政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/142200
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文笔数/总笔数 : 113648/144635 (79%)
造访人次 : 51656972      在线人数 : 508
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜寻范围 查询小技巧：
  • 您可在西文检索词汇前后加上"双引号"，以获取较精准的检索结果
  • 若欲以作者姓名搜寻，建议至进阶搜寻限定作者字段，可获得较完整数据
    •  进阶搜寻
    政大機構典藏 > 教育學院 > 教育學系 > 學位論文 >  Item 140.119/142200


    请使用永久网址来引用或连结此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/142200


    题名: 警專生實習課程實作、學習滿意度與學習成效之研究-以警專教育訓練與警察勤務接軌為例
    A Research of Students` Internship Course Implementation,Learning Satisfaction and Learning Outcome - Taking the Integration of Taiwan Police College Education and Training with Police Duties as an Example
    作者: 吳冠杰
    Wu, Guan-Jie
    贡献者: 陳木金
    Chen, Mu-Jin
    吳冠杰
    Wu, Guan-Jie
    关键词: 實習課程實作
    學習滿意度
    學習成效
    教育訓練
    警察勤務
    Internship course implementation
    Learning satisfaction
    Learning outcome
    Education and training
    Police duties
    日期: 2022
    上传时间: 2022-10-05 09:33:42 (UTC+8)
    摘要: 本研究主要目的在瞭解臺灣警察專科學校警專生實習課程實作、學習滿意度與學習成效之現況及關係。探討警專不同學制科別學員生於實習課程實作、學習滿意度與學習成效知覺之現況、差異情形之關係；並檢定警專生實習課程實作、學習滿意度與學習成效結構方程模式之適配情形。
    依據研究目的，本研究採用問卷調查法，編製「警專生實習課程實作、學習滿意度與學習成效關係之調查問卷」進行調查，包括警專的專39期行政警察科、交通管理科、刑事警察科、科技偵查科正期組2年級學生及109年特考班學員為調查對象，共抽取學員生共計600位受試者為樣本，計回收581份有效問卷，有效問卷回收率為96.83%；蒐集的資料以描述性統計分析、t考驗、單因數變異數分析、積差相關係數分析及結構方程模式等統計方法進行分析。
    本研究所獲致之結論如下：
    一、專39期行政警察科、交通管理科、刑事警察科、科技偵查科正期組學生及109年特考班學員知覺實習課程實作整體及各向度呈現高程度，其中又以「實習態度」得分最高，「執勤能力」得分最低。
    二、專39期行政警察科、交通管理科、刑事警察科、科技偵查科正期組學生及109年特考班學員知覺學習滿意度整體及各分向度呈現中高程度，其中又以「術科教官」得分最高，「生活管理」得分最低。
    三、專39期行政警察科、交通管理科、刑事警察科、科技偵查科正期組學生及109年特考班學員知覺學習成效整體及分向度呈現中高程度，其中又以「職能學習」得分最高，「情意學習」得分最低。
    四、專39期行政警察科、交通管理科、刑事警察科、科技偵查科正期組學生及109年特考班學員在年齡、最高學歷、從警動機與之背景的不同，其知覺實習課程實作、學習滿意度與學習成效的情形呈現顯著差異。
    五、「實習課程實作」、「學習滿意度」與「學習成效」三者，兩兩間兼具有顯著正相關。
    六、「實習課程實作」、「學習滿意度」與「學習成效」具有相當之適配性檢定獲得驗證支持，能解釋主要變項間的關係。
    最後依據結論，本研究提出相關建議，警察教育訓練之良窳，回歸警專養成教育領域，完整的基礎教育訓練，使警專生畢業後肩負第一線執法者，分發機關能與實務訓練、在職教育、常年訓練無縫接軌，以維護社會治安與保障人民生命財產安全，俾供警專、教師(官) 、隊職官及學生，以及未來研究之參考，提升警專教育訓練成效，以精進警察教育改革並提升警察組織人力之素質。
    Our goal from the research is to achieve the understanding of students` address and interaction on the internship course implementation program, including its learning satisfaction and outcome.Analyze and evaluate the relation between students ` learning progress on the internship course implementation , learning satisfaction, and learning outcome, based on the differences between education systems and field of studies.
    A survey was published based on the research, analyzing the relation between the students` implementation, satisfaction, and its outcome on the program. The testees were made up of students from the General Administration Division, Traffic Management Division, Criminal Investigation Division, and Technological Investigation Division of the Special Examination Class of 109th, and sophomores of the 39th class. 581 out of 600 surveys sent out to the students were valid, resulting the effectiveness of 96.83%. Analysis of Variance (ANOVA), Correlation Analysis, Descriptive Statistics, Structural Equation Modeling (SEM), T-Test, and other statistical methods were used to analyze the collected data.
    The result concludes below. Firstly, the General Administration Division, Traffic Managing Division, Criminal Investigation Division, and Technological Investigation Division of the Special Examination Class of 109th, and the 39th class of Taiwan Police College, demonstrated higher than expected extent on overall implementation of the program, especially in the field of attitude. Performing duties were the lowest of all. Secondly, the overall learning satisfaction and learning outcome of the students scored above average, which physical training officer itself and profession training scored the highest, rules and regulations of student management and affective education scored the least. Thirdly, the internship course implementation program, learning satisfaction, and learning outcome shows significant difference among students with different ages, motivation, and level of education. Additionally, the program, satisfaction, and outcome also shows positive correlation among one another. Finally, the suitability of the program, learning Satisfaction, and outcome backed by evaluations of survey, which explains the relation between the three variables mentioned above.
    In conclusion, the research propose various suggestion on further research purposes and references for faculty and staff members, in order to increase effectiveness of formative education, quality of police training, and to promote and enhance the overall police force. As the matter of fact, the quality of police training is highly affected by the effectiveness of formative education at the Taiwan Police College. By complete prepatory education training courses, making students able and willing to carry out as first line law enforcement officers, also seamlessly transiting between internship course implementation program, assigned unit, on-the-job training, and annual training, to fulfillI the priority task of every law enforcement officer-maintain community safety, protect properties, and lives.
    參考文獻: 壹、中文部分
    David,W.、侯永琪（2010）。學習成效評估之國際發展。評鑑雙月刊，27，23-27。
    中華警政研究學會警政與警察法相關圓桌論壇（2018）。司法院大法官釋字第760號後因應對策與評估座談會紀錄摘要。
    仉桂美（2019）。監察院調查報告，108內調0114，臺北。
    公務人員保障暨培訓委員會（2021a）。109年公務人員一般考試警察人員考試錄取人員訓練計畫，2022年1月5日，取自： https://www.csptc.gov.tw/News_Content.aspx?n=538&s=34604
    公務人員保障暨培訓委員會（2021b）。109年公務人員特種考試警察人員考試錄取人員訓練計畫，2022年1月5日，取自： https://www.csptc.gov.tw/News_Content.aspx?n=538&s=34603。
    方彩濡（2021)。用VR操作對餐飲科學生學習成效之研究〔未出版之碩士論文〕。國立臺灣師範大學。
    王大偉等（1998）。世界警察理論研究綜述。北京：群眾出版社。
    王如哲（1999）。比較教育。臺北市：五南圖書。
    王如哲（2010）。解析「學生學習成效」。評鑑雙月刊，27，62–62。
    王家浩（2019）。師徒制對新進警察人員工作適應影響之研究。〔未出版之碩士論文〕。義守大學。
    仰崇明（2007）。行政機關內部行銷與公共服務倫理認知之研究—以新竹縣市政府為例〔未出版之碩士論文〕。玄奘大學。
    安契（2019）。現代學徒制在公安教育中的應用探究。開封教育學院學報，6。
    朱金池（2005）。警察倫理的內涵與發展，通識教育與警察倫理學術研討會論文集，77-88。
    朱金池（2006）。警察倫理課題之探討，執法新知論衡，2（2），63-84。
    朱金池（2013）。警察倫理，桃園市：中央警察大學。
    朱愛群（2020）。警察與國家考試：人力需求與招募考選。國家菁英季刊，第13 卷第2期，33-56。
    朱源葆（2002）。警察高等教育的危機。警光雜誌，553，3-7。
    江培禎（2013）。探討國軍組織承諾在忠誠度上之研究〔未出版之碩士論文〕。萬能科技大學。
    考試院（2010）。警察特考及一般警察特考雙軌新制考試，警務人力邁向新紀元，2010年9月17日，取自：https://reurl.cc/jg313p。
    考試院（2014）。從韓國日本警察人員甄選制度看我國警察人員考選制度。考試院第12屆第9次會議考選部重要業務報告。
    考選部（2005）。各國公務人員考試制度比較研究。臺北市：考選部。
    考選部（2006）。英、美、加、澳、日、中警察考試制度之研究。臺北：考選部。
    考選部（2017）。德國公務人員考選制度、法律考試與醫藥考試制度考察報告。臺北市：考選部公務出國報告。
    何秀菊（2014）。學生參與校外實習之學習壓力、學習滿意度與職涯發展之相關研究-以科技大學學生為例〔未出版之碩士論文〕。朝陽科技大學。
    何明洲（2015）。偵訊與筆錄製作。臺北市：臺灣警察專科學校。
    何麗萍、方俊聰 (2015) 。歐洲終身學習資格框架與國家資格框架銜接的啟示。廣東開放大學學報，24（6），24-28.
    餘民寧（2006）。影響學習成就因素的探討。教育資料與研究雙月刊，73，11-24。
    吳明隆（2017）。SPSS操作與應用-問卷統計分析實務。臺北市：五南圖書。
    吳明隆、塗金堂（2019）。SPSS與統計應用分析（二版）。臺北市：五南圖書。
    吳國任（2017）。混成式學習對高職機械群學生電腦輔助製圖實習課程學習成效與學習滿意度之研究〔未出版之碩士論文〕。國立臺北科技大學。
    吳清山（2003）。教育概論（第六版）。臺北市：五南圖書。
    吳清山（2003）。學校行政（第八版）。臺北市：心理。
    吳清山（2020）。教育V辭書。臺北市：高等教育。
    吳清山、王令宜（2008）。從認可評鑑走向品質保證。評鑑雙月刊，16，9-12。
    吳清山、林天祐（1994）。全面品質管理及其在教育上的應用。初等教育學刊，3，1-28。
    吳清山、林天祐（2003）。教育小辭書。臺北市：五南圖書。
    吳清山、林天祐（2012）。標準本位評量。教育研究月刊，221，133-134。
    吳清山、林天祐（2015）。教育U辭書。臺北市：高等教育。
    吳清基（1998）。技職教育的轉型與發展。臺北市：師大書苑。
    吳清基（2017）。教育政策與教育實務。臺北市：五南圖書。
    吳清基（2019）。教育政策與前瞻創新。臺北市：五南圖書。
    吳清基（2020）。教育政策與發展策略。臺北市：五南圖書。
    吳琴雯（2020）。司法院釋字第784號解釋後校園內學生權利主體之確認。臺灣法學雜誌，第390期，頁45至49。
    吳鼎然（2018）。 技術型高中電子科學生對電子學實習學習態度與學習成效之相關研究-以南部地區為例〔未出版之碩士論文〕。國立彰化師範大學。
    呂冠毅（2010）。高中職汽車科學生對機車實習課程學習動機與學習滿意度關係之研究〔未出版之碩士論文〕。國立彰化師範大學。
    李仁淼（2020）。教育法與教育人權。臺北市：元照出版公司。
    李宗翰（2011）。馬端臨之封建論與郡縣國家觀。新史學，22（4），5-53。
    李承峻（2016）。中央警察大學學生實習成效之研究－循環模式(PDCA) 之應用〔未出版之碩士論文〕。中央警察大學。
    李建良（2011）。大學生的基本權利與行政爭訟權-釋字第684號解釋簡評，臺灣法學雜誌，第171期，頁49-57。
    李淑華（2009）。我國基層警察人員教育訓練課程設計之研究〔未出版之碩士論文〕。世新大學。
    李惠宗（2014）。教育行政法要義，二版。臺北市：元照出版公司。
    李惠宗（2020）。學生訴訟權的大躍進？──從具體爭議的「可司法性」評司法院釋字第784號解釋。月旦法學雜誌，298，32-44。
    李震山（1996）。德國警察制度。桃園市：中央警察大學。
    李震山（2016）。警察行政法論－自由與秩序之折衝。臺北市：元照出版公司。
    李鋼（2022）。韓國警察大學。現代世界警察，5期，60-67。
    汪勇（2003）。關於中國警務改革若干問題的思考。中國人民公安大學學報，（2）30。
    卓佑霖（2019）。技術型高中機械科學生電腦輔助製造實習之學習動機與學習滿意度關係研究-以臺中市為例〔未出版之碩士論文〕。國立彰化師範大學。
    周志宏（2011）。告別法治的原始森林?-大法官釋字第684號解釋初探。臺灣法學雜誌，171期。
    周佳宥（2020）。學校管教措施之法律性質及救濟方法—兼評花蓮地方法院108 年度簡字第54號判決。臺灣法學雜誌，第390期，頁39至43。
    周愚文（2001）。中國敎育史綱（Vol.2）。正中書局，流傳文化，墨文堂文化。
    林天佑、吳清山（2005）。品德教育。教育資料與研究，65，136。
    林宇倩（2022）。技術型高中家政群學生多媒材創作實務學習滿意度及其學習成效之關係研究〔未出版之碩士論文〕。國立彰化師範大學。
    林韋岑（2021）。創新教具導入教學對學習成效及學習滿意度提升之研究—以國小五年級社會科為例〔未出版之碩士論文〕。國立臺中教育大學。
    林聖翰（2020）。公立技術型高中電機科可程序控制實習課程學生學習動機與學習成效關係之研究-以中部地區為例〔未出版之碩士論文〕。國立彰化師範大學。
    法治斌、董保城（2014）。憲法新論，六版。頁284-299。臺北市：自版。
    邱皓政（2018）。量化研究法（三）：測驗原理與量表發展。臺北市：雙葉書廊。
    範明真（2015）。中央警察大學專業實習成效之探討〔未出版之碩士論文〕。中央警察大學。
    秦夢群（2007）。學校行政。臺北市：五南圖書。
    秦夢群（2020）。教育行政實務與應用(四版) 。臺北市：五南圖書。
    翁萃芳（2006）。警察人員自我探索與生涯規劃。臺北市：揚智文化。
    馬心韻（1996）。警察基層人員養成教育與人力資源發展。臺北市：文笙書局。
    馬心韻（2016）。我國警察人力核心職能培訓之研究〔未出版之博士論文〕。中國文化大學。
    馬心韻、林佳璋（2010）。基層警察專業相關科目教學與實務接軌機制之研究。警專學報，4，7，43-88。國立屏東教育大學出版。
    國立編譯館（2000）。教育大辭書。臺北市：文景。
    張春興、林清山（1989）。教育心理學。臺北市：東華書局。
    張淼（2021）。公安院校大學生自我效能感與職業認同現狀及相關性研究。新疆警察學院學報，1期，57 - 61。
    教育大辭書（2000）。實習理論。2000年12月，取自：http://terms.naer.edu.tw/detail/1308730/?index=1
    教育部（2017）。高等教育深耕計畫。106年7月10日院臺教字第1060021619號。
    教育部技職司（2017）。大專校院推動學生校外實習課程作業參考手冊。臺北市。
    教育部電子報（2021）。教育部協助學生停課不停學多元配套措施。取自https://epaper.edu.tw/topical.aspx?topical_sn=1205&period_num=975
    梅可望、陳明傳、李湧清、朱金池、章光明、洪文玲合著（2008）。警察學。桃園市：中央警察大學。
    莊朝欽（2004）。我國警官基層幹部養成教育課程設計之研究〔未出版之碩士論文〕。中央警察大學。
    許育典（2018）。教育行政法。臺北市：元照出版公司。
    許諾（2013）。美國警察院校教學體系的特點及其啟示。公安學刊：浙江公安高等專科學校學報，(4)，99-103。
    許豔麗、李文（2018）。英國學位學徒制及其啟示。高教探索，10。
    郭彥穀（2021）。社區大學學員參與課程學習動機、學習滿意度、休閒滿意度與學習成效之研究〔未出版之碩士論文〕。國立臺灣師範大學。
    郭昭佑（2001）。教育評鑑指標建構方法探究。國教學報，13，257-285。
    郭昭佑（2011）。高等教育評鑑建置學習成效確保機制研究。學生學習成效評量。學生學習成效評量研究成果發表及工作坊。國立政治大學。
    陳木金（1997）。國民國小教師領導技巧、班級經營策略與教學效能關係之研究。〔未出版之博士論文〕。國立政治大學。
    陳木金（2002）。從共同演化觀點看九年一貫課程的實施。於「九年一貫課程學術研究論文集」發表之論文，載於 Book 從共同演化觀點看九年一貫課程的實施。臺北市。
    陳木金（2012）。卓越教學的追求。載於何福田主編，臺灣教育的亮點。屏東市。
    陳永鎮（2015）。公務員貪汙犯罪行為歷程及其決意影響因素之研究〔未出版之博士論文〕。中央警察大學。
    陳志煒（2018）。技術型高中電機科學生電子學實習課程學習動機與學習滿意度關係之研究-以北部地區為例〔未出版之碩士論文〕。國立彰化師範大學。
    陳明傳、李湧清、朱金池、洪文玲、章光明（2017）。新版警察學。桃園市：中央警察大學。
    陳明傳、李湧清、朱金池、章光明編著（2008）。警察行政。臺北市：國立空中大學。
    陳勇利（2009）。多元智慧教學對高職機械科學生機械製圖實習課程學習成效影響之研究〔未出版之碩士論文〕。國立彰化師範大學。
    陳春生（2018）。論大學自治與憲法制度性保障。教育法學評論，1期，頁31-47。
    陳清秀（2018）。大學自治權與教育部監督權之界限。臺灣法學雜誌，344期，頁91-104。
    陳通和（2003）。我國警察教育制度與政策－兼論警察教育條例之修訂。桃園市：中央警察大學。
    陳通和（2006）。論建構警察教育願景，中央警察大學學報，43期，129-144。
    陳斐鈴（2015）。民眾對警察的信任－從公正、廉潔、手段正當及維護治安績效等要素論述。刑事政策與犯罪研究論文集，(18)，239-259。
    陳慶財、李月德、章仁香、楊美鈴（2018）。警察近距離朝涉案外籍勞工連開9槍案。監察院調查報告，107內調0042，臺北市。
    陳麗文（2009）。基層警察養成教育課程設計之研究〔未出版之碩士論文〕。國立政治大學。
    湯德宗（2005）。行政程序法論。臺北市：元照出版公司。
    黃婉玲（2019）。為何選擇就讀軍警院校？公共服務動機的角色。公共行政學報，57，83-118。
    黃富源（2010）。警察特考雙軌進用考選分流制的意義與再精進。警學叢刊，41(3)，21-35。
    楊念湘、陳木金（2010）。優質學校品質管理指標與績效管理指標適配度之研究。教育行政與評鑑學刊，9，1-26。
    楊昌裕（2020）。開啟各級學校學生完整行政訴訟權新時代：大法官釋字第784號解釋。學生事務與輔導，第58卷第4期，頁81至86。
    楊國賜（2012）。各國大學實習制度之調查分析期末報告。臺北市：教育部高等教育司。
    楊瑩（2011）。以學生學習成效為評量重點的歐洲高等教育品質保證政策。評鑑雙月刊，30，27-34。
    董保成（1997）。德國學術自由與大學自治，收錄於：氏著，教育法與學術自由，頁105-176。臺北市：元照出版公司。
    董保城（2001）。大學自治與退學處分之法律保留。臺灣本土法學雜誌，29期。頁74-81。
    解冰、於群、楊志秋（2016）。德國警察本科教育循環遞進式實習教學體系考察。四川警察學院學報，28(2)，104-109。
    趙永茂、蔡田木（2015）。警察人員職能與工作表現之研究-以警察特考分流制度為例，內政部警政署委託研究報告。
    劉心來（2018）。日本警察教育制度對我國公安民警教育訓練的啟示。雲南警官學院學報，3期，123-128。
    歐承鑫（2020）。警察教育培訓課程於警察學員之學習心理行為研究 -以「偵訊與筆錄製作實務」課程為例〔未出版之博士論文〕。國立高雄師範大學。
    蔡田木（2013）。公務員風紀犯罪影響因素之實證研究。第二屆應急管理論壇研討會論文集，頁129～148。
    蔡宗珍（2017）。德國公務人員考選制度、法律考試與醫藥考試制度考察報告。考選部德國考察報告。
    蔡嶽庭（2020）。技術型高中機械群學生素養導向務實致用實習課程之自我決定動機及其學習成效關係研究 -以中彰投地區為例〔未出版之碩士論文〕。國立彰化師範大學。
    蔡雅蕙（2022）。技術型高級中等學校資源班學生修習實習課程現況之探討〔未出版之博士論文〕。國立高雄師範大學。
    蔣韻婷（2020）。壺鈴及戰繩訓練對警察大學學生肌肉力量及爆發力之影響〔未出版之碩士論文〕。國立體育大學。
    鄭家強（2015）。警專實習教育課程成效評估及其影響因素〔未出版之碩士論文〕。國立臺北大學。
    盧佳信（2020）。技術型高中實習課程學生學習歷程檔案建置與學習動機及學習成效相關研究–以電機與電子群為例〔未出版之碩士論文〕。國立彰化師範大學。
    盧恒隆（2010）。以核心職能觀點探討基層警察人員實務訓練之研究〔未出版之碩士論文〕。中央警察大學。
    蕭芳玫（2021）。桃園市市高中家政群學生多媒材創作實務學習滿意度與學習成效之研究〔未出版之碩士論文〕。國立高雄師範大學。
    霍春亨（2015）。警察幹部核心職能指標及其培育策略之研究〔未出版之博士論文〕。中央警察大學。
    總統府（2017）。總統府司法改革國是會議成果報告。總統府出版。
    魏光禧（2021）。公安教育訓練中教官的法律地位探析。雲南警官學院學報，1期，62-66。
    魏睿德（2018）。業界專家協同教學對技術型高中汽車科學生在實習課程學習動機與學習滿意度之研究〔未出版之碩士論文〕。國立彰化師範大學。
    蘇志強、吳斯茜（2011）。警察人員考試雙軌分流新制之探討—從警察教育觀點論之。國家菁英，7（3），63-86。
    蘇錦麗（2009）。「大學校院學生學習成果評估」相關內涵分析。評鑑雙月刊，21，58-62。






    貳、英文部分
    Abraugh, J. B. 2000. How classroom environment and student engagement affecting in internet-based MBA courses. Business Communication Quarterly, 4: 9–26.
    Allan, J. (1996). Learning outcomes in higher education. Studies in higher education, 21(1), 93-108.
    Arthur, L. ( 2020). Evaluating student satisfaction-restricting lecturer professionalism: outcomes of using the UK national student survey questionnaire for internal student evaluation of teaching. Assessment & Evaluation in Higher Education, 45(3), 331-344.
    Bacharach, N., Heck, T. W., & Dahlberg, K. (2010). Changing the face of student teaching through coteaching. Action in teacher education, 32(1), 3-14.
    Barahona, M. (2017). Exploring models of team teaching in initial foreign/second language teacher education: A study in situated collaboration. Australian Journal of Teacher Education (Online), 42(12), 144-161.
    Barrows, C. W., & Bosselman, R. H. (1999). Hospitality management education. Psychology Press.
    Barrows, H. S., & Tamblyn, R. M. (1980). Problem-based learning: An approach to medical education (Vol. 1). Springer Publishing Company.
    Bayens, G. J., Berry, P. E., & Smith-Mahdi, J. (2005). A descriptive study of student appraisals of the benefits of a criminal justice internship. American Jails, 19, 26–36.
    Bayley, D. H., & Bittner, E. ( 1984). Learning the skills of policing. Law & Contemp. Probs., 47, 35.
    Belur, J., Agnew-Pauley, W., McGinley, B., & Tompson, L. (2020). A systematic review of police recruit training programmes. Policing: A Journal of Policy and Practice, 14(1), 76-90.
    Bergman, B., & Karp, S. ( 2021). Conflicting thought styles?–Responsibility and accountability in the education of Swedish police officers. Policing and Society, 31(6), 656-671
    Biggs, J., & Tang, C. (2015). Constructive alignment: An outcomes-based approach to teaching anatomy. In Teaching anatomy (pp. 31-38). Springer. https://doi.org/10.1007/978-3-319-08930-0
    Binner, P.M., Dean, R.S. & Millinger, A.F. (1994). Factors underlying distance learner satisfaction. The American Journal of Distance Education, 4, 232-238.
    Birzer, M. L. (2003). The theory of andragogy applied to police training. Policing: an international journal of police strategies & management.
    Black, J. B., Segal, A., Vitale, J., & Fadjo, C. L. (2012). Embodied cognition and learning environment design. In Theoretical foundations of learning environments (pp. 198-223). Routledge.
    Blömeke, S., Zlatkin-Troitschanskaia, O., Kuhn, C., & Fege, J. (2013). Modeling and measuring competencies in higher education. In Modeling and measuring competencies in higher education (pp. 1-10). Sensepublishers, Rotterdam.
    Bloom,B.S.(1956).Taxonomy of educational objectives.Vol.1: Cognitive domain.New York:McKay, 20(24),1.
    Blustein, D. L. (1989). The role of goal instability and career self-efficacy in the career exploration process. Journal of vocational behavior, 35(2), 194-203.
    Bondarenko, V., Okhrimenko, I., Tverdokhvalova, I., Mannapova, K., & Prontenko, K. (2020). Formation of the professionally significant skills and competencies of future police officers during studying at higher educational institutions. Revista Romaneasca pentru Educatie Multidimensionala, 12(3), 246-267.
    Bourgeois, A. (2011). Entrepreneurship Education at School in Europe: National Strategies, Curricula and Learning Outcomes. Education, Audiovisual and Culture Executive Agency, European Commission. Available from EU Bookshop.
    Brookfield, S. D. 1986. Understanding and Facilitating Adult Learning.San Francisco: Jossey‐Bass.
    Brown, D. (Ed.). (2002). Career choice and development. John Wiley & Sons.
    Brown, G. A., Bull, J., & Pendlebury, M. (2013). Assessing student learning in higher education. Routledge.
    Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational researcher, 18(1), 32-42.
    Brown, Jason L., Michael Healy, Tessa McCredie, and Peter McIlveen. (2019)“Career Services in Australian Higher Education: Aligning the Training of Practitioners to Contemporary Practice.” Journal of Higher Education Policy and Management 41 (5): 518–33. doi:10.1080/1360080X.2019.1646380.
    Brualdi, A. (1998). Implementing Performance Assessment in the Classroom. ERIC/AE Digest.
    Bruce, H. L., Wilson, H. N., Macdonald, E. K., & Clarke, B. (2019). Resource integration, value creation and value destruction in collective consumption contexts. Journal of Business Research, 103, 173-185.
    Burke, J. (1995). Outcomes, Learning and the curriculum. Implications for NVQs, GNVQs and other qualifications. London: The Falmer.
    C.de Paor.(2021). The Curriculum in an era of global reform: Bobbitt’s ideas on efficiency and teacher knowledge. Journal of Curriculum Studies, 53(3), 270-278.
    Carey, K., Cambiano, R. L., & De Vore, J. B. (2002). Student to faculty satisfaction at a Midwestern university in the United States. In The 25th HERSDA annual conference.
    Caro, C. A. (2011). Predicting state police officer performance in the field training officer program: What can we learn from the cadet’s performance in the training academy?American Journal of Criminal Justice, 36(4), 357-370.
    Caserman, P., Cornel, M., Dieter, M., & Göbel, S. (2018). A concept of a training environment for police using VR game technology. In Joint International Conference on Serious Games (pp. 175-181). Springer, Cham.
    Caspersen, J., Smeby, J. C., & Olaf Aamodt, P. (2017). Measuring learning outcomes. European Journal of Education, 52(1), 20-30.
    Caspersen,J., & Smeby,J. C.(2018).The relationship among learning outcome measures used in higher education.Quality in Higher Education,24(2), 117-135.
    Caswell,H.L.,& Campbell,D.S. (1937). Reading in Curriculum Development. AJN The American Journal of Nursing, 37(10), 1183.
    Cawthray, T., Prenzler, T., & Porter, L. E. (2013). Updating international law enforcement ethics: International codes of conduct. Criminal Justice Ethics, 32(3), 187-209.
    Cedefop. (2009). The Shift to Learning Outcomes, Policies and Practices in Europe, Cedefop Reference Series 72, Office for Official Publications of the European Communities, Luxembourg.
    Cedefop. (2014). “European Centre for the Development of Vocational Training.” Cedefop European skills and jobs survey, Wave 1, Spring 2014 [computer file], First edition, Thessaloniki.
    Chappell, A. T. (2007). Community policing: is field training the missing link?. Policing: An International Journal of Police Strategies & Management.
    Chen, S. H., Yang, C. C., Shiau, J. Y., & Wang, H. H. (2006). The development of an employee satisfaction model for higher education. The TQM Magazine.
    Chien, T. K. (2007). Using the learning satisfaction improving model to enhance the teaching quality. Quality assurance in Education.
    Cho, J. T., & Park, H. (2018). A preliminary analysis of the factors affecting satisfaction with the police practicum credit program in South Korea. Journal of Criminal Justice Education, 29(1), 137-156.
    Clark, D. J. (1979). The Policeman’s Duties: Problems of Definition and Enforcement. Hong Kong Journal of Public Administration, 1(1), 30-55.
    Cleck, J. (2021). Women`s Perceptions of the Police Academy Experience. Gwynedd Mercy University
    Cleveland, G. (2006). Using problem-based learning in police training. Police Chief, 73(11), 29.
    College of Policing (Great Britain). (2014). Code of ethics: A code of practice for the principles and standards of professional behaviour for the policing profession of England and Wales. HM Government.
    College of Policing Limited (2020).Evaluation of the Police Constable Degree Apprenticeship (PCDA): First interim report Counsell. 1, 3–16. doi: 10.1080/03069887308259333.
    Council for Higher Education Accreditation. (2006). CHEA survey of recognized accrediting organizations: Providing information to the public. Washington, DC: Council for Higher Education Accreditation.
    Creed, P. A., & Patton, W. (2003). Predicting two components of career maturity in school based adolescents. Journal of career Development, 29(4), 277-290.
    Crick, R. D. (2008). Key Competencies for Education in a European Context: narratives of accountability or care. European Educational Research Journal, 7(3), 311-318.
    Daniels, J., & Brooker, J. (2014). Student identity development in higher education: Implications for graduate attributes and work-readiness. Educational research, 56(1), 65-76.
    Deakin Crick，Pedagogy for citizenship(2008). In F. Oser & W. Veugelers (Eds.), Getting involved: Global citizenship development and sources of moral values (31 -55). Rotterdam: Sense Publishers.
    Dewey, J. (1916/1944). Democracy and education. New York: Free Press.
    Dewey, J. (1923). Democracy and education: An introduction to the philosophy of education. macmillan.
    Dewey, J. (1986). Experience and education. In The educational forum (Vol. 50, No. 3, pp. 241-252). Taylor & Francis Group.
    Dewey, J. (1998). Experience and education: The 60th anniversary edition (60th ann. ed.). West Lafayette, IN: Kappa Delta Pi.(Original work published 1938).
    Dewey, J. (2021). 4. The Challenge of Democracy to Education. In America`s Public Philosopher (pp.30-39). Columbia University Press
    Dewey,J.(1909). Moral principles in education. Boston: Houghton Mifflin Company.
    Dhaqane, M. K., & Afrah, N. A. (2016). Satisfaction of Students and Academic Performance in Benadir University. Journal of Education and Practice, 7(24), 59-63.
    DHPol.(2022). Studierendenmobilität – SMP. Available at: https://www.dhpol.de/internationales/erasmus_/studierendenmobiitaet.php
    Dictionary, C. (2008). Cambridge advanced learner’s dictionary. Available at: https://dictionary.cambridge.org/es/
    Dillenbourg, P. (1999). What do you mean by collaborative learning?.
    Dillenbourg, P., & Baker, M. Blaye, a., & O’Malley, C.(1996). The evolution of research on collaborative learning. Learning in humans and machine: towars an interdisciplinary learning science, 189-211.
    Dillon, W. R., Kumar, A., & Mulani, N. (1987). Offending estimates in covariance structure analysis: Comments on the causes of and solutions to heywood cases. Psychological Bulletin, 101(1), 126.
    Domer, D. E., Carswell, J. W., & Spreckelmeyer, K. F. (1983). Understanding educational satisfaction. The University of Kansas School of Architecture and Urban Design.(ERIC Document Reproduction Service No. ED 232 600).
    Donnelly, M., Kerr, N. J., Rimmer, R., & Shiu, E. M. (2006). Assessing the quality of police services using SERVQUAL. Policing: An International Journal of Police Strategies & Management, 2(6), 92-105. https://doi.org/10.12691/jbms-2-6-1
    Donohue Jr, R. H. (2019). Police Academy Training in Massachusetts: Comparing Learning Models, Outcomes, and Experiences (Doctoral dissertation, University of Massachusetts Lowell).
    Dormehl, L.(2020).VR training is helping police learn to cut down on unnecessary use of force.https://www.digitaltrends.com/features/vr-training-future-of-policing/
    Douglas, J., Douglas, A., & Barnes, B. (2006). Measuring student satisfaction at a UK university. Quality assurance in education.
    Driscoll, A., & Wood, S. (2007). Developing outcomes-based assessment for learner-centered education: A faculty introduction. Stylus Publishing, LLC.
    Duley, J. A., Ni, M., Shannon, C., Norris, R. L., Sheffield, L., Cowley, D., ... & Charles, B. G. (2018). Preliminary evidence for enhanced thymine absorption: a putative new phenotype associated with fluoropyrimidine toxicity in cancer patients. Therapeutic Drug Monitoring, 40(4), 495-502.
    Dunn, R., Beaudry, J., & Klavas, A. (1989). Survey research on learning styles. Education Leadership, 46, 50–58.
    Eisner, E. W. (2005). Reimagining schools: The selected works of Elliot W. Eisner. Routledge: World Library of Educationalists Series.
    Eisner,E. W.(1979).The use of qualitative forms of evaluation for improving educational practice. Educational Evaluation and Policy Analysis,1(6),11-19.
    Elliott, J., Kushner,S.,Alexandrou, A.,Dwyfor-Davies, J., Wilkinson, S., & Zamorski, B. (2003). Independent review of the learning requirement for police probationer training in England and Wales.
    Elliott, K. M., & Healy, M. A. (2001). Key factors influencing student satisfaction related to recruitment and retention. Journal of marketing for higher education, 10(4), 1-11.
    Elliott,K.& Shin,D.(2002).Student satisfaction: an alternative approach to assessing this Important Concept. Journal of Higher Education Policy and Management,, pp. 97-109.
    Eterno, J. (2008). Homeland security and the benefits of college education: An exploratory study of the New York city police department’s cadet corps. professional issues in criminal justice, 3(2), 1-15.
    European Commission(2008). European Qualifications Framework (EQF) . Luxemburg : European Commission .
    European Commission(2013). Traineeships: survey reveals shortcomings in working conditions and learning content.Available at: http://europa.eu/rapid/press-release_IP-13-1161_en.htm (accessed 15 August 2022).
    European Council (2008) Recommendation of the European Parliament and of the Council on the Establishment of the European Qualifications Framework for Lifelong Learning. Brussels, Official Number 2006/0163.
    Ewell, P. (2005). Applying learning outcomes to higher education: An overview. Paper prepared for the Hong Kong University Grants Committee. National Center for Higher Education Management Systems.
    Ewell, P. T. (2005). Can assessment serve accountability? It depends on the question.In J. C. Burke & Associates (Eds.), Achieving accountability in higher education (pp.1–24). San Francisco, CA: Jossey-Bass.
    Fleming, N. D., & Mills, C. (1998). Not another inventory, rather a catalyst for reflection, VARK for Teachers, VARK Study Strategies. AAHE’s Focus on Learning, 7
    Fouad, N. A., & Kozlowski, M. B. (2019). Turning around to look ahead: Views of vocational psychology in 2001 and 2019. Journal of Career Assessment, 27(3), 375-390.
    Framework, A. (2005). For qualification of the European higher education area. Bologna working group on qualification framework. Copenhagen, Ministry of Science, Technology and Innovation.
    Frazer, M. (2003). Quality assurance in higher education. Quality assurance in higher education, 17-34.
    Freire,P.(2000).Pedagogy of the oppressed.New York, NY: TheContinuum.
    Gabris, G. T., & Mitchell, K. (1989). Exploring the relationships between intern job performance, quality of education experience, and career placement. Public Administration Quarterly, 484-504.
    Gagne, R. M. (1968). Contributions of learning to human development. Psychological review, 75(3), 177.
    Gaitens, J. (2000). Lessons from the field: Socialization issues in writing and editing internships. Business communication quarterly, 63(1), 64-76.
    Gale, A. J., Duffey, M. A., Park‐Gates, S., & Peek, P. F. (2017). Soft Skills versus hard skills: practitioners` perspectives on interior design interns. Journal of Interior Design, 42(4), 45-63.
    George, M., Lim, H., Lucas, S., & Meadows, R. (2015). Learning by doing: Experiential learning in criminal justice. Journal of Criminal Justice Education, 26(4), 471-492.
    Glasgow, C., & Lepatski, C. (2012). The evolution of police training: The investigative skill education program. In Police organization and training (pp. 95-111). Springer, New York, NY.
    Gottfredson, M.R., & Hirschi, T. (1990). A general theory of crime. Stanford, CA:Stanford University Press.
    Green, H. J., Hood, M., & Neumann, D. L. (2015). Predictors of student satisfaction with university psychology courses: A review. Psychology Learning & Teaching, 14(2), 131-146.
    Gross-Spector, M., & Cinamon, R. G. (2018). Assessing adults’ career exploration: Development and validation of the vocational and maternal identity exploration scales. Journal of Career Development, 45(1), 19-33.
    Gunn, A. (2018). Metrics and methodologies for measuring teaching quality in higher education: developing the Teaching Excellence Framework (TEF). Educational Review, 70(2), 129-148.
    Hagan, J.(2012). Who are the criminals?. Princeton University Press.
    Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2009). Análise multivariada de dados. Bookman editora.
    Herzberg, F., Mausnes, B., Peterson, R. O., & Capwell, D. F. (1957). Job attitudes; review of research and opinion.
    Higher Education Funding Council for England (HEFCE), 2016, Revised operating model for quality assessment (Bristol, HEFCE). Available at: http://www.hefce.ac.uk/media/HEFCE,2014/Content/Pubs/2016/201603/HEFCE2016_03.pdf (accessed 10 August 2022).
    Hiller, M., Salvatore, C., & Taniguchi, T. (2014). Evaluation of a criminal justice internship program: Why do students take it and does it improve career preparedness? Journal of Criminal Justice Education, 5 (1), 1–15. doi:10.1080/10511253.2013.856929
    Hoisington Jr, E. H. (2018). Police recruitment: Best practices to ensure a competent, skilled workforce (Doctoral dissertation, University of Phoenix).
    Hoppe, F. (1930). Erfolg und misserfolg (Doctoral dissertation, Springer).
    Hora, M. T., Parrott, E., & Her, P. (2020). How do students conceptualise the college internship experience? Towards a student-centred approach to designing and implementing internships. Journal of Education and Work, 33(1), 48-66
    Inkster, R. P., & Ross, R. G. (1995). The internship as partnership: A handbook for campus-based coordinators and advisors. National Society for Experiential Education.
    International Association of Chiefs of Police (IACP). (1957). Law enforcement code ofethics. Retrieved from http://www.theiacp.org/codeofethics
    Jiang, Z., Newman, A., Le, H., Presbitero, A., & Zheng, C. (2019). Career exploration: A review and future research agenda. Journal of Vocational Behavior, 110, 338-356.
    Jordaan, J. P. (1977). Career development theory. International Review of Applied Psychology.
    Jordan, W. T., Burns, R. G., Bedard, L. E., & Barringer, T. A. (2007). Criminal justice interns’ observations of misconduct: An exploratory study. Journal of Criminal Justice Education, 18(2), 298-310.
    Kaliannan, M., & Chandran, S. D. (2012). Empowering students through outcome-based education (OBE). Research in Education, 87(1), 50-63.
    Kandiko Howson, C., & Matos, F. (2021). Student surveys: measuring the relationship between satisfaction and engagement. Education Sciences, 11(6), 297.
    Karabiyik, U., Mousas, C., Sirota, D., Iwai, T., & Akdere, M. (2019). A virtual reality framework for training incident first responders and digital forensic investigators. In International Symposium on Visual Computing (pp. 469-480). Springer, Cham.
    Karp, S., & Rantatalo, O. (2020). Reflektion som professionsverktyg inom polisen. In: Polisutbildningen, Umeå universitet.
    Kenny,N.(2011).Program-Level Learning Outcomes.University of Guelph: Teaching Support Services.Retrieved from http://www.uoguelph.ca/vpacademic/avpa/outcomes/
    Knouse, S. B., Tanner, J. R., & Harris, E. W. (1999). The relation of college internships, college performance, and subsequent job opportunity. Journal of employment Counseling, 36(1), 35-43.
    Knowles, M. S. (1970). The Modern Practice of Adult Education; Andragogy versus Pedagogy.
    Knowles, M. S. (1980). The Modern Practice of Adult Education , 2d ed., Chicago: Follett.
    Kohlström, K. (2021). Professional development in the Swedish police organization: Police officers` learning pathways. Human Resource Development Quarterly.
    Kolb, D. (1984). Experiential learning: Experience as the source of learning and development, New Jersey: Prentice-Hall.
    Korre, M., Loh, K., Eshleman, E. J., Lessa, F. S., Porto, L. G., Christophi, C. A., & Kales, S. N. (2019). Recruit fitness and police academy performance: a prospective validation study. Occupational Medicine, 69(8-9), 541-548.
    Kotler, P., & Lee, N. (2005). Best of breed: When it comes to gaining a market edge while supporting a social cause,“corporate social marketing” leads the pack. Social Marketing Quarterly,
    Ku, Heng-Yu, Wei Tseng, H., Akarasriworn, C. (2013). Collaboration factors, teamwork satisfaction, and student attitudes toward online collaborative learning. Computers in Human Bevaior, 29, 922-929. http://dx.doi.org/10.1016/j.chb.2012.12.019.
    Landry, J. M. (2011). Learning styles of law enforcement officers: does police work affect how officers learn?. Capella University.
    Lau, P. L., Chung, Y. B., & Wang, L. (2021). Effects of a career exploration intervention on students’ career maturity and self-concept. Journal of Career Development, 48(4), 311-324.
    Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge university press.
    Leidner,D. E.,& Jarvenpaa,S.L.(1995).The use of information technology to enhance management school education: A theoretical view. MIS quarterly, 265-291.
    Lersch, K. M., Bazley, T., Mieczkowski, T., & Childs, K. (2008). Police use of force and neighbourhood characteristics: An examination of structural disadvantage, crime, and resistance. Policing & Society, 18(3), 282-300.
    Levine, D. U., & Lezotte, L. W. (1990). Unusually effective schools: A review and analysis of research and practice.
    Lint, W. d. (1998). Regulating autonomy: Police discretion as a problem for training. Canadian Journal of Criminology, 40(3), 277-304. https://doi.org/10.3138/cjcrim.40.3.277
    Liu, G. X. Y., and Helwig, C. C. (2020). Autonomy, social inequality, and support in chinese urban and rural adolescents` reasoning about the chinese college entrance examination (Gaokao). J. Adolesc. Res. 2020:1368263056. doi: 10.1177/0743558420914082
    Lixun,W.(2011).Designing and implementing outcome-based learning in a linguistics course: a case study in Hong Kong. Procedia-Social and Behavioral Sciences,12,9-18.
    Lounsbury, J. H., & Vars, G. F. (1978). A curriculum for the middle school years. Harper & Row pub.
    Maertz Jr, C. P., Stoeberl, P. A., & Marks, J. (2014). Building successful internships: lessons from the research for interns, schools, and employers. Career Development International, 19(1), 123-142.
    Makin, D. A., Jenkins, G., & Gaffney, M. (2016). Civilizing Surveillance Practices: The Pullman Police Department Public Safety Camera Monitoring Internship Program. Journal of Applied Security Research, 11(3), 249-266.
    Marsh, H. W. (1984). Students` evaluations of university teaching: Dimensionality, reliability, validity, potential baises, and utility. Journal of educational psychology, 76(5), 707.
    Martirosyan, N. (2015). An examination of factors contributing to student satisfaction in Armenian higher education. International Journal of Educational Management.
    Méhaut, P., & Winch, C. (2012). The European Qualification Framework: skills, competences or knowledge?. European educational research journal, 11(3), 369-381.
    Merritt, R. D. (2008). Student internships. EBSCO Research Starters, 1(3), p1-8.
    Midgley, G., Ahuriri‐Driscoll, A., Foote, J., Hepi, M., Taimona, H., Rogers‐Koroheke, M & Wood, D. (2007). Practitioner identity in systemic intervention: Reflections on the promotion of environmental health through Māori community development. Systems Research and Behavioral Science: The Official Journal of the International Federation for Systems Research, 24(2), 233-247.
    Moon, J. (2004). Using reflective learning to improve the impact of short courses and workshops. Journal of Continuing Education in the Health Professions, 24(1), 4-11. https://doi.org/10.1007/s10459-009-9200-4.
    Mount, D., & Mazerolle, L. (2021). Acquiring Core Investigative Interviewing Skills in Police Academy Training. Policing: A Journal of Policy and Practice, 15(3), 1773-1789.
    Mukhtar,U.,Anwar,S.,Ahmed,U.& Baloch,M.A.(2015). Factors effecting the service quality of public and private sector universities comparatively: an empirical investigation. Arts, Science & Commerce,pp.132-142.
    Murphy, D., & Gibbons, S. (2017). Criminal Justice Internships: An Assessment of the Benefits and Risks. Retrieved from http://digitalcommons.wou.edu/fac_pubs/39.
    Myers, D. G. (1993). Behavior and attitudes. Social psychology.
    National Association of Colleges and Employers (NACE) 2013, 2013 Internship & Co-op Survey. Bethlehem,PA.
    Nevill, D. D. (1997). The development of career development theory. Career Dev.
    Norwegian Ministry of Justice and Public Security. (2005). Police roles and tasks. (White Paper 42 (2004-2005)). Norwegian Government hompegae. Retrieved from https://www.regjeringen.no/contentassets/91efc535022e4649821a8d81b31d54e4/no/pdfs/stm200420050042000dddpdfs.pdf
    Nunley, J. M., Pugh, A., Romero, N., & Seals Jr, R. A. (2016). College major, internship experience, and employment opportunities: Estimates from a résumé audit. Labour Economics, 38, 37-46.
    Office for Students.(2022). “The National Student Survey 2022.”https://www.officeforstudents.org.uk/media/e820d402-2441-46ac-9ce2-0a954830f666/the-national-student-survey-2022-publication-of-data.pdf
    Oliver, R.L.,& DeSARBO, W. S. (1989). Processing of the satisfaction response in consumption: a suggested framework and research propositions. Journal of Consumer Satisfaction, Dissatisfaction and Complaining Behavior, 2(1), 1-16.
    Oliver,W.M.(2016).Celebrating 100 years of criminal justice education,1916–2016. Journal of Criminal Justice Education,27(4),455-472.
    Palmiotto, M. J., Birzer, M. L., & Unnithan, N. P. (2000). Training in community policing: A suggested curriculum. Policing: An International Journal of Police Strategies & Management.
    Parilla, P. F., & Smith-Cunnien, S. L. (1997). Criminal justice internships: Integrating the academic with the experiential. Journal of Criminal Justice Education, 8(2), 225-241.
    Paterson, C., & Pollock, E. (2013). Developments in police education in England and Wales: Values, culture and ‘common-sense’policing. In Values in Criminology and Community Justice (pp. 187-206). Policy Press.
    Pepper, I., Brown, I., & Stubbs, P. (2021). A degree of recognition across policing: embedding a degree apprenticeship encompassing work-based research. Journal of Work-Applied Management.
    Perry, R. W. (2004). Disaster exercise outcomes for professional emergency personnel and citizen volunteers. Journal of contingencies and crisis management, 12(2), 64-75. https://doi.org/10.1111/j.0966-0879.2004.00436.x
    Piccoli, G., Ahmad, R., & Ives, B. (2001). Web-based virtual learning environments: A research framework and a preliminary assessment of effectiveness in basic IT skills training. MIS quarterly, 401-426.
    Powell, D. F., & Luzzo, D. A. (1998). Evaluating factors associated with the career maturity of high school students. The Career Development Quarterly, 47(2), 145-158.
    Prøitz, T. S. (2014). Conceptualisations of learning outcomes in education-an explorative cross-case analysis of policymakers, teachers and scholars.
    Q. 45, 288–292. doi: 10.1002/j.2161-0045.1997.tb00472.x,
    Regehr, G., Martin, J., Hutchison, C., Murnaghan, J., Cusimano, M., & Reznick, R. (1995). The effect of tutors’ content expertise on student learning, group process, and participant satisfaction in a problem‐based learning curriculum. Teaching and Learning in Medicine: An International Journal, 7(4), 225-232.
    Ruffalo Noel Levitz, L. (2020a). History of RNL. Retrieved from https://www.ruffalonl.com/about-ruffalo-noel-levitz/the-history-of-ruffalo-noellevitz/
    Ruffalo Noel Levitz, L. (2020b). Student Satisfaction Inventory. Retrieved from https://www.ruffalonl.com/complete-enrollment-management/studentsuccess/ student-satisfaction-assessment/student-satisfaction-inventory/
    Sabri, D. (2011). What`s wrong with ‘the student experience’?. Discourse: Studies in the cultural politics of education, 32(5), 657-667.
    Saeler, A. (2015). The relationship of student satisfaction and academic achievement in online versus traditional education (Doctoral dissertation, University of Phoenix).
    Saif, N. I. (2014). The effect of service quality on student satisfaction: a field study for health services administration students. International Journal of Humanities and Social Science, 4(8), 172-181.
    Santos, P. M., & Cirillo, M. Â. (2021). Construction of the average variance extracted index for construct validation in structural equation models with adaptive regressions. Communications in Statistics - Simulation and Computation, 1-13. https://doi.org/10.1080/03610918.2021.1888122
    Schafer, J. A., & Bonello, E. M. (2001). The citizen police academy: Measuring outcomes. Police Quarterly, 4(4), 434-448.
    Sgroi, C. A., & Ryniker, M. (2002). Preparing for the real world: A prelude to a fieldwork experience. Journal of Criminal Justice Education, 13(1), 187-200.
    Shafik, M. (2020). Minouche Shafik: you cannot solve a global pandemic with national policies. LSE COVID-19 Blog.
    Shor, I. (2020). Problem-posing situated and multicultural learning. In The Applied Theatre Reader (pp. 266-267). Routledge.
    Sides, C., & Mrvica, A. (2017). Internships: Theory and practice. Routledge.
    Simpson, E. (1971). Educational Objectives in the Psychomotor. Behavioral objectives in curriculum development: Selected readings and bibliography, 60.
    Smidt, A., Balandin, S., Sigafoos, J., & Reed, V. A. (2009). The Kirkpatrick model: A useful tool for evaluating training outcomes. Journal of Intellectual and Developmental Disability, 34(3), 266-274.
    Sørensen, J. L., Torgersen, G. E., Grove, M., Ellingsen, L. M., & Boe, O. (2022). It All Comes Down to Preparation: A Study of the Perceived Outcomes of Norwegian Police Tactics and Maintenance Training. Nordic Journal of Studies in Policing, (1), 1-14.
    Southerland, M. (1991). Criminal justice curricula in the United States: An examination of baccalaureate programs, 1988-1989. Journal of Criminal Justice Education, 2(1), 45–68.
    Southerland, M. (2002). Criminal justice curricula in the United States: A decade of change. Justice Quarterly, 19(4), 589–601.
    Spady, W. G. (1982). Outcome-based instructional management: A sociological perspective. Australian Journal of Education, 26(2), 123-143.
    Staller, M. S., Koerner, S., Heil, V., Abraham, A., & Poolton, J. (2022). Police recruits’ wants and needs in police training in Germany. Security Journal, 1-23.
    Stanislas, P. (2014). The challenge and dilemmas facing university-based police education in Britain. International perspectives on police education and training, 57-71.
    Steiner, B., & Schwartz, J. (2006). The scholarly productivity of institutions and their faculty in leading criminology and criminal justice journals. Journal of Criminal Justice, 34(4), 393-400.
    Stone, W. E., & McLaren, J. (1999). Assessing the undergraduate intern experience. Journal of Criminal Justice Education, 10(1), 171–184.
    Super, D. E.(1990).A life-span, life-spaceapproachtocareerdevelopment.In D. Brown,L. Brooks,&Associates(Eds.),Careerchoiceanddevelopment(2nded., pp.197-261).San Francisco: Jossey-Bass
    Super, D. E., and Jordaan, J. P. (2007). Career development theory. Br. J. Guid.
    Tam, M. (2012). The outcomes-based approach: Concepts and practice in curriculum and educational technology design. In Informed design of educational technologies in higher education: Enhanced learning and teaching (pp. 21-37). IGI Global.
    Thompson, G. J. (2010). Verbal judo: The gentle art of persuasion. Zondervan.
    Thompson, G. J. (1983). Verbal Judo: Words as a force option. Springfield IL: Charles C. Thomas Publisher.
    Todd, S. (2001). `Bringing more than I contain`: ethics, curriculum and the pedagogical demand for altered egos. Journal of curriculum studies, 33(4), 431-450.
    Topala, I., & Tomozii, S. (2014). Learning satisfaction: Validity and reliability testing for students’ learning satisfaction questionnaire (SLSQ). Procedia - Social and Behavioral Sciences, 128, 380–386. https://doi.org/10.1016/j.sbspro.2014.03.175
    Tough, A. (1982). Some major reasons for learning. Eric Document Reproduction Service No. ED, 33, 251.
    Toulon Jr, E. D. (2011). New York State private college suburban and urban student, college professor, and police chief views on criminal justice curricula, entry-level police officer educational requirements, police officer current education and police officer performance. Dowling College.
    Tune, J. D., Sturek, M., & Basile, D. P. (2013). Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology. Advances in physiology education, 37(4), 316-320.
    UNESCO. (2015). Incheon declaration and framework for action for the implementation of sustainable development goal 4. Paris: Author.
    UNESCO. (2020). 290 million students out of school due to COVID-19: UNESCO releases first global numbers and mobilizes response. Retrieved April 26, 2022, from UNESCO: https://en.unesco.org/news/290-million-students-out-school-due-covid-19- unesco-releases-first-global-numbers-and-mobilizes
    Van Maanen, J. J. E. (1973). Working the street; a developmental view of police behavior.
    Venable, T. (2022). Integrating Formal Leadership Training into a Police Academy Curriculum for Recruits (Doctoral dissertation, Grand Canyon University).
    Villarroel, V., Bloxham, S., Bruna, D., Bruna, C., & Herrera-Seda, C. (2018). Authentic assessment: creating a blueprint for course design. Assessment & Evaluation in Higher Education, 43(5), 840-854.
    Vodde, R. F. (2012). Changing paradigms in police training: Transitioning from a traditional to an andragogical model. In Police organization and training (pp. 27-44). Springer, New York, NY.
    Walters, S., Watts, A. G., & Flederman, P. (2009). Navigating the National Qualifications Framework (NQF): the role of career guidance. South African Journal of Higher Education, 23(3), 561-574.
    Watkinson-Miley, C., Cox, C., & Deshpande, M. (2022). A New Generation of Police Officers: Experiences of Student Officers Undertaking the Police Constable Degree Apprenticeship in One UK Police Force. Policing: A Journal of Policy and Practice, 16(1), 122-134.
    Weerasinghe, I. S., & Fernando, R. L. (2017). Students` satisfaction in higher education. American journal of educational research, 5(5), 533-539.
    Werth, E. P. (2011). Scenario training in police academies: Developing students’ higher-level thinking skills. Police Practice and Research, 12(4), 325-340.
    White, M. D. (2008). Identifying good cops early: Predicting recruit performance in the academy. Police Quarterly, 11(1), 27-49.
    Wu, Y., Sun, I. Y., & Cretacci, M. A. (2009). A study of cadets` motivation to become police officers in China. International journal of police science & management, 11(3), 377-392.
    Zeithaml, V. A., Parasuraman, A., Berry, L. L., & Berry, L. L. (1990). Delivering quality service: Balancing customer perceptions and expectations. Simon and Schuster.
    Zopiatis, A., & Theocharous, A. L. (2013). Revisiting hospitality internship practices: A holistic investigation. Journal of hospitality, leisure, sport & tourism education, 13, 33-46.
    描述: 博士
    國立政治大學
    教育學系
    107152506
    資料來源: http://thesis.lib.nccu.edu.tw/record/#G0107152506
    数据类型: thesis
    DOI: 10.6814/NCCU202201656
    显示于类别:[教育學系] 學位論文

    文件中的档案:

    档案 描述 大小格式浏览次数
    250601.pdf10958KbAdobe PDF269检视/开启


    在政大典藏中所有的数据项都受到原著作权保护.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回馈