A study of factors impacting Ontario police participation in higher education
Notice bibliographique
Résumé
This thesis presents the results and discusses the implications of research undertaken in the province of Ontario, Canada, to determine factors impacting police participation in higher education. The study involved 1150 respondents working in 20 different police services in Ontario. Drawing on previous studies relating to adult education theory, key personal and professional characteristic factors of the adult leaner involved in educational environments were examined. The study also examined six common clusters of factors identified as financial, convenience, social support, institutional culture, goal congruence and job relevance, that provided information on why police attain, do not attain, or are unable to attain higher education goals. Results from the personal and professional factors show 88% of respondents had already earned a college/university degree, or were in the process of completing one. Other findings suggest 82% of respondents plan to stay in policing until retirement, 94% were not seeking new careers and 86% reported no secondary employment activities. Results from the examination of the six common clusters of factors to measure the existence of potential barriers and motivations that influence police decisions to participate in higher education were: (1) Financial: lack of government assistance, lack of incentive pay, the high costs of education and the availability of personal finances were considered major barriers; (2) Convenience: shift work and personal time constraints were major barriers. The offering of a flexible distance education program was considered a motivator; (3) Social support: support from co-workers, family and meeting new people were considered major motivators; (4) Institutional culture: perceived non support by management was a barrier to civilian, constables and supervisors. Senior officers felt supported. Having opinions valued by students and faculty and attending university was considered a major motivator; (5) Goal congruence: motivators for attending universities were to improve the mind, learn new knowledge, improve/fulfill academic abilities and promote the profession; (6) Job relevance: motivators include: learning about law enforcement from an educational perspective, develop career and leadership skills and agreement that both formal education and police training is needed in policing.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,006 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,004 |
| Études des sciences et des technologies | 0,006 | 0,001 |
| Communication savante | 0,002 | 0,001 |
| Science ouverte | 0,001 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».