Change search
Refine search result
1 - 33 of 33
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Haake, Ulrika
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Rantatalo, Oscar
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Lindberg, Ola
    Umeå University, Faculty of Social Sciences, Department of Education.
    Police leaders make poor change agents: leadership practice in the face of a major organisational reform2017In: Policing & society, ISSN 1043-9463, E-ISSN 1477-2728, Vol. 27, no 7, p. 764-778Article in journal (Refereed)
    Abstract [en]

    The present article examines expectations on police leaders during major organisational change pressures. Based on policy analysis and interviews with 28 police leaders, the paper seeks to answer the following question: How do police leaders' accounts of leadership practice relate to expectations from higher ranks (above), subordinates (below) and police policies concerning leadership? The results of the paper indicate that police leaders are squeezed into a position between demands from above (top  management) and demands from below (lower organisational tiers). Some of the perceived expectations and practiced leadership actions are also gendered. For example, women feel the need to prove their credibility as leaders and to act in both a caring and daring manner, something that is not evident for male police leaders. Furthermore, the material indicates a considerable mismatch between the different sets of demands expressed in interviews and expectations regarding leadership expressed in police policy discourse, wherein core values and leadership criteria are articulated. In conclusion, the findings indicate a discrepancy between official rhetoric and practice, where the leadership constructed at a policy level deviates from leadership constructed in practice. This discrepancy is argued to represent an effective barrier for change initiatives, and hence the idea that police leaders will be able to function as agents of change promoting organisational reform is highly uncertain.

  • 2.
    Haake, Ulrika
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Rantatalo, Oscar
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindberg, Ola
    Umeå University, Faculty of Social Sciences, Department of Education.
    Reality strikes back: discrepancies between police leadership policy and practice in times of uncertainty and organizational turmoil2014Conference paper (Refereed)
  • 3.
    Kohlström, Kirsi
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Rantatalo, Oscar
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Department of Education.
    Padyab, Mojgan
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Policy ideals for a reformed education: How police students value new and enduring content in a time of change2017In: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, Vol. 29, no 7/8, p. 524-536Article in journal (Refereed)
    Abstract [en]

    Purpose This study aims to examine how subgroups within a cohort of Swedish police students value different types of curricula content (i.e. new competencies versus enduring ones) in the context of the currently transforming landscape of basic police training.

    Design/methodology/approach Drawing on a Swedish national survey (N = 369), the study examined variations in how students value new versus enduring police curricula content based on sociodemographic factors. Specifically, factors such as student age and gender and the institutional arrangements of education were tested using an independent t test.

    Findings The study identified differences in values based on gender. Female students valued competencies such as communication, flexibility, diversity and decisiveness as more important in an educational setting than did males. Fewer differences were found in relation to institutional arrangement, and in-house students valued flexibility and communication skill as more important for educational curricula compared to university-based students. No differences were found in relation to age.

    Originality/value This study adds knowledge to the question of how changes in occupational education policy develop in practice. More specifically, the study explored how students in educational programmes value new versus enduring competencies and whether differences can be identified based on sociodemographic factors. These questions are important because they expose sociodemographic conditions that influence how students value policy-driven skills versus enduring ones.

  • 4.
    Kohlström, Kirsi
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Rantatalo, Oscar
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Department of Education.
    Padyab, Mojgan
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Policy Ideals for a Reformed Education: Police Students' Occupational Attitudes in a Time of Change2015In: 9th International Conference on Researching Work and Learning: 9-11 December 2015, School of the Arts Singapore, 2015, p. 1-15Conference paper (Refereed)
    Abstract [en]

    This paper examines discrepancies between educational objectives expressed in police vocational education policy and police recruits' views on knowledge and anticipatory occupational expectations. From a global perspective, police institutions in many countries are currently undergoing substantial professional reorientations in light of societal developments such as transforming demographics, increased societal diversity, changing public demands on police service delivery and crime patterns that are increasingly transnational and globalised. In sum, these developments have been suggested to be leading to increased complexity in the police's fulfilment of their professional obligations and new demands on police professional knowledge. In the context of police education, these shifts are visible on a policy level wherein experiential approaches to policing are increasingly substituted for problem-oriented and evidence-based policing which builds on theory, evaluation and utilisation of research. On the level of police educational curricula, traditional subjects, such as law enforcement, investigation and crime control, are increasingly complemented with subjects such as cultural awareness, communication and gender and diversity training. Given these broad developments, the present study investigates how the uptake of new educational ideas and practices is perceived by students undergoing police education. Previous research has put forth that educational content at variance with the occupational practices and culture of the police runs a considerable risk of being disapproved by police recruits and by extension has little or no impact on student learning. Drawing on a Swedish national survey (n=369) targeting Swedish police students in their fourth term of police education, the present paper investigates discrepancies between policy objectives and students attitudes towards 'new' subjects. The survey measures students values and attitudes towards different areas of police educational content. The results indicate that skill areas such as communication, flexibility and diversity are considered more important to emphasise in education by female students than male students. Based on the results, the authors discuss how ideas regarding policing which are promoted on a policy level may influence the development of new kinds of skills in police practice. Discrepancies between official rhetoric and police educational practice are discussed in terms of how such gaps may counteract the development of new kinds of expertise and knowledge within the occupational community of the police.

  • 5.
    Lindberg, Ola
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Rantatalo, Oscar
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Competence in professional practice: a practice theory analysis of police and doctors2015In: Human Relations, ISSN 0018-7267, E-ISSN 1741-282X, Vol. 68, no 4, p. 561-582Article in journal (Refereed)
    Abstract [en]

    This article outlines a theoretical understanding of competence as the inferred potential for desirable activity within a professional practice. By employing the concept of ‘teleoaffective structure’ as developed in Schatzki’s practice theory, our study investigates how notions of competent and excellent professionals are defined in two separate practices in which highly qualified professionals share formal qualifications. The study is comparative and based on a total of 39 interviews carried out in the Swedish National Police Counter-Terrorist Unit (police) and with recruiters of medical interns (doctors) in Swedish healthcare. Results indicate that, despite obvious differences between the professional groups in the study, some remarkable similarities are apparent in what are regarded as high levels of competence. Surprisingly, technical expertise was downplayed as an indicator of high levels of competence in both practices. The professional groups emphasized flexibility, drive/ambition and social competence, as well as the ability to balance between being highly capable and being humble before others, including other groups of professionals as characteristics of excellence. Based on the results, the authors discuss a ‘logic of excellence’ that can be used to describe mechanisms of competence differentiation in professional practices from a practice theory perspective.

  • 6.
    Lindberg, Ola
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Rantatalo, Oscar
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Graduate employability as social suitability: professional competence from a practice theory perspective2017In: Graduate Employability in Context: Theory, Research and Debate  / [ed] Michael Tomlinson & Leonard Holmes, London: Palgrave Macmillan, 2017, 1, p. 255-272Chapter in book (Refereed)
    Abstract [en]

    What makes an employer decide in a graduate’s favour when applying for a new job? This question is urgent and important for many graduates who are hoping to get the upper hand in competing for their first job, yet research can tell us little about how to answer it. In an effort to inquire into this question, the following chapter outlines an understanding of graduate employability based in workplace practices. Practice theory is an umbrella term for a number of theories and concepts focusing on the importance of activity for understanding the social world. ‘The practice turn’ in social science seeks to bridge some problematic dualisms (such as actor-structure) in other theories. In the version of practice theory that will be presented below, we draw upon the theorisation presented by Theodore Schatzki (2001, 2005) and our previous work within this framework (Lindberg and Rantatalo 2015), in an effort to translate practice-theory concepts into research tools for examining graduate employability.

  • 7.
    Lindberg, Ola
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Rantatalo, Oscar
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Haake, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Police leadership practice in times of uncertainty and organisational turmoil2015In: Working and learning in times of uncertainty: challenges to adult, professional and vocational education / [ed] Sandra Bohlinger, Ulrika Haake, Christian Helms Jørgensen, Hanna Toiviainen, Andreas Wallo, Rotterdam: Sense Publishers , 2015, p. 103-116Chapter in book (Refereed)
  • 8.
    Lindberg, Ola
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Rantatalo, Oscar
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Hällgren, Markus
    Umeå University, Faculty of Social Sciences, Umeå School of Business and Economics (USBE).
    Making sense through false syntheses: Working with paradoxes in the reorganization of the Swedish police2017In: Scandinavian Journal of Management, ISSN 0956-5221, E-ISSN 1873-3387, Vol. 33, no 3, p. 175-184Article in journal (Refereed)
    Abstract [en]

    This article analyses how a working group in the Swedish police made sense of their task in the wake of reorganization. It aims to describe how inputs from top management prompted processes of sensemaking within the group, and their subsequent results in responding to latent paradoxes. The police group’s work was studied through participant observation, interviews and documents. The findings illustrate how the group made latent paradoxes salient and how they worked with these paradoxes to ultimately make them latent again by what we call “false syntheses”. Through this process, the group achieved its task, but the paradoxes were reproduced, made latent and pushed away to another part of the organization. Thus, sensemaking transforms paradoxes from latent to salient, from macro to micro levels of the organization.

  • 9.
    Lindberg, Ola
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Rantatalo, Oscar
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Stenling, Cecilia
    Umeå University, Faculty of Social Sciences, Department of Education.
    Police bodies and police minds: professional learning through bodily practices of sport participation2017In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 39, no 3, p. 371-387Article in journal (Refereed)
    Abstract [en]

    The purpose of this paper is to contribute to the literature concerned with bodily perspectives on professional learning by reporting on a study of Swedish police officers’ sport participation as a form of occupational learning. The study seeks to answer how ideals of work practice and sport participation intersect, how professional learning is channelled through sport participation, and how such bodily practices might have excluding effects on professional participation. Using a practice theory framework, the Schatzkian concept of teleoaffective structure guides the analysis. Sixteen interviews were conducted with police officers who practice police sports. The analysis targeted symbolic manifestations of teleoaffectivity, and the findings indicate five overlapping ideals between sport and police practice. In addition, one police specific ideal was constructed. Based on these findings, we discuss how professionals learn by participation in practices not directly related to the work in question, and how such learning includes and excludes from participation.

  • 10.
    Rantatalo, Oscar
    Umeå University, Faculty of Social Sciences, Department of Education.
    A framework for analyzing incident command in the Swedish police organization: Methodological concepts and suggestions on method2009In: Nordic Police Research Seminar, Oslo Politihögskola. Norway, September, 2009, Oslo: Oslo Politihögskola , 2009Conference paper (Refereed)
  • 11.
    Rantatalo, Oscar
    Umeå University, Faculty of Social Sciences, Department of Education.
    A framework for team-level reliability through a lens of collaboration2012In: International Journal of Emergency Management, ISSN 1471-4825, E-ISSN 1741-5071, Vol. 8, no 3, p. 264-279Article in journal (Refereed)
    Abstract [en]

    The aim of this paper is to develop a behavioural framework for team-level reliability assessment in which different forms of collaboration are used as measures. The paper draws on current theorising on collaboration wherein the concept is divided into a regulatory and a social dimension. This definition of collaboration is further related to research on team-level reliability, and principles and conditions for reliable collaboration are proposed. The framework is tested empirically in an explorative observation study conducted in the context of a police operational command centre during large-scale critical incident management. In the study, frequencies and variance in interpersonal collaboration are examined. Further, an assessment of team-level reliability is conducted based on the findings. The paper concludes by discussing the potential for using collaboration as an empirical framework for the assessment of team-level reliability.

  • 12.
    Rantatalo, Oscar
    Umeå University, Faculty of Social Sciences, Department of Education.
    Collaborative work processes in the police field backroom: observations of operational command and control training2010In: Nordic police research seminar, Umeå University, November 17-18, 2010, Umeå: Umeå University , 2010Conference paper (Refereed)
  • 13.
    Rantatalo, Oscar
    Umeå University, Faculty of Social Sciences, Department of Education.
    Ledning, ledarskap och teknikanvändande inom polisiär insatsledning: Ett diskussionsmaterial2011Report (Other academic)
  • 14.
    Rantatalo, Oscar
    Umeå University, Faculty of Social Sciences, Department of Education.
    Macho Monsters and Nice Guys: —Media Representations and Identity Work in a Specialised Police Tactical UnitManuscript (preprint) (Other academic)
  • 15.
    Rantatalo, Oscar
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Media representations and police officers’ identity work in a specialised police tactical unit2016In: Policing & society, ISSN 1043-9463, E-ISSN 1477-2728, Vol. 26, no 1, p. 97-113Article in journal (Refereed)
    Abstract [en]

    A growing body of research has highlighted how media representations of policing and contemporary police work are interconnected and influence each other. An under- explored dimension of this relation is how mediated representations of policing transfer meaning to police officers’ sensemaking of their occupational identities. With the aim of advancing knowledge on this issue, the following article reports a case study of a tactical police unit and explores what roles media representations of the unit play in serving police officers’ narrative ‘identity work’ relative to their work and their organisation. Methodologically, the article draws on an analysis of newspaper articles about the studied police unit and interviews with police officers working within the unit. The findings indicate that positively biased representations depicting the unit as heroic and elite had self-enhancing effects on police officers’ identifications, whilst critically oriented media narratives spurred reframing and projection of local counter- images of occupational work identity. These findings add to the present understanding of how the media affect real-life policing, by highlighting how these representations convey meanings to police practice and occupational identification.

  • 16.
    Rantatalo, Oscar
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Polisiär cykelpatrullering: en kunskapsöversikt och explorativ fallstudie om trafiksäkerhetsarbete i gång- och cykelnätverk2016Report (Other academic)
    Abstract [sv]

    Följande rapport undersöker erfarenheter och möjliga tillämpningsområden för polisiär patrullering med cykel. Specifikt undersöks frågan om hur cykelpatruller kan arbeta för ökad säkerhet inom cykel och gångtrafiknätverk i storstadsområden. Studien är explorativ till sin art och fokuserar på hur poliser med erfarenhet av cykelpatrullering uppfattar metodens inverkan på sociala normer, regelefterlevnad och riskbeteenden i cykel- och gångtrafiknätverk. Metodologiskt är studien kvalitativ och baseras på intervjuer med poliser, observationer av cykelpatrullering samt videodokumentation av polisens trafiksäkerhetsarbete med cyklar. Resultaten tyder på att cykelpatrullering är en lovande och innovativ åtgärd för att fokusera gångoch cykelnätverk i polisens arbete. De intervjuade poliserna rapporterade cykelpatrullering innebar ökad tillgänglighet och täta kontakter med allmänheten. Poliserna uppgav att deras närvaro hade en normativ effekt på beteenden hos cyklister och fotgängare. I rapporten diskuteras hur polisiära cykelpatruller kan vara en viktig källa för tyst kunskap om gång och cykeltrafik. Rekommenderade områden för fortsatta studier är hur cykelpatrullering kan riktas mot högriskområden, så kallade trafik ”hot spots” samt vilken signalvärde polisiära cykelpatruller har ur allmänhetens perspektiv

  • 17.
    Rantatalo, Oscar
    Umeå University, Faculty of Social Sciences, Department of Education.
    Sensemaking and organising in the policing of high risk situations: Focusing the Swedish Police National Counter-Terrorist Unit2013Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Specialised policing of critical incidents has previously been underexplored within scholarly research. Simultaneously, this type of policing has been recognised as a highly complex endeavour which hinges on an organisationalability to make sense of uncertainty and external contingencies. To build knowledge on the subject of specialised policing, the present thesis aims to explore processes of sensemaking and organising in the work context of specialised police units dedicated to the policing of high risk incidents. Two research questions have guided the thesis project viz.: 1) what ascribed meanings are coupled to specialised police unit work practice and; 2) how can organising of specialised police units be enacted in a reliable manner. These questions are empirically addressed through four part-studies: Study A amounts to a contextual literature study of previous research on specialised police units and aims at conceptual development of anomenclature describing police specialisation as a professional context. Study B in the thesis examines symbolic meanings connected to specialised police units and how such meanings relate to constructions of occupational identity of police officers working in a specialised police unit. With these studies as a contextual frame, study C within the thesis examines how leadership, management and ICT system within a specialised police unitimpacts organisational reliability and sensemaking during incident management. Finally, study D examines organisational reliability on an interpersonal level during incident management as it entails a study of collaboration between police practitioners conducting an intervention. The thesis employs a mainly ideographic and close practice approach to researchas the empirical examinations are focused upon one specific specialised police unit, namely the Swedish police’s National Counter-Terrorist Unit (NI). Using data collected through interviews, observations and archival sources, the thesis aims to contribute both to organisational developmentand to knowledge development within the scholarly community. In overview, the results of the thesis indicate that specialised policing on a level of ascribed meaning tend to be represented as exceptional, sensational and surrounded by inferences of elitism, machismo and violence. In extent, such representations inform serving police officers occupational identity workeither by spurring identification or dis-identification with prevailing accounts of meaning. On a level of organising, resilient policing of high risk incidents is shown to be dependent on an ability to favour flexibility, both through the organisational frameworks that frames incident management and in interpersonal enactment during task execution. This conclusion challenges day-to-day conceptualisation of specialised police units’ work practice as instrumental applications of coercion.

  • 18.
    Rantatalo, Oscar
    Umeå University, Faculty of Social Sciences, Department of Education.
    Sensemaking in the Swedish National Police Counterterrorist Unit2012In: Policing global movements: tourism, migration, trafficking, and terrorism / [ed] S. Caroline Taylor, Daniel Joseph Torpy and Dilip K. Das, London: CRC Press, Taylor & Francis Group , 2012, p. 105-124Chapter in book (Refereed)
  • 19.
    Rantatalo, Oscar
    Umeå University, Faculty of Social Sciences, Department of Education.
    The miscellany of militaristic policing: a literature review2012In: Journal of Policing, Intelligence and Counter Terrorism, ISSN 1833-5330, Vol. 7, no 1, p. 51-65Article in journal (Refereed)
    Abstract [en]

    This article reviews how the subject of paramilitary policing and paramilitary police units (PPUs) has been addressed during the last ten years of criminal justice, criminological and policing research. In this paper, the term ‘paramilitary policing’ is discussed in relation to previous debates concerning militaristic policing and police militarisation. Drawing on these debates, articles from a number of journals addressing the phenomena are reviewed with the aim of answering how paramilitary policing has been studied, defined, and contextualised in recent research. The results show that no consensus or universal definition of what paramilitary policing is seems to exist, as studies denote the subject differently depending on applied theoretical and empirical perspectives. This article discusses the apparent differences and offers a conceptual scheme explaining the main intersections and different dimensions encompassed in the subject.

  • 20.
    Rantatalo, Oscar
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Using police bicycle patrols to manage social order in bicycle and pedestrian traffic networks: a Swedish case study2016In: The Police Journal, ISSN 0032-258X, E-ISSN 1740-5599, Vol. 89, no 1, p. 18-30Article in journal (Refereed)
    Abstract [en]

    This article examines how bicycle police units perceive their impact on social norms of rule compliance and risk behaviours in bicycle and pedestrian traffic networks. Using qualitative methods, a police bicycle patrol was analysed. Findings indicate that bicycle patrols are promising as an innovative measure to target bicycle and pedestrian traffic enforcement. Police reported that the bicycle patrol allowed increased accessibility and that police presence on bicycles had a positive normative impact on the behaviours of bike riders and pedestrians. The discussion encompasses the way in which bicycle patrol units hold important tacit knowledge of street life that could play a key role in policy making.

  • 21.
    Rantatalo, Oscar
    et al.
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Haake, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindberg, Ola
    Umeå University, Faculty of Social Sciences, Department of Education.
    Sparrhoff, Gun
    Linköpings universitet.
    Bäck, Thomas
    Umeå University, Faculty of Social Sciences, Department of Education.
    Den pluralistiska ledarskapsforskningen: en översikt över svenska avhandlingarom ledarskap 2003–20142016In: Nordiske organisasjonsstudier, ISSN 1501-8237, Vol. 18, no 3, p. 3-29Article in journal (Refereed)
    Abstract [sv]

    Ledarskap har i ett internationellt perspektiv studerats över tid men hittills vet vi ganska lite hur det svenska forskningslandskapet ser ut. Svensk ledarskapsforskninghar anekdotiskt konstaterats vara svag samtidigt som Sverige, med en arbetsmarknad präglad av samförstånd och korta beslutsvägar, utgör en intressant kontext för ledarskapsstudier. En delaspekt av forskning om ledarskap är hur fenomenet studerats i avhandlingar. Givet dessa konstateranden syftar följande forskningsöversikt till analysera doktorsavhandlingar om ledarskap skrivna 2003–2014. Specifikt besvaras fyra frågor: 1) Vilka ämnen och institutioner studerar ledarskap? 2) Vad studeras i avhandlingar om ledarskap? 3) Hur har ledarskap studerats? 4) Vilka kunskapsbidrag kan identifieras i de analyserade avhandlingarna? Totalt analyserades 70 avhandlingar i studien och valet att analysera avhandlingar motiveras av att doktorsavhandlingar kan spegla lokal praxis och trender i kunskapsbildning inom akademin. Resultatet visar på att ledarskap som forskningsfält är fragmenterat mellan olika ämnen och forskningsbedrivande institutioner, att kvalitativa metoder var vanligare än kvantitativa samt att förvånansvärt lite av forskningen relaterar till, eller tar avstamp ifrån, andra svenska eller skandinaviska forskargruppers arbeten. I artikeln diskuteras avslutningsvis hur bristande kommunikation mellan forskningsmiljöer kan hänga ihop med att ledarskap i många av destuderade avhandlingarna studerats instrumentellt som en delmängd av andra ämnesområden.

  • 22.
    Rantatalo, Oscar
    et al.
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Department of Education.
    Collective reflection in practice: an ethnographic study of Swedish police training2016In: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 17, no 6, p. 708-723Article in journal (Refereed)
    Abstract [en]

    Although reflection has been viewed as an individual process, increased attention has been given to how reflective processes are socially anchored. The present article contributes to this knowledge through an examination of how collective reflection is enacted in the context of police education. The article is based on a one-year ethnographic study of police recruits undergoing training, and the main sources of data collection were participant observations and field interviews. The data were inductively analysed, and a model that differentiates amongst ‘specular’, ‘dialogic’ and ‘polyphonic’ reflection processes is presented. The findings suggest that collective reflection involving multiple individuals adds complexity to reflective processes and that these processes may take on more diverse forms than has been acknowledged, as previous research has mainly focused on dialogic collective reflection. The implications of these findings, such as how increased complexity may counteract the benefits of collective reflection, are also discussed.

  • 23.
    Rantatalo, Oscar
    et al.
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Department of Education.
    Stories of policing: the role of storytelling in police students' sensemaking of early work-based experiences2018In: Vocations and Learning, ISSN 1874-785X, E-ISSN 1874-7868, Vol. 11, no 1, p. 161-177Article in journal (Refereed)
    Abstract [en]

    Storytelling has been shown to play a key role in transferring work experience from more experienced towards novices in a number of vocational educational practices, however previous studies have not to the same extent dealt with the role of students’ own storytelling practices for sensemaking of work experience. This study set out to examine police students’ storytelling of their first occupational experiences from a sensemaking perspective, with an analysis drawing on the concepts of enactment, selection, and retention. The study is based on participant observations of field training follow up sessions’ in the context of police education. Findings indicated that student storytelling of work experience tended to be geared towards action, extremeness and the telling of ‘war stories’. Furthermore, these type of stories functioned to enable student identification, self-enhancement and emotion management. These findings contribute to our current understanding of how students engage in sensemaking of work-based experiences and in extension how knowledge integration and learning from work placements can be structured pedagogically.

  • 24.
    Rantatalo, Oscar
    et al.
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University. Umeå University, Faculty of Social Sciences, Department of Education.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Department of Education.
    Ghazinour, Mehdi
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Lauritz, Lars-Erik
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Future police?: A longitudinal project on police officers' development of reflective abilities in training and professional life2014In: Nordic Police Research Seminar, Växjö 19th – 21st August 2014: 5 th Nordic Police Research Seminar, Seminars and Posters, 2014, p. 28-Conference paper (Refereed)
    Abstract [en]

    Swedish police are currently undergoing major changes as a result of increased demand for efficiency and service. A central theme in the current reform debate is the importance of "future police" to hold reflective abilities. In relation to the positive rhetoric surrounding the idea of ​​these abilities there is little knowledge of how this ambition can be realized. The research we propose focuses on this very issue. The project is longitudinal and aims to investigate how police officers' reflexive abilities develop at different stages of socialization in education and occupational practice. Our research questions are 1) how reflective abilities develop in academic training; field training and occupational entry 2) the opportunities for reflection these contexts offer and 3) if and how female and male students' development of reflective abilities differ. The project will build knowledge on how police officers' reflexive abilities change and evolve through different phases of socialization and especially on how the development of reflective abilities can be enhanced in education and occupation. This is an issue which is justified from a scientific perspective as surprisingly little previous research has focused on how reflective practice can be achieved, but it is also a matter of practical relevance in the light of ongoing changes in the police.

  • 25.
    Rantatalo, Oscar
    et al.
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Department of Education.
    Ghazinour, Seyedmehdi
    Umeå University, Faculty of Social Sciences, Department of Social Work. Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Lauritz, Lars-Erik
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Hur utvecklas nya polisers reflexiva förmågor under yrkessocialisation? En agenda för framtida forskning.2015In: The past, the present and the future of police research: proceedings from the fifth Nordic police research seminar / [ed] Granér, Rolf & Kronkvist, Ola, Växjö: Linnæus University , 2015, p. 171-184Conference paper (Refereed)
    Abstract [sv]

    Polisers förmåga att reflektera i och kring sin yrkespraktik blir en alltviktigare faktor i en snabbt föränderlig omvärld. För svensk polishandlar förändringen till exempel om metodförändringar som följerav ändrade tekniska möjligheter men också om den pågående organisationsförändringendär landets tidigare 21 polismyndigheter bliviten enda från 1 januari 2015. Organisationsförändringen är å enasidan en tydlig centralisering. Å andra sidan ska den, enligt både denutredning som föregått förändringen och enligt beslut som fattats igenomförandearbetet, leda till en decentralisering av beslutsfattandei polisers vardagsarbete. Med ett sådant förändrat mandat blir enskildapolisers förmåga att fatta egna beslut grundade på ett professionelltoch reflexivt förhållningssätt en allt viktigare framgångsfaktori polisverksamhet.I detta kapitel beskrivs ett projekt som undersöker polisstudentersutvecklande av reflexiva förmågor i utbildning och i tidig karriär.Huvudfrågan som behandlas är hur reflektion kan stödjas pedagogisktunder formell utbildning, i aspiranttjänstgöring samt i tidigyrkespraktik. I kapitlet presenterar vi en agenda för forskning omhur förutsättningarna för sådana processer kan förstås och främjas.

    Reflexiv praktik är ett ofta förekommande begrepp inom en arbetslivspedagogiskkontext och reflektion är ett begrepp som oftaomgärdas av en stark positiv retorik. Förmåga till reflektion har visatsig vara av stor betydelse för lärande i både utbildning och arbetslivoch visar sig stödja både problemlösning, innovation och generell kreativitet. Förmåga till reflektion anses också viktig för ett professionelltförhållningssätt i yrkessammanhang som kräver diskretionoch hög grad av autonomitet. I sådana sammanhang indikerarforskning att reflexiv praktik bidrar till ett effektivt erfarenhetsbaseratlärande och ett professionellt yrkesutövande (Boud, Cressey, &Docherty, 2006; Knipfer, Kump, Wessel, & Cress, 2013; Schön,1987).

    Trots att reflektion är ett vetenskapligt väl etablerat begrepp ärdet svårfångat på den praktiska nivån. Mycket uppmärksamhet harriktats mot individers och gruppers möjligheter till lärande och utvecklinggenom ett aktivt arbete med reflektion. Däremot finnsmindre kunskap om hur man på institutionell nivå kan organiseraverksamhet för att uppnå reflektion i olika sammanhang (Jordan,2010; Reynolds & Vince, 2004). Det finns en närmast total konsensusom att reflektion är något gott både i arbetslivet och i övrigalivet. Ändå vet vi inte mycket om hur en organisation ska formas föratt stödja den goda reflektionen. I detta kapitel visar vi på behovetav att undersöka organisatoriska förutsättningar för reflektion i polisiärgrundutbildning och tidig yrkeskarriär inom polisen.

  • 26.
    Rantatalo, Oscar
    et al.
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University. Umeå University, Faculty of Social Sciences, Department of Education.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Department of Education.
    Kohlström, Kirsi
    Umeå University, Faculty of Social Sciences, Department of Education.
    Padyab, Mojgan
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Police education in transformation: How police recruits in European countries value new and enduring educational content in a time of uncertainty and change?2016In: EuroCrim 2016: Crime and Crime Control, 2016Conference paper (Refereed)
    Abstract [en]

    This paper examines police recruits’ values and attitudes toward different learning content in a number of European countries in a time of uncertainty. From a global perspective, police institutions in many countries are currently undergoing substantial professional reorientation as an answer to changing demands on policing due to transformations of the society such as flows of refugees, demographic changes, increased societal diversity and transnational crime patterns. In sum, these developments has been suggested to lead to increased complexity in the fulfilment of the police’s professional obligations and new demands on police professional knowledge. On a level of police educational curricula, traditional subjects such as law enforcement, investigation and crime control are increasingly complemented with subjects such as cultural awareness, communication, as well as gender and diversity training. Drawing on empirical data from the RECPOL (Recruitment, Education, Careers in the Police) project the attitudes among female and male police recruits, when entering their police training, are analysed and discussed in relation to enduring and new content in police education. The results are also discussed from a broader Euoropean perspective in terms of similarities and differences between educational systems and the traditions and role of the police in the countries taking part in the project. Finally we also touch on implications for decision makers and training providers for developing a police education preparing recruits for policing in a changing society. 

  • 27.
    Rantatalo, Oscar
    et al.
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University. Umeå University, Faculty of Social Sciences, Department of Education.
    Lindberg, Ola
    Umeå University, Faculty of Social Sciences, Department of Education.
    Liminal practice and reflection in professional education: police education and medical education2018In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 40, no 3, p. 351-366Article in journal (Refereed)
    Abstract [en]

    This paper reports on a study of how liminality relates to the facilitation of reflective practice in professional education. Liminality refers to sites and positions that exhibit 'in-betweenness', or bordering positions, that might draw together different institutional conditions. The present project aims to examine the role of liminality in professional educational practice with a specific focus upon how liminality may support student reflection. Using a qualitative and comparative research approach, we analysed interview and observational data from police education and a medical programme. Observations and interviews explore practices of collective interactional (and hence observable) reflection at sites that are characterised by ‘betweenness’ of work and education. Findings indicate that situations that afford reflection are characterised by a sense of undeterminedness in terms of either the subject, space or activity. Thus, we conclude that there is some evidence that liminality affords reflection, but also that liminality and underminedness are fragile states that are not easily organised in a professional education curriculum.

  • 28.
    Rantatalo, Oscar
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindberg, Ola
    Umeå University, Faculty of Social Sciences, Department of Education.
    The logic of excellence: Separating sheep from goats among highly qualified professionals2011In: ESREA Network: Working Life and Learning, Linköping: Linköping University , 2011Conference paper (Refereed)
  • 29.
    Rantatalo, Oscar
    et al.
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Lindberg, Ola
    Umeå University, Faculty of Social Sciences, Department of Education.
    Kihlberg, Robert
    Umeå University, Faculty of Social Sciences, Umeå School of Business and Economics (USBE).
    Hällgren, Markus
    Umeå University, Faculty of Social Sciences, Umeå School of Business and Economics (USBE), Business Administration.
    Negotiations and Research Bargains: Bending Professional Norms in the Effort to Gain Field Access2018In: International Journal of Qualitative Methods, ISSN 1609-4069, E-ISSN 1609-4069, Vol. 17, no 1, p. 1-11Article in journal (Refereed)
    Abstract [en]

    The present study provides an autoethnographic account of the efforts to gain field access to a police organization, spanning more than 2 years. The aim is to describe a case of gaining access in relation to the professional norms of science put forward by Robert K. Merton. Aided by an organized record of notes, e-mails, and other written communications regarding access (144 memos of various types), the study describes and discusses the negotiations with Mertonian norms that followed from the dissonance between ideals of research and practical reality. Opening up for further scholarly discussion, this article concludes that Merton’s norms are incongruent with both prevailing guidelines of research ethics and with the practical, short-term problems of access negotiations and research bargains.

  • 30.
    Rantatalo, Oscar
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Sjöberg, David
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Department of Education.
    Supporting roles in live simulations: how observers and confederates can facilitate learning2019In: Journal of Vocational Education and Training, ISSN 1363-6820, E-ISSN 1747-5090, Vol. 71, no 3, p. 482-499Article in journal (Refereed)
    Abstract [en]

    Live simulations in which students perform the roles of future professionals or act as confederates (i.e. student actors) are important training activities in different types of vocational education. While previous research has focused on the learning of students who enact a professional, secondary roles in scenario training, such as student observers and confederates, have received inadequate attention. The present study focuses on student observers and confederates in order to examine how these roles can support the learning of other participants in live simulations and to determine how the experience of performing these roles can become a learning experience for the performers. A total of 15 individual interviews and 1 group interview of students attending Swedish police training were conducted. The study findings indicated that the observer role is characterised by distance and detachment, and the confederate role by directness and sensory involvement. Both roles can support as well as inhibit intentional learning for primary participants and offer learning experiences for those playing the roles. The study theorises these roles and lists practical implications for planning live simulations in vocational education and training.

  • 31.
    Rantatalo, Oscar
    et al.
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Stenling, Cecilia
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindberg, Ola
    Umeå University, Faculty of Social Sciences, Department of Education.
    Police bodies and police minds: Occupational socialization through sport2016In: Book of Abstracts, 2016, p. 80-80Conference paper (Refereed)
    Abstract [en]

    This paper reports on a study of Swedish police officers’ sport participation as a form of occupational socialisation. Previously, questions of how sport functions as socialisation for work practice has been largely overlooked in the literature. The police are an interesting case, as policing is permeated by ideas of bodily prowess. The study seeks to answer how ideals of work practice are enacted through sport participation and how such socialisation has excluding effects. Using a practice theory framework, the concept of teleoaffective structure guides the analysis. Twelve interviews were conducted with police officers who have experience in police sports and policing. The analysis targeted symbolic manifestations of teleoaffectivity, and the findings indicate five overlapping ideals between sport and police practice. In addition, one police specific ideal was constructed. Based on these findings, we discuss how participation in sport practices subtly shape occupational norms.  

  • 32.
    Sjöberg, David
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Rantatalo, Oscar
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Acting in scenario training as a tool for developing professional knowing in police education2016Conference paper (Refereed)
    Abstract [en]

    Scenario training is a common and integral part of police education, where students act as police officers in a variety of situations.  When conducting scenario training and in the research on learning via scenario training, a predominant focus has been on the students acting as police officers. However, students may also partake as actors with more periphery tasks as for instance crowd following a scene, but they can also take direct action towards the police for instance as rioters or as perpetrators of violence.  In the research literature, the learning potential of these secondary roles of students in scenario training has been largely overlooked. In this paper we report on a study of police students experiences of acting in scenario training in other roles than as police officers. The approach of the study was explorative using observations of scenario training, a questionnaire and semi structured interviews with police students at Umeå University. Overall the results show that the students value acting in scenarios in other roles than as police officers as an important tool for developing professional knowing. Hence the results have implications both for educational practitioners and for further research on learning in scenario training.

  • 33.
    Sjöberg, David
    et al.
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Department of Education.
    Rantatalo, Oscar
    Umeå University, Faculty of Social Sciences, Department of Education.
    What students who perform in "secondary roles" can learn from scenario training in vocational education2019In: International Journal for Research in Vocational Education and Training, ISSN 2197-8638, E-ISSN 2197-8646, Vol. 6, no 1, p. 46-67Article in journal (Refereed)
    Abstract [en]

    Context: Learning through scenario training and live simulation in vocational education is generally regarded as an effective tool for developing professional knowledge. However, previous research has largely overlooked the learning of students in secondary roles in scenario training. The objective of this study is to explore learning for students who act in secondary roles during scenario training in vocational educational settings. 

    Method: The studied case entails scenario training for police students in a Swedish police education programme. A case study design, which included both participant observation and a questionnaire, was used. The analytic lens applied was inspired by practice theory and focused on how structural and situational arrangements of the training activity affect learning. 

    Results: Our findings show that students who act in secondary roles learn from their scenario training experiences, but this learning often is overlooked in the design of training activities. Due to the structural arrangements of training activities, learning emerged as students in secondary roles were tasked to support the primary participants in relation to their learning objectives. In addition, it emerged in how students in secondary roles used previous scenario training experiences in relation to the current scenario and its learning objectives. Examples of learning from situational arrangements emerged as students in secondary roles formulated and provided feedback to primary participants and through informal discussions and reflection processes. Learning also emerged as students in secondary roles embodied the “other” during scenario training, something that provided the students with new perspectives on police encounters. 

    Conclusions: We theorize and extract three dimensions for how learning emerges in this case for secondary participants. It emerges through embodying the “other”, in students’ sensory experiences, and through reconstruction of knowledge through repetition. However, our findings also show that learning for students in secondary roles can be improved through mindful set-up and design. Based on the findings, our article provides a discussion and suggestions on how scenario training can be planned and set-up to develop professional knowledge for students in secondary roles.

1 - 33 of 33
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf