Modernizing the Police with Research, Developmentand Innovation Activities

Abstract

The social context and the operational environment of the police has changed considerably around the world. Recently, that change has necessitated a restructuring in the Finnish police education. This reform is based on the belief that a higher level of education and a greater focus on research will lead to better professional skills and an increased ability to perform in the workplace. In this article, we examine the views of the staff of the Finnish Police University College on research, development and innovation activities (RDI) in the light of a survey answered by the staff. We pay special attention to the connection between the teacher's level of different skill areas and the experienced usefulness of RDI activities from an educational point of view. On the basis of the results, RDI activities are broadly understood to concern the whole staff. The study also shows that both the teachers' experienced RDI skills and their pedagogical skills for higher education are positively connected to their views on the experienced benefit of RDI activities. Indeed, if RDI provide the means to develop the police profession, then it is important that the related skills and the ability to transfer them are strengthened.

Knowledge Requirements in the Governing Documents of the Swedish Police Programme

“…In many countries, the police education has long been organized and governed by academia. Two examples are the UK, with an academic degree in policing as early as in the 1960s, and Finland, with a reform introduced during 1998 ( Lee & Punch, 2004;Myllylä et al, 2017). In other countries the transition has just begun (Cordner & Shain, 2011;Bartkowiak-Théron, 2019).…”

“…In other countries the transition has just begun (Cordner & Shain, 2011;Bartkowiak-Théron, 2019). In the Nordic countries, Norway has a police education at the bachelor level, while Denmark has a similar solution as Sweden -awaiting formal status (Fekjaer & Petersson, 2018;Myllylä et al, 2017). In an international perspective, the Swedish example can be interesting for all interested in the ongoing academization of a professional police education and the development of knowledge.…”