Reflecting on outcome-based education for human services programs in higher education: a policing degree case study

• Published in: Journal of criminological research, policy and practice (Online) Vol. 6; no. 2; pp. 111 - 122
• Main Authors: Kennedy, Michael, Birch, Philip
• Format: Journal Article
• Language: English
• Published: Bingley Emerald Group Publishing Limited 21.05.2020
• Subjects: Case studies; Competition; Conservatism; Educational programs; Higher education; Human services; Individualism; Law enforcement; Learning; Liberalism; Meritocracy; Modernism; Neoliberalism; Philosophy; Police; Professions; Rhetoric; Rule of law; Rules; Scientific knowledge; Social change; Social contract; Social policy; Social progress; Students; Teaching; Traditions
• ISSN: 2056-3841; 2056-385X
• DOI: 10.1108/JCRPP-12-2019-0071

PurposeThis paper aims to consider the impact of outcome-based education (OBE) on students studying human services degrees, particularly those in a policing program. This work examines the validity of the notion that OBE is a progressive teaching approach that improves the quality of education and subsequently professional practice.Design/methodology/approachA critical analysis of a systemised outcome-based teaching and learning approach is adopted.FindingsOBE has, as an idea, swept across most educational institutions in an apparently revolutionary wave. However, any critical scrutiny of this systemised approach to teaching and learning calls into question whether it is really progressive or empty rhetoric achieving reactionary ends. Any systemised attempt at social change by way of neo-liberal outcomes that are not principle-driven will serve only to reinforce a philosophy of aggressive competition and individualism at the expense of the rule of law and social policy that is situated on a social contract foundation.Practical implicationsThe practical implications of this paper relate to the delivery of higher education teaching, with particular reference to human service degrees such as policing: the use of post-modernist theory to develop contemporary teaching and learning systems has created challenges with regards to scientific knowledge; a principled, deontological teaching and learning system rather than a utilitarian “outcome”-based delivery is proposed; the validity of the notion that outcome-based teaching and learning systems are progressive initiatives that improve the quality of education is questioned; and the impact of OBE for students entering human services professions such as policing has implications for public and community safety.Originality/valueThis paper considers the efficacy of OBE as a model for higher education teaching, with particular reference to human services degrees such as policing.