Does a more academic type of police education produce new police officers that are reluctant to patrol the streets? What is the impact of gender diversity and political orientation on a police students career aspirations and attitudes to policing? These are some of the questions addressed by this longitudinal project, following police students in seven European countries. The unique data material makes it possible to explore a wide range of topics relevant to the future development of policing, police education and police science more generally.Part I presents an overview of the different goals and models of police education in the seven participating countries. Part II describes what type of student is attracted to police education, taking into consideration educational background, political orientation and career aspirations. Part III shows the social impact of police education by examining students orientations towards emerging competence areas; students career aspirations; and students attitudes concerning trust, cynicism and legalism.The overall results show that police students are strikingly similar across different types of police education. Students in academic institutions are at least as interested in street patrolling as students in vocational training institutions. Gender and recruitment policies matters more in relation to career preferences than education models. The national context plays a more important role than the type of police education system. Written in a clear and direct style, this book will appeal to students and scholars in policing, criminology, sociology, social theory and cultural studies and those interested in how police education shapes its graduates.
When people witness occasions when police use their powers to investigate crime and arrest offenders, how do those members of the public assess what they have seen? This book reports research in which a variety of groups from the West Midlands watched short video-clips of such real-life incidents and then discussed their appraisal amongst themselves. What emerges from those discussions is that the practice of policing is deeply controversial. On most issues, group members were divided and strongly, often passionately arguing their case. There was no 'blank cheque' for the police, neither was there unremitting criticism, even though some of groups comprised young offenders or the homeless. People worried about whether or not the police on the video-clips had justification for their suspicions; how they managed situations to prevent them getting out of hand; and whether any use of force was justified. Allowing the reader to 'hear the voices' of dissension that were analysed, the authors present implications which are profound for the police and for all those who are policed - suspects, victims, bystanders, and the public at large - as well as practical proposals for police officers and police governance.
