The article examines the reasons fresh police students have for choosing police education and what kind of backgrounds they have. Previous research has indicated that police students’ social background has changed in that their parents have much higher education than before. Students’ perceptions of and attitudes toward police training and police work has, however, changed little, which can be seen as a paradox. This research has primarily analysed survey data. We have combined qualitative interview data with data from public administrative registers. First, we find that police students are not interested in academic and intellectual pursuits. Theoretical work in offices and in front of computers is considered negatively as boring, one-sided, and resulting in decay and the «fading away» of the employees. Practical work outdoors, however, has positive connotations. These kind of preferences and work values fit nicely with our analyses of the register data, which show that most police students are not children of academics. Our findings, thus, show far greater accordance between the students’ values, attitudes and beliefs, and their parents’ level of education than previous research has shown.
The police as a social institution and the use of police force are often on the agenda of public debate. Thus, police training is regularly in the media spotlight, too. This article presents fresh research on what police practitioners think about the Norwegian police university college as a basis for police practice. The police university college is, in accordance with guidelines from NOKUT (Norwegian Agency for Quality Assurance in Education), required to ensure the quality of its education. By two tests, the police university college has obtained knowledge about how graduated police officers and their superiors consider police training. These surveys are conducted by using questionnaires (questback) in the internal police net. This study presents qualitative data on police officers’ views on police training that will enable them to perform operational policing. The police leaders who emphasize general knowledge and skills for police work, give both education and the graduates good references. When it comes to specific skills for using force in time-critical situations, the graduates are placed in a critical light.
A modern type of police organization was introduced in Sweden after the revolutionary movement of 1848. As always this was done with a keen eye on the development in the rest of Europe, and the new type of police organization was based on the most modern of all: the London Metropolitan Police. In this text the focus is on the social background of the policemen and its crucial significance for the development of the police and its social, cultural and political outlook. In the early years most policemen came from a working class background, while in later years, due to a direct strategy instigated by the authorities, they mainly came from a rural background and almost all had training as noncommissioned officers in the military service. This in turn led to increasing conflicts within the police ranks, with the most outspoken years of internal hostilities being in the first two decades of the twentieth century.