Criminal Justice Education, Employment Destinations, and Graduate Satisfaction

Wimshurst, Kerry John; Allard, Troy

doi:10.1375/acri.40.2.218

Cited by 14 publications

(12 citation statements)

References 29 publications

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“…It should also be noted that the name and content of criminology degrees is culturally and historically specific. For example, Wimshurst and Ransley (2007) describe the introduction of policing-oriented degrees in Queensland following the Fitzgerald Inquiry (see also Wimshurst & Allard, 2007). In this paper, we have sought to map criminal justice education in Australia.…”

Section: Resultsmentioning

confidence: 99%

Degrees of difference? A preliminary study of criminology degrees at Australian universities

Bartels

McGovern

Richards

2014

Australian & New Zealand Journal of Criminology

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While the discipline of 'criminology' has existed within Australian universities for more than half a century, the introduction of discrete 'criminology' and justice programmes is much more recent. Little is known, however, about the current state of play when it comes to what a degree in 'criminology' actually entails. With growing student enrolments in such programmes, reflecting on the status of these programmes is important in the context of student and employer requirements and expectations. Drawing on the findings of a preliminary study, this paper will explore what it means to study for an undergraduate degree in 'criminology' in Australia. Specifically, we will focus on the content, availability and range of 'criminology' and justice degrees available in Australia, in order to gain a better understanding of the convergences and divergences across degree programmes, and make some recommendations for future research.

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Section: Resultsmentioning

confidence: 99%

Degrees of difference? A preliminary study of criminology degrees at Australian universities

Bartels

McGovern

Richards

2014

Australian & New Zealand Journal of Criminology

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“…Australian research of the teaching of research methods has shown that these types of courses are widely taught within undergraduate criminology degrees (Bartels et al, 2015) and that the vast majority (80%) of graduates self-report that their degree helped develop their research skills (Wimshurst & Allard, 2007). Nevertheless, while research methods are widely taught as core component of Australian criminology degrees, courses specifically educating students about data analysis (both quantitative and qualitative) are not taught as widely across all Australian degrees (Bartels et al, 2015).…”

Section: Extent Of Research Methods Training In Criminology Degreesmentioning

confidence: 99%

Employer Expectations of Research Skills Provided in Criminology Undergraduate Education

McGee

Eriksson

2020

Scholarship of Teaching and Learning in Criminology

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Studies show that undergraduate students in criminology-related degrees often receive sufficient information literacy training within the curriculum. Nevertheless, these degrees sometimes fail to equip graduates with the practical research methods skills required to produce and critically evaluate, quantitative and qualitative research. This is evidenced by the findings of research which show that some universities including those offering criminal justice and criminology degrees do not place enough emphasis on teaching students about research methods and the research process including sample recruitment, data collection, data analysis and research report writing. Furthermore, existing studies also show that it some universities do not teach students how to use data analysis programs required to conduct empirical research (such as SPSS for quantitative analysis and NVivo for qualitative analysis). We present findings from a small-scale study that examined research skills requirements from the perspectives of potential employers and postgraduate supervisors. We provide a description of the findings in relation to core components of the research process such as researching literature, designing research, and collecting and analysing data. We also then propose ways in which we might go about addressing these needs in future curriculum development.

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“…It may be that in another research context, perhaps addressing specifically the relationship between viewing preferences and careers, our 20 participants might have had more to say about contemporary crime, but not during the current research. The participants touched on career plans, but not as much as we might expect, given both the ubiquity of crime drama as well as the strong vocational orientations of criminology students (Tontodonato, 2006;Wimshurst and Allard, 2007).…”

Section: Crime Drama and Professional Identitiesmentioning

confidence: 99%

Meaning-making and crime drama: the case of criminology students

Wimshurst

2018

Media International Australia

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Criminology as a discipline maintains an ambivalent attitude toward mass media. Following from Clifford and White's (2017) call for a more nuanced approach to media criminology, the first section of the article contextualises the present study by outlining the uneasy relationship between mainstream criminology and crime drama. The second section explores themes that arose during research that invited criminal justice students to create an outline for a television crime series that they would enjoy watching themselves. The experience of creating and talking about their crime fictions prompted the participants to reflect on aspects of their own lives in some detail, but relatively little on crime per se. Crime drama, including their own creations, provided the participants with an anchor to talk broadly about subjectivities and identities. The piece concludes with observations on the place of emotional engagement when consumers reflect on crime drama. 2 Meaning-making and crime drama: The case of criminology students Introduction: Criminologists and mass media The term 'popular criminology' was popularised by media criminologist Nicole Rafter (2007) to refer to the ways in which people develop their views about crime and justice. She noted that crime entertainment was central to these public understandings, and argued that: 'The two types of criminology, popular and academic, complement one another, each contributing in its own way to understandings of crime' (2007: 415). Thus, by strong implication, criminologists could not afford to treat mass media representations of crime as simply inferior entities. Interestingly, in view of Rafter's emphasis on complementarity, even the most empathetic surveys of media criminology suggest that, in the main, popular criminology and crime media in particular, continue to be seen by criminologists as marginal to the real business of scholarly criminology (Kohm, 2017; Wakeman, 2016). The cautious approach to scholarly analysis of fictional crime confirms Lam's (2014) observation that academic criminologists are more interested in 'corrective criticism' than in understanding the complexities of crime media production and consumption, or in understanding the ways crime drama is absorbed into the lives of audiences. Rather, corrective criticism tends 'to treat popular cultural representations as first and foremost inaccurate representations about crime or as questionable matters of fact' (p. 171). Media criminology, or the study of the ways in which crime media saturate and inform our lives and, in turn, the ways we interact with media, remains a relatively underdeveloped field of scholarship in Australia. Some topics are receiving increasing attention; for example, work here has tended to concentrate on the criminological implications of the uses and abuses of

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Criminal Justice Education, Employment Destinations, and Graduate Satisfaction

Cited by 14 publications

References 29 publications

Degrees of difference? A preliminary study of criminology degrees at Australian universities

Degrees of difference? A preliminary study of criminology degrees at Australian universities

Employer Expectations of Research Skills Provided in Criminology Undergraduate Education

Meaning-making and crime drama: the case of criminology students

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