;Mahoney & Prenzler, 1996;Marenin, 2004;McGory & Treacy;Vodde, 2012). Cioccarelli (1989), writing about the Australian context, suggests that organisational attitudes to the overall value of training are also important.…”

Section: Issues Associated With General Police Trainingmentioning

confidence: 99%

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Skill acquisition, transfer and application: a study of investigative interviewing training in the Queensland Police Service

Mount¹

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The ability of a police officer to elicit case-relevant information from a witness, victim or suspect of a crime is a fundamental component of policing capability. The police officer must be able to elicit accurate, complete and timely information from the individual in a manner that is effective, efficient and legally compliant. The officer must also be able to adapt their elicitation techniques to suit the circumstances of the encounter -whether it is a roadside field interview with a witness to a vehicle accident or a formal investigative interview of a homicide suspect. The interpersonal and communication skills required to effectively undertake the elicitation task, I propose, comprise both 'hard' procedural and 'soft' cognitive components. Neither hard nor soft interviewing skills are typically innate and the police officer must be formally trained in their uses. Once acquired in the training environment, the skills must then be transferred effectively and applied regularly in a workplace setting. At each junction in the acquisition-transfer-application pathway a variety of factors will either enable or inhibit the journey and, ultimately, impact on the effectiveness of the investigative interview that is conducted in the workplace. Using the Queensland Police Service (QPS) as a case study, my research expands upon existing knowledge associated with the skill acquisition-transfer-application pathway. The research also addresses research gaps associated with training delivery and workplace utilisation of both hard and soft investigative interviewing skills.My findings suggest that there is an imbalance of emphasis on hard skills in investigative interviewing training with soft skills relegated to a cursory status. My findings also indicate that QPS Level 1 (Foundation) investigative interviewing training is not satisfying the skill demands of the most common interviewing scenarios for uniformed officers -the Field Interview. My findings suggest that the acquisition-transfer-application pathway for QPS Level 2 (Complex Investigations) is, with some adjustments, more likely to lead to effective investigative interviews. My research has implications for both the design and delivery of investigative interviewing training and the future development and management of this key component of policing capability.iii Declaration by authorThis thesis is composed of my original work, and contains no material previously published or written by another person except where due reference has been made in the text. I have clearly stated the contribution by others to jointly-authored works that I have included in my thesis.

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Police studies, the university and the police service: An Australian study

Cited by 16 publications

References 6 publications

Adding value? A review of the international literature on the role of higher education in police training and education

Adding value? A review of the international literature on the role of higher education in police training and education

Community engagement and learning as ‘becoming’: findings from a study of British police recruit training

Skill acquisition, transfer and application: a study of investigative interviewing training in the Queensland Police Service

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