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

Abstract

The professional preparation of police in universities is a recent development in Australia. In many cases, however, the university contribution is attenuated; degree completion is voluntary after entry into the police service. Nevertheless, it is now accepted that police services in the future will be staffed increasingly by graduates. This study examines the impact of these developments through a survey of police educators in Australian universities. Its major findings are that respondents agreed about the nature of the university police studies curriculum, their working profile, and the influence of the critical tradition in their work, and that their morale was comparatively high. Other findings, although less sanguine, are also significant: Respondents sought a strong dichotomy between university and police academy training which seemed to be at odds both with the realities of police professional life and with the substantial university credit that is given for academy courses. They were also insecure in their relations with their main client body--the members of the police services. Although such relationships are challenging, the survey's results also may reflect the present early stage of development of university police studies: The gap with academy educators and clients seems much wider than that in the defense forces, for example. In short, the study is significant in exploring attitudes and challenges of university police educators at a pioneering time, raising significant issues concerning police professional preparation, and inevitably reflecting the complexity of the police task in contemporary society.