Abstract
Police training has been criticised as outdated and insufficient to meet the demands of policing in the 21st century. In response to this, the College of Policing implemented the Policing Education Qualifications Framework (PEQF) in 2018, aiming to modernise the national curriculum, professionalise the service and standardise police learning. Yet there is limited knowledge on how compulsory higher education has impacted upon police recruits.This research aims to critically explore the impact of the PEQF on police recruit motivations, expectations of policing and experiences in learning the role of an officer within one medium-sized police force. The research adopts an interpretivist epistemology to explore the lived experiences of 19 police recruits during their first two years of service, conducting semi-structured interviews at three stages of their learning.
The findings confirm police recruit motivations to join the service remain unchanged, suggesting vocation continues to drive recruits into policing. Recruits continue to favour experiential learning over more traditional, academic learning. This highlights the importance of integrating work-based learning and the need for a standardised national learning programme for police coaches/tutors, to bridge the gap between theory and practice, and improve the professionalisation of policing. Importantly, the findings identify potential benefits of higher education within policing, and the continued cultural resistance to it, which has hindered the recognition of its value.
To develop effective police learning, programmes must be designed on an evidence-based approach, suggesting further national research and evaluation on police entry routes and higher education are essential.
| Date of Award | 6 Jan 2026 |
|---|---|
| Original language | English |
| Awarding Institution |
|
| Supervisor | Sarah Charman (Supervisor), Rich John (Supervisor) & Alejandra De La Fuente (Supervisor) |
Cite this
- Standard