The role of state government in criminal justice higher education

Criminal justice higher education has grown rapidly beyond its early roots as subfields of sociology, social work, political science, and law. Programs, which are generally found at state institutions, are initiated at the institutional or state level and must be approved by campus governing bodies, who must be satisfied of the need, and by state legislatures, who must approve funding, and by separate coordinating councils. Influences such as the traditional vocational background of some of these programs, police training councils, associations of practitioners and educators, national organizations, and, to a lesser extent, students and minority groups, should be taken into consideration, but the responsibility of initiating programs should lie with the faculty members and their institutions. The state should then determine the need for graduates of such programs and should oversee the programs' continuity and quality.     

College Students’ Satisfaction with Police Services in Taiwan

The purpose of this study was threefold: First, it explored the incidence of police-college student confrontations in Taiwan over the course of the three decades following the abolition of martial law in 1987. Second, it examined the correlates of satisfaction with police services among college students. Third, and most importantly, a Chinese cultural value I characterize as benevolent sympathy was introduced and integrated into a theoretical framework developed in Western societies to assess citizen satisfaction with police work. Using survey data collected from 688 college students across Taiwan, results derived from a series of ordinary least squares (OLS) regression analyses showed that benevolent sympathy plays a significant role in the explanation of satisfaction with police services among these students. In addition, neighborhood disorder, collective efficacy, fear of crime, voluntary contact experience and nature of locality produced significant impacts even after controlling for demographic background characteristics. The public policy implications of the findings included the following: (1) Educators in college-level institutions might benefit from reviewing the curriculum of their academic programs and include the purposeful cultivation of good virtues such as benevolent sympathy in their courses; (2) Police administrators should likely institute training programs designed to improve communication skills, promote professional knowledge, and enhance neighborhood-specific services in sworn police officer training programs (particularly for officers serving in rural areas); (3) Police agencies should pay more attention to their behaviors and services in neighborhoods where disorder crimes and higher levels of fear exist; and (4) To enhance quality of police services to college students in particular, police departments need to take greater advantage of the effectiveness of the Internet for communicating with this population.     

法学本科教育改革研究

就其性质而言,法学本科教育是一种职业教育。因此让法学本科教育回归职业教育之本位乃当前中国法学教育改革所必须面对的问题。鉴于法律职业与人文精神之间的内在关联性,结合当前中国法学本科教育体制,未来中国法学本科教育有必要采行"一二一"原则,即在学制安排上,一年时间用于人文课程学习,两年时间用于专业课程学习,一年时间用于实践学习。为此,有必要适时调整法学本科教学大纲,增加人文必修课程,科学配置法学专业课程,并为实践学习设定刚性规范。     

The effects of criminal justice pedagogy on student attitudes

To determine the effects of an introductory criminal justice course on the attitudes of students toward the police, questionnaires were given in the first week of the semester to 425 students enrolled in Introduction to Criminal Justice courses and to 301 students enrolled in Introduction to Sociology courses. The survey was then readministered in the final week of the semester. The data reveal that while significant initial differences existed in orientation among the various student groupings, there was no significant change in attitudes between the pretest and posttest measurements.     

论讨论式教学法在法学本科教育中的应用

法学本科教育的定位应是职业教育,职业教育必须重视实践教育环节。讨论式教学法,作为实践教育模式中重要的教学方法,能充分调动学生的主观能动性,培养学生的创新思维,提高学生的综合素质与能力,以实现我们本科教育的培养目标。讨论式教学法应在法学本科教育中普遍推广。在法学主干课程、基础课程中我们应主要采用讲授式教学法,辅之以讨论式教学法,而在非基础、非主干课程中采用以讨论式教学法为主的教学方式。     

公安院校《大学语文》的学科基础和教学定位

《大学语文》是公安院校普遍开设的“人文素质”基础课。与当前高校课程改革的步伐相一致,公安院校“大学语文应走向 何方”成为公安院校师生共同关注的一个话题。积极探讨该课程的学科基础,并在此基础上定位相应的教学方法,是本文所探讨的中 心。只有明确了这两点,公安院校“大学语文”教学改革探讨才能有的放矢。     

The effect of education on police attitudes

This paper examines the effect of education on police attitudes. Although the literature seems to suggest that college-educated policemen will be more tolerant than their non-college counterparts, studies to date are highly ambiguous. The present study examines the attitudes of the members of one police department. Findings from the correlation analysis indicate that the educational level of the police does not significantly affect their attitudes. It is suggested that this is due, in part, to the vocational orientation of many police college students and to be pervasive effect of the police role     

论公安高校口语课教学方法

“口语”既是公安高校学生的专业课,又是第一线公安民警的业务课。为了使这门新开设的课程在短时间内获取最大限度的教学收益,用着眼整体、设置情境、实现互动、听说评相结合等教学方法,并结合公安实践,做大量的听说训练,可收到良好效果。     

Institutional affiliation of authors in selected criminal justice journals

Publication in professional journals provides both individual and institutional rewards, contributing to the prestige of authors and of colleges and universities with which they are affiliated. Faculty publications are often regarded as important factors in the creation and maintenance of institutional prestige. A survey of six criminal justice journals revealed that the majority of institutions with recognized criminal justice doctoral programs were represented by faculty publications. On the other hand, the list of academic institutions with which published authors were affiliated included many institutions without criminal justice doctoral programs. The data also revealed that slightly over one-quarter of the published material in the selected list of journals had been authored by individuals not affiliated with academic institutions.     

College education for police: Problems in measuring component and extraneous variables

There is a need for the better control of methods when measuring the impact of college education on police. Current findings are generally drawn from a base of inadequately designed research that leaves us without a firm picture of the effects of a college education. Design problems are discussed centering on the difficulties associated with controlling for component and extraneous variables. Particular attention is devoted to the primary subconcepts inherent in the global concept “college education.” The factors of duration, environment, emphasis, and mix are discussed as central considerations of research design.     

Dangers of police professionalization: An empirical analysis

This study examines relationships between professionalization (measured by the amount of college education and police training) and police officer attitudes. Using data from a survey of 712 police officers in twenty-nine departments in the St. Louis area, the analysis focuses on propositions derived from scholars who have identified harmful effects they expect to flow from the reform. Although the limited operational definition of the key variables and other factors noted in the study require caution in interpreting the findings, little evidence in support of the expected “dangers” is found. This result, in combination with other studies that have failed to find support for the case made for raising the educational level of police, suggests the need to reassess expectations about the impact of college education in policing.     

21世纪公安教育发展态势的研究

根据２１世纪社会、政治、经济、教育发展趋势，回顾分析国内外警察教育的历史与现状，结合我国公安工作和公安教育的实际，对我国公安教育在２１世纪的定位、作用、指导思想、办学体制、发展方向、师资队伍建设等进行探讨研究。     

Teaching Race and Crime

Abstract

This paper examines the experiences of a select group of faculty (N = 37) from across the country who teach courses related to race and crime. Using survey methodology, the researchers solicited the faculty members' views on the course as well as their experience in teaching the course. The research was also designed to determine the receptivity of students to the course, as well as the nature of the evaluation scores of instructors who teach these courses. Most instructors reported having had a good teaching experience and felt the course should be required. Respondents also indicated that their teaching evaluation scores for race and crime courses were generally in line with their scores for other courses. The research found very minimal differences between the teaching evaluation scores of white and nonwhite race and crime instructors. Students were perceived to be generally enthusiastic about taking this course.     

Law’s not hard; it’s just hard to get into: a study of alternative entry students to law school

Widening access to higher education is a challenge currently under discussion in Australia and the United Kingdom. The increasing number of alternative entry programs offered by universities has made tertiary study, including law study, more accessible. One concern with widening access to legal education is the ability of students entering law school through means other than very high academic scores to undertake a law degree successfully. Students who enter law school are generally referred to as “high achievers”, having qualified through an admission policy based on competitive rankings. The implementation of equitable access programs in some Australian universities has resulted in a number of places being made available to final year high school students who meet the eligibility criteria. Lowering the entry requirements to some courses provides opportunities for students whose circumstances have affected their ability to attain competitive ranking scores. The Principals’ Recommendation Scheme (PRS) is one of these programs. The University of Technology Sydney in New South Wales, Australia commenced the PRS in 2012. UTS:Law was one of the first Faculties to develop a strategy to support these students. The Faculty is committed to resourcing all students in their study and, as a result, is engaged in the ongoing evaluation of the academic and co-curricular programs provided to students. This paper explains the implementation of the PRS and the relevant support infrastructure available to students. It also considers the research into student retention and academic success and makes a preliminary assessment that, to date, the PRS students are succeeding in the transition from secondary education to law school, and that the existing infrastructure is accommodating the needs of these students. The PRS is an alternative entry scheme that provides a model for consideration by other law schools, committed to widening access to legal education.     

Tertiary Education in Security and Policing in Australia

This paper reports on the current status of police and security education in Australian universities and technical colleges. The study was undertaken in the context of calls for greater professionalisation of policing and security along with a variety of conduct scandals that have driven reform agendas for both sectors. The study found that police studies had a significant profile in universities with a wide range of courses available, but virtually no profile in technical and further education (TAFE) colleges. Conversely, protective security offerings were proportionately more prominent in the TAFE sector than in universities. Courses in information and communication technology security were more common across universities and TAFE. The research also found that, of the 39 Australian universities, 9 have research centres related generally to policing and security. These also appeared to favour policing over security. We argue that these findings should be of concern, given the fact that private and public sector security services have eclipsed police, in numbers at least, in many jurisdictions. Security should, we argue, be counted as an equal partner with police in crime prevention services. In addition, we argue that those engaged in security management should be given greater opportunities for study at the university level. Moreover, security studies should have an expanded research focus.     

Educational saliency and careers in criminal justice: The case of Louisiana

While there is little consensus as to the exact form and structure of an academic criminal justice program, the traditional model of higher education, with its emphasis on qualified and productive faculty, has gained popular acceptance in the past decade. Concurrently, graduates of criminal justice programs have often found that prospective employers do not value their degrees. This article explores the relationships between student evaluations of their educational experiences, the structural characteristics identified as essential to an educational program, and the mechanisms used by ex-students to reduce dissonance caused by employer rejection or a poor job market.In 1980 a total of 411 recent graduates of eight criminal justice programs in Louisiana responded to a questionnaire designed to measure their attitudes toward and evaluations of their educations. Several key structural variables frequently associated with quality higher education failed to predict student evaluations. Two exceptions were ration of senior faculty and ratio of ex-police as faculty, and the effects of these variables on student evaluations were inverse. Overall, the best predictor of the saliency of one's educational experiences was the student's evaluation of the current job market in criminal justice. This variable was followed, in descending order by sex, ratio of faculty with senior rank, years since graduation, type of degree granted, and ratio of ex-police as faculty.     

Police training in ethics: The need for an innovative approach in mandated programs

Instruction in ethics is included in state-mandated basic training programs in almost all states in America. A review of the relevant literature showed that the courses on police ethics need to highlight adherence to the higher values of law, cultivation of principled conduct, and personal integrity. Based on the examination of the core elements of the currently mandated ethics courses, it was observed that these recompendations are not generally taken into account in the preparation of the courses on ethics.     

Attitudes of College Students Toward Women in Policing

Attitudes toward women in policing among undergraduate college students were examined. The findings revealed that feminist orientation was the most consistent predictor of support for women in policing, with academic major also having a significant influence. Gender, race/ethnicity, classification in school (i.e., academic year), and support for the police were generally not significant predictors. Separate analyses completed for men and women indicated that there was some difference in the factors that predicted support for women in policing. Implications of the research are discussed.     

公安院校体育教学的现状与改革

21世纪的中国大学体育教育如何发展,是摆在高校体育工作者面前的一个严峻的课题,特殊专业院校的体育教育前景 更值得研究,目前公安院校体育教育课程的模式,课程内容的更新,普通体育课程的开设等,都制约了公安院校的警体技能的教育发 展。公安院校体育教育要跟上时代发展就要改革。