From Practice to Perspective: How Bachelor’s Theses Transform Police Students’ Understanding of Their Profession

A persistent debate in police education concerns the academisation of police training and practice. Specifically, the bachelor’s thesis has highlighted the tension between theory and practice. This study explores how the thesis can promote systematic experiential learning and contribute toward providing critical insight into practice. It originates from a pedagogical pilot project at the Norwegian Police University College (NPUC), where the use of scientific essay (SE) was introduced. SE was chosen for its stronger emphasis on experiential learning than other thesis formats. Analysis of SEs and an open questionnaire generated three main themes in students’ learning processes: i) Students were motivated to write SE because they perceived themselves as non-academic; ii) A personal willingness to engage in emotional work and dialogue to foster understanding; and iii) Lessons learned fostered an expanded “police gaze”. These themes are discussed in light of research on police students’ learning and socialisation in practice, transformative learning theory, and theory of practical knowledge.