Search results

The purpose of this study is to explore factors correlated with police cadets' perceived commitment to the police profession – whether or not personal attitudes and demographic characteristics can make a difference.

The study used two-year longitudinal data collected from a population of 207 Chinese police cadets. Survey research based on pre-designed instruments was employed to collect the data.

The results from panel data analysis found that personal interest in adolescence and attitudes toward styles of policing were significant predictors. Specifically, attitudes toward community policing were positively related to the cadets' commitment to the police profession.

Police occupational commitment is essential since the commitment is closely linked to voluntary retention and organizational effectiveness. However, limited empirical research has been available regarding the factors associated with officers' identification and commitment to the occupation. This study provides insight into police officer training and recruitment and offers suggestions for future research.

The purpose of this study is to ascertain law enforcement cadet general knowledge of autism spectrum disorder (ASD) and practical knowledge in how to apply various aspects of their profession to persons with ASD.

In total, 341 law enforcement cadet surveys administered across ten individual law enforcement cadet classes were analyzed via two individual ordinary least squares (OLS) regression models. These regression models were designed to predict changes in cadet scores on their (1) general knowledge of autism scale (i.e., general knowledge regarding autism spectrum disorder itself) and (2) interactional law enforcement knowledge of autism scale (i.e., how to apply various aspects of their job to persons with ASD).

Findings show that cadets who had a stronger confidence in their ability to interact with persons who have ASD actually knew less than their counterparts with lower reported overall confidence. However, one's confidence in their ability to identify persons with ASD was associated with having better overall general knowledge of ASD itself. Similarly, the greater one's overall confidence in interacting with persons with ASD was associated with lower interactional knowledge. In each model, general autism knowledge and interactional knowledge were positively associated.

The results of this study have implications for cadet and officer training on ASD as each need to be trained in both general knowledge of autism and interactional autism knowledge skills related to the job functions of being a LEO. Policy implications and directions for future research are discussed.

The literature is sparse on law enforcement knowledge of and interaction with persons who have ASD. As such, this study has the potential to make a strong impact on the literature regarding law enforcement and their knowledge and/or interactions with persons who have ASD.

The purpose of this paper is to examine the relationship between Chinese police cadets’ background, motivations and educational perceptions and their attitudes toward common police roles.

Self-administered questionnaires were collected from 382 Chinese police cadets. Based upon predisposition and socialization theories, personal background, career motivation and attitudes toward education were examined as statistical explanations of cadets’ attitudes toward order maintenance, preventative patrol, law enforcement, and community building as elements of the police role.

Cadets who recognized more value in their practical and academic education also significantly favored the transitional and contemporary police roles (preventative patrol, law enforcement, and community building), which are taught as part of their college curriculum. But educational perceptions had no effect on order maintenance, which is a more historical role, and not emphasized by the police college. Cadets from lower SES backgrounds and those receiving outside influence to select a policing career tended to support traditional police roles whereas cadets with a relative in policing tended to show greater support for contemporary policing roles.

This study is limited by being a cross-sectional study of a single police college. Future studies should incorporate a longitudinal element to follow the perceptions of cadets from their school experience into the policing profession and should be conducted in other settings to assess generalizability.

The impact of higher education on police cadets appears to be better measured as a function of their perceived importance of education (engagement) rather than measuring their exposure to it. The effectiveness of police training and education may be enhanced by adopting teaching methods that better engage learners.

Better alignment between police officers’ attitudes toward their roles and duties and contemporary police standards and practices will assure more effective and responsible police action and delivery of police services to the community.

This study is among the first to demonstrate that Cadets who hold higher regard for practical and academic education are significantly better aligned to the policing roles emphasized by their educational program.

The purpose of this paper is to examine an initial set of characteristics and traits that may reduce officer recruitment turnover by increasing a cadet’s decision to contract vs those that do not contract (contracting represents a written commitment to commission into an US Armed Services Organization after graduation). This paper is the first of a larger, long-term project. The factors of particular interest in this initial study are generalized self-efficacy, grit, and perceived organizational support (POS).

Computer-based surveys containing variables of interest were administered to a random sample of freshmen, sophomore, junior, and senior cadets over a period of three years. Data for 517 cadets responding to the survey were analyzed using logistical regression to test hypotheses examining whether or not self-efficacy, grit, and POS were positively related to cadets’ decisions to contract.

Logistical regression results indicated that self-efficacy and grit were not significantly related to contracting decisions. However, cadets’ decisions to contract were significantly related to POS.

A significant limitation of this study is the fact that data were collected using a self-report, single survey methodology. However, there were no patterns of significant correlations between self-report variables that seemed to indicate that this was a major issue in the current study. The primary implication of this study is that cadets’ perceptions of support (i.e. POS) provided by the organization do seem to influence their decisions to contract, with this influence being particularly notable in their freshmen year.

The current study represents a unique context where individuals are making decisions to commit to an organization for a minimum of four years after graduation. Further, the commitment is being made to a military organization. The initial findings of this analysis provided the organization in this study with keen insight regarding possible factors to address or be aware of in relation to cadets’ decisions to contract. This approach and these findings can be extended to other organizations in understanding factors impacting decisions related to long-term commitments of individuals.

Students enrolled in a Corps of Cadets program at Texas A&M University [N = 336] were surveyed to examine their leadership mindsets and whether their participation in a formal academic leadership program simultaneously influenced their hierarchical and systemic-thinking preferences. No significant differences were found between students involved in the Corpsof Cadets program only and those enrolled in a formal academic leadership program. Significant differences did exist for gender and classification of students; women scored higher in systemic- thinking and juniors and seniors not enrolled in a formal academic leadership program scored lower in hierarchical-thinking than freshman and sophomore not enrolled in a formal academic leadership program. Students within the formal academic leadership programs have lower hierarchical scores and higher systemic scores than those who are not in a formal academic leadership program.

The purpose of this study is to examine the effect and duration of supervised field training on police cadets' worldview of police work in China.

The four-wave longitudinal data were collected from graduate students who were pursuing their master's degree in a national Chinese police university from 2016 to 2018. Independent variables including demographic characteristics and knowledge along with experience gained from the internship were used to explain police cadets' attitudes toward police work. Ordinary least square (OLS) regression models were used in the current study.

Findings derived from multiple regression analyses suggest that police cadets' attitudes toward police work are conducive to the “shock” of the real-world experience after three-month field training. However, the effect of the field training on police cadets' attitudes toward police work is temporary, not enduring.

The data for this study were collected from one national police university, and the findings reported here may not be generalized.

Police field training is important for cadets to develop positive view of police work. It provides practical knowledge for police training and socializes cadets before entering into the law enforcement filed, avoiding the financial cost of resignation. However, the influence of field training is temporal. Hence, it is more appropriate for police administrators to arrange police cadets' field training close to their graduation date, the third year of their college education.

This study can be considered as an extension of relevant research on law-enforcement-related field training reported in the United States. However, it goes beyond the existing literature by using longitudinal data to answer a long-overdue question: Does supervised field training change the worldview of cadets concerning police work?

Using interview data from cadets (program participants) in the Reserve Officers’ Training Corp (ROTC), I examined the beliefs cadets have about obedience. I scrutinize their ideas about followership and leadership, adding to the discussion on romance of and ethical followership and demonstrating how many cadets fall somewhere in the middle with their beliefs about the role of their leaders and whether they should question, obey, and/ or disobey unethical or illegal orders.

The purpose of this paper is to develop a renewed understanding of social influence in the military by exploring officers' decision‐making processes in a stressful situation. The intention is to develop self‐awareness as a central leadership capability in authentic leadership.

During wintertime in Norway, standing half‐naked and blindfolded on a wharf, officer cadets were offered the choice of jumping or not jumping into the icy ocean. From that starting point, a qualitative dialogue evolved in which the cadets reflected on their decision‐making processes and explored their reasons for making their decision. Finally, the decision was executed by the cadets on whether to jump into the icy water or not.

The results from “the water jump” showed that most of the cadets jumped, indicating that they preferred physical inconvenience over social inconvenience, and that officers are highly influenced by their group and the military organization.

The research was conducted with a relatively small group and the findings may not generalize readily to other populations.

The “water jump” has been adopted by the Royal Norwegian Navy, and is under consideration by the Army and Police in Norway. Using the physical environment as a background to tap into the cadets' thinking in action provides knowledge about the individual self and social influence relevant to growth as leaders.

The paper is one of few to explore the role of social influence in the context of a military real‐world leadership training activity. Moreover, addressing social influence as a potential drawback in decision making is done to enhance self‐awareness as a central leadership capability of authentic leaders in operations.

The purpose of this paper is to compare Taiwanese male and female cadets’ attitudes toward women in policing. Specifically, this study assesses whether female and male recruits differ in: their assessment of women in policing; and their preferred roles of women in policing.

Surveys were conducted with 438 cadets (229 males and 209 females) who received recruitment training at the Taiwan Police College in 2011. This methodology provided a rich sample to explore police recruits’ attitudes toward women in policing.

Although male cadets had reservations about females’ capability and physical strength in handling certain aspects of police work, they supported women being assigned to equal or similar duties as men upon entry into the police force. Compared to male cadets, female cadets were more likely to perceive females as being competent as males and thus adequate for police work. Nevertheless, female cadets were reluctant to embrace women's integration into police work, which might require them to perform duties similar to or the same as those of men, such as patrol.

It should be noted that the survey in the current study was conducted while recruits were going through training at the police college. The authors cannot rule out the possibility that surveys conducting under this type of circumstances may result in socially desirable responses. Future study should include surveys with cadets at different stages of their training (before, between, and at the end of the training) to further examine if the levels of recruits’ receptiveness to gender integration change over time.

This finding highlights the importance of equipping female recruits with mental preparation and physical skills. The training at the academy should prepare cadets with the required skills to serve as patrol officers to boost their confidence. Equally important is to provide suitable training to help cadets raise stress awareness and develop coping mechanisms.

Most studies conducted in the past have mainly focussed on police officers’ perceptions of women in policing. Only a handful of studies examine future police recruits’ attitudes toward women in policing, and most of these studies are conducted in western countries. A better understanding of police recruits’ attitudes toward women in policing in a non-western cultural setting can provide insight into theoretical and policy perspectives related to these issues.

The aim of this article is to detail the day to day experience of the Junior Cadet component of the Australian scheme of universal military service from 1911‐31. Its focus, therefore, is on describing the administrative and practical functioning of the Junior Cadet system. It does not, for example, seek to address issues such as the social or psychological impact of the scheme or its long‐term effects on the development of education in Australia. Nor does it explore questions of how or why the system evolved as it did. Such matters have been the subject of past, and will no doubt be the focus of future research. As space precludes an in depth investigation of all aspects of the practical conduct of the Junior Cadet scheme, a number of important themes will therefore be traced that, taken together, provide a reasonably full picture of how the system functioned. Beginning with its origins, the article traces the evolution of its purpose, organisation/structure, teacher‐officer instructional staff, training activities, and the eventual dismantling of the scheme. Building on the practice of military‐styled ‘drill’ in many colonial schools prior to Federation, and embedded in the wider theory and practice of universal military service, this scheme was (and remains) a unique experiment in the history of Australian education.