Educated Police: An Ethnographic Study of Opinions

By Tom Staciwa

This research examines different policing degrees in NSW and the impact of different levels of education not only on the officers themselves but on the Police Force as an organisation and on the community it serves. A review of the literature discussing the positive and negative effects of higher education reveals that the operational police concerned are rarely given a voice. Instead, external armchair theorists evaluate data solely from their own ideological perspectives. Countering this, 12 semi-structured interviews with NSW Police Officers were compared to see what differences in opinions and beliefs exist between NSW Police Officers who hold a policing related degree; a non-policing related degree; or those who do not have a degree at all. Although the thesis utilises Gramscian education theory (1971) it does this away from class based arguments, following instead more recent approaches by theorists such as Holub and Connell. It emphasises the importance of intellectual critique, derived from certain kinds of higher education, in maintaining democratic principles. The data analysis reveals that policing degrees can give officers not only specific ‘tools’ for everyday policing but also a better capacity to understand power relations within society. However, education is not a panacea for good policing — experience, commitment and loyalty are qualities essential to this. The data analysis also reveals that statistical performance measurement is misused by a minority for personal advantage, creating a problem for both the organisation and the community which needs to be addressed through the education of officers about the uses of policing statistics. Managing the NSW Police Force as a business has meant cost cutting in regard to police education as recruits no longer receive a wage or have their education expenses defrayed. This has affected the quality of graduating police officers and severely restricted the potential to field recruits from a wide cross-section of the community, adversely limiting the necessary diversity in the NSW Police Force today.

• Language: English
• Publisher: Tom Staciwa
• Release date: Jan 21, 2014
• ISBN: 9780646907055

Book preview

Educated Police

An Ethnographic Study of Opinions

by

Tom Staciwa

Smashwords Edition

Copyright 2008 Tom Staciwa

This text is copyright under the Berne Convention.

No reproduction without permission.

All rights reserved.

The right of Tom Staciwa to be identified as the author of this work has been asserted by him in accordance with the Commonwealth Copyright Act and its amendments.

A CIP catalogue record for this text is available from National Library of Australia

ISBN 978-0-646-90705-5

Ebook formatting by www.ebooklaunch.com

Table of Contents

Abstract

Introduction

1.1: Overview

1.2: Rationale

Chapter Two: Literature Review

2.1: The education vs. experience debate

2.2: Police culture and education for reform

2.3: Antonio Gramsci, hegemony and education

2.4: NSW Police education supporting hegemony

2.5: The 'organic' intellectual

2.6: The 'critical' intellectual and education as a weapon

Chapter Three: Methodology

3.1: Introduction

3.2: Research aims

3.3: Theoretical framework informing critical analysis

3.4: Research interviews

3.5: Recruitment of research participants

3.6: Interview context

3.7: Interview strategy

3.8: Limitations

Chapter Four: Data analysis and Research Findings

4.1: Introduction

4.2: Similar opinions, beliefs and performance levels

4.3: How higher education has been utilised in policing

4.4: Resisting police culture and counter hegemony

4.5: Education is not a panacea to policing

4.6: The 'cost' of police education

Chapter Five: Conclusion

5.1: Recommendations

Bibliography

Appendices

Appendix A Information Sheet

Educated Police: An Ethnographic Study of Opinions Description of project

Appendix B Consent Forms

Consent Form for Interview

Appendix C Interview Questions

Index of Tables

Table 1. Australian police recruit pay as of 10 September 2008

A thesis submitted for the fulfilment of the requirements for the degree of Bachelor of Policing (Honours) at the University of Western Sydney

October 2008

Acknowledgements

Full thanks to the staff of the School of Social Science at the University of Western Sydney and a special thank you to my friend and mentor Dr Michael Kennedy, who has not only helped me with my study but also given me great insight into the world of policing.

Thank you to Don Taylor, Dr Chris Devery and Lorraine Murphy.

Also thank you to the men and women of the NSW Police Force who so willingly gave up their time to participate in this research. You are the inspiration for good in society and most people will never know the sacrifices you make.

Finally, thank you to my partner and family for your love, encouragement, understanding and support.

Statement of Authentication

The work presented in this thesis is, to the best of my knowledge and belief, original except as acknowledged in the text. I hereby declare that I have not submitted this material, either in whole or in part, for a degree at this or any other institution.

Tom Staciwa

Abstract

This research examines different policing degrees in NSW and the impact of different levels of education not only on the officers themselves but on the Police Force as an organisation and on the community it serves. A review of the literature discussing the positive and negative effects of higher education reveals that the operational police concerned are rarely given a voice. Instead, external armchair theorists evaluate data solely from their own ideological perspectives. Countering this, 12 semi-structured interviews with NSW Police Officers were compared to see what differences in opinions and beliefs exist between NSW Police Officers who hold a policing related degree; a non-policing related degree; or those who do not have a degree at all.

Although the thesis utilises Gramscian education theory (1971) it does this away from class based arguments, following instead more recent approaches by theorists such as Holub and Connell. It emphasises the importance of intellectual critique, derived from certain kinds of higher education, in maintaining democratic principles. The data analysis reveals that policing degrees can give officers not only specific 'tools' for everyday policing but also a better capacity to understand power relations within society. However, education is not a panacea for good policing — experience, commitment and loyalty are qualities essential to this.

The data analysis also reveals that statistical performance measurement is misused by a minority for personal advantage, creating a problem for both the organisation and the community which needs to be addressed through the education of officers about the uses of policing statistics.

Managing the NSW Police Force as a business has meant cost cutting in regard to police education as recruits no longer receive a wage or have their education expenses defrayed. This has affected the quality of graduating police officers and severely restricted the potential to field recruits from a wide cross-section of the community, adversely limiting the necessary diversity in the NSW Police Force today.

Introduction

1.1: Overview

During the construction of this thesis I make reference both to my own education in the Bachelor of Policing degree course at the University of Western Sydney and to my experience as a Constable of Police in the New South Wales Police Force. I remember back to my first day at University, sitting in a lecture theatre at the University of Western Sydney and listening to the head of program explain the importance of higher education in policing and the benefits it would bring me during my policing career.

I was incorrectly told that a degree was a mandatory requirement before proceeding to the rank of Senior Constable in the NSW Police Force. Since then I have become aware there is no such requirement for a degree before any rank progression in the NSW Police Force. I was told as well that