ABSTRACT
Introduction .........................................................................................................119 Police Reform and Higher Education .............................................................. 120 Methodology ....................................................................................................... 121 The United States ................................................................................................ 122 The European Union .......................................................................................... 124 Australia ............................................................................................................... 126 India ..................................................................................................................... 126 Discussion ........................................................................................................... 127
Professionalism .............................................................................................. 127 Accountability ................................................................................................ 129 Legitimacy ...................................................................................................... 130
Policy Implications ..............................................................................................131 Conclusion .......................................................................................................... 132 References ............................................................................................................ 132
across international jurisdictions from academics and police officers at all levels of their respective hierarchies. This resistance can take the form of cynicism from liberal academics about the possibility of reform within policing agencies as well as suspicions among police officers about the motives and abilities of those within academia. A clear evidence base outlining the “added value” of police and higher education collaborations for police education would go some way to addressing these cultural obstacles that resist change. The key question raised during this process is what “added value” do higher education institutions bring to police training and education. This chapter reviews the international literature on higher education, police training, and police education; draws out key themes for analysis; and identifies areas where higher education adds value to police training and education. The final section looks at the policy implications of these findings.
