Although there is a paucity of research on the subject of police ethics training, there remains insufficient study about the modes used to teach police ethics. In an effort to institutionalize ethics among police officers, an established framework for teaching police ethics is a critical component of a successful training program. Specifically, this study sought to understand what constitutes viable modes of teaching police ethics to officers in the higher education law enforcement profession. The research question for this study asked the following: what are the preferred modes of instruction used to teach police ethics in the higher education law enforcement profession? A literature review revealed several modes of instruction used to provide police ethics training without consensus as to which one is preferred: case study, lectures, role-playing, texts/publications, and videos. This study examined the modes used to teach police ethics from several perspectives: administrators -- police chiefs/law enforcement academy directors; facilitators -- university police department field-training instructors/law enforcement academy instructors; and consumers -- police officers. Basic qualitative research design and data gathering methods were chosen for this study. An examination and analysis of a Likert survey, interviews and documents relating to teaching police ethics were conducted. The intention of the survey was to elicit perspectives of quality and substance specific to the modes used to teach police ethics and to develop questions for the interview process; thereby, enhancing the integrity and purpose of the study. The quantitative data were descriptive, not inferential; therefore, they were used as explanatory -- merely reporting the occurrences to the qualitative findings. The data revealed that the police academy and department in-service adult learning environments are in need of improvement regarding teaching practices, and that the relationship between instructor and consumer (officer) does not endear itself to an engaging classroom experience or optimal level of learning. The data also indicated that administrators and consumers preferred the case study mode to teach police ethics, while the facilitators preferred lecture. Implications of this study included identifying principles of adult learning that will improve the facilitator's ability to teach police ethics. Moreover, the research revealed that understanding the preferred modes used to teach police ethics is an important aspect of the adult learning process. Specifically, the case study mode for teaching police ethics provided an ethical framework to prepare officers for real world situations and enhanced the opportunity to nurture career development paths. Therefore, the information and insights gained from this study provide a useful baseline of data from which to develop future model ethics-training programs in the higher education law enforcement profession.

Thesis (Ph. D.)--University of Sydney, 2007. / Title from title screen (viewed 26 March 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Dept. of Sociology and Social Policy, Faculty of Arts. Includes bibliographical references. Also available in print form.

Thesis (Ed. D.)--UCLA, 2007. / Vita. Includes bibliographical references (leaves 126-137).

published_or_final_version / Sociology / Master / Master of Social Sciences

This dissertation discusses corruption within the Nigeria Police Force as a moral decay facing the institution. It provides an overview of the historical background and establishment of the Nigeria Police Force as an institution charged with the responsibility of protecting life and property, and maintaining peace and order in the country. The dissertation identifies various forms of police misconduct, such as bribery and extortion, mass arrests and detention, illegal bail charges and corruption within the leadership of the police. This deviant behavior has undermined the integrity of the force, with the result that public perception of the police force is negative and national security and development is undermined. Despite numerous anti-corruption strategies that have been devised to curb police misconduct, it remains difficult to reduce corruption within the force. This dissertation argues that implementing documented strategies in the workplace requires a deeper moral consciousness of their civic duties on the part of the police. This would promote the common good and increase the effectiveness of community policing. To support this view, the dissertation critically analyses the inadequacies in the anti-corruption strategies from an ethical perspective, and reveals the contending ethical implications facing the strategies. In search for solution to curb police corruption, the dissertation proposes incorporating in policing certain virtues embedded in the Afrocentric ethic of Omoluabi, such as good character, respect, diligence and communalism. This approach could provide insights to complement the existing anti-corruption mechanisms that aim to reduce police misconduct. In conclusion, the dissertation argues that embracing values in traditional African culture could contribute to the ongoing search for ways to combat police corruption. Therefore, there is a need to look into admirable values gleaned from an African indigenous understanding of morality, in order to address the ethical issues facing the police force in Nigeria. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2014.

This thesis about rank and file police takes place from within a class framework with its foundations in the works of Marx, Engels and Gramsci who theorised that revolution is the result of the contradictions in class society reaching breaking point. This thesis contends that ‘progressive’ intellectuals, journalists and politicians act, as Gramsci theorised, as the ‘subalterns’ of the state by creating a ‘moral panic’ about police corruption. They ignore the wider spread of corruption within a criminal justice system that is shaped and reinforced by a highly politicised criminal justice establishment. The supporting data of the argument is provided in open ended, semi structured interviews with operational police. This is integrated with material from media sources, parliamentary inquiries, commissions of inquiry, legal transcripts and various published data from journals, newspaper articles, personal diaries, conference papers, Internet publications and policy documents. / Doctor of Philosophy (PhD)

Thesis (MTech. degree in Public Management.)--Tshwane University of Technology, 2011. / Unethical behaviour prevails in all three spheres of government in South Africa. The local government sphere is not an exception and thus this study will focus on the Tshwane Metropolitan Police Service, a department within the City of Tshwane Metropolitan Municipality. The Tshwane Metropolitan Police Service was established in February 2002, with the purpose to assist the SAPS and the traffic department in providing traffic safety; combating crime; enforcing the municipal bylaws; providing guard services; licensing and community safety. These services must be rendered in a balanced and affordable manner and there are codes of conduct that regulates their behaviour.

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This thesis about rank and file police takes place from within a class framework with its foundations in the works of Marx, Engels and Gramsci who theorised that revolution is the result of the contradictions in class society reaching breaking point. This thesis contends that ‘progressive’ intellectuals, journalists and politicians act, as Gramsci theorised, as the ‘subalterns’ of the state by creating a ‘moral panic’ about police corruption. They ignore the wider spread of corruption within a criminal justice system that is shaped and reinforced by a highly politicised criminal justice establishment. The supporting data of the argument is provided in open ended, semi structured interviews with operational police. This is integrated with material from media sources, parliamentary inquiries, commissions of inquiry, legal transcripts and various published data from journals, newspaper articles, personal diaries, conference papers, Internet publications and policy documents. / Doctor of Philosophy (PhD)