Perceived value of higher education curricula in the police profession

The value of college curricula for police officers has been debated for decades. Many studies have been conducted, especially during the 1970s, with conflicting results. Few qualitative studies have addressed issues such as whether academic curricula are valuable to police officers (of all ranks). In this research, the police officers' perception and understanding of the value of higher education programs has been investigated.

The research approach is qualitative and descriptive phenomenology. In data analysis, Claysey method was used. In this research, 17 people with different degrees and occupations were selected with a purposeful sampling method from heterogeneous type to saturation and were investigated using semi-structured interview tool. To determine validity, after analysis and identification, the participants were referred again and the accuracy of the content was checked. To check the reliability of the data, identifiers and types of concepts were used. After collecting, registering and identifying the data in the Atlas T software, it was formulated in the form of main categories and concepts.

The general views of police officers indicate the importance of university-experienced curricula in the police profession (76%). The analysis of participants' experiences led to the identification of 6 main categories, 11 concepts and 46 indicators of the perceived value of higher education curricula, the main categories of which are: 1. Improvement of behavior and social skills, 2. Promotion and improvement of organizational performance, 3. Professionalization of work. Police, 4. People's satisfaction with police services, 5. Improving written and verbal skills and 6. Raising the level of expectation and false expectations (negative perception).

The findings of this study support the positive attitude and professionalization of the educated police. Therefore, due to the change of paradigm in the society as well as the change of technologies, more complex organizational designs and the perceived value of police officers, it is concluded that the police field needs officers with higher education along with a curriculum suitable for the job so that they understand the new global environment.