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

DOIhttps://doi.org/10.1108/JCRPP-12-2019-0071
Pages111-122
Date24 February 2020
Published date24 February 2020
AuthorMichael Kennedy,Philip Birch
Subject MatterHealth & social care,Criminology & forensic psychology
Reecting on outcome-based education
for human services programs in higher
education: a policing degree case study
Michael Kennedy and Philip Birch
Abstract
Purpose This 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 thatOBE is a progressive teachingapproach that improves the quality of education
and subsequentlyprofessional practice.
Design/methodology/approach A critical analysis of a systemised outcome-based teaching and
learningapproach is adopted.
Findings OBE 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 socialpolicy that is situated on a social contract foundation.
Practical implications The practical implications of this paper relate to the delivery of higher
educationteaching, with particular reference to humanservice degrees such as policing: the use of post-
modernist theory to develop contemporary teaching and learningsystems has created challenges with
regards to scientific knowledge; a principled, deontological teaching and learningsystem rather than a
utilitarian ‘‘outcome’’-based delivery is proposed;the validity of the notion that outcome-basedteaching
and learning systemsare progressive initiatives that improve thequality of education is questioned; and
the impact ofOBE for students entering human services professionssuch as policing has implicationsfor
public andcommunity safety.
Originality/value This paper considersthe efficacy of OBE as a model for higher educationteaching,
with particularreference to human services degreessuch as policing.
Keywords Policing, Higher Education, Outcome-based education, Human services, Neo-liberal,
Post-modernism
Paper type Research paper
Introduction
This paper considers outcome-based education (OBE), reflecting on the appropriateness
and efficacy of this teaching philosophy for students of human services degrees, in
particular those pursuing a policing degree. The paper examines the validity of the notion
that OBE and related learning approaches are progressive in nature and improve the
quality of education. Outcome-based teaching and learning have swept across most
educational institutions, from kindergarten to postgraduate education, however, any critical
scrutiny of this systemised approach to teaching and learning calls into question whether it
is really progressive or simply rhetoric achieving reactionary ends. This paper argues that
using neo-liberal and post-modernisttheory to develop contemporary teaching and learning
systems has created challenges with regards to scientific knowledge and can have
Michael Kennedy is based
at the School of Social
Sciences, Western Sydney
University, Penrith South,
Australia.
Philip Birch is based at the
Centre for Law and Justice,
Charles Sturt University,
Port Macquarie, Australia.
Received 4 December 2019
Revised 15 January 2020
Accepted 28 January 2020
DOI 10.1108/JCRPP-12-2019-0071VOL. 6 NO. 2 2020, pp. 111-122, ©Emerald Publishing Limited, ISSN 2056-3841 jJOURNAL OF CRIMINOLOGICAL RESEARCH, POLICY AND PRACTICE jPAGE 111

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