Police Leadership Education
Politiledelse er en viktig del av polisiært arbeid, det er også politilederutdanning. Denne studien er et svar på forskning som søker svar på hvordan vi kan få til å overføre kunnskap opparbeidet fra politilederutdanning til ferdigheter i praksis.
Forfatter:
Brita Bjørkelo (tredjeforfatter)
Medforfatter:
Ragnhild Holm (førsteforfatter), Emma Villman (andreforfatter), Janne Henriette Ingarsdotter Helgesen (fjerdeforfatter) og Ole Boe (femteforfatter)
Full tittel:
Police Leadership Education: Digital Didactics, Perceived Learning and Perceived Increased Competence as Police Leaders
Tidsskrift:
Nordisk tidsskrift for utdanning og praksis
Med blandede metoder over tid undersøkes hvordan politiledere (n=24) opplever egen læring etter digital utdanning, og hvordan de opplever at de benytter det de har lært, 1,5 år etterpå. Politilederne opplevde både økt kompetanse og at digital didaktikk kan være hensiktsmessig hvis målet er integrert politilederutdanning som både ser hen til forhold ved individet og organisasjonen de er en del av.
Abstract
Police leadership is an essential part of policing, as is the education of police leaders. Our study responds to the call for research on how to transform police leadership education into practice. In this longitudinal mixed-methods single case study we investigate two research questions: 1) How do the digital didactics of the digital police leadership course contribute to students’ perceived learning? 2) How are the knowledge and skills acquired in the digital police leadership course perceived to be applied 1.5 years after course completion?We collected data from students enrolled in a 12-week course. This course offered 24 students a two-day on-site course introduction, while the rest of the course was taught online. Data was collected through five surveys and follow-up interviews with six partic-ipants. The results show that police leaders perceived increased competence in being a police leader, report enhanced ability to bridge theory and practice, and improved their dig-ital skills. They also reported increased confidence in the leadership role and increased sharing of competence after study completion. The findings suggest that digital didactics may achieve embedded police education as it can provide an interplay of individual and organizational factors.