The professionalization paradox: understanding police officers’ motivations for higher education

Abstract This study examined police officers’ motivational orientations toward training engagement and mediating roles of course features. Using 280 Hong Kong Police Force officers and structural equation modelling, we identified three motivational factors: Career Advancement Motivation (highest-rated), Personal Advancement Motivation, and Social Recognition Motivation. While Career Advancement Motivation significantly predicted training engagement, differences between study cohorts emerged as the strongest predictor. Course reputation positively mediated the Career Advancement and training engagement relationship, while course characteristics negatively mediated the Personal Advancement and training engagement relationship. Demographic factors also influence motivational orientations. Findings suggest the disconnect between academic education and police work results from misalignment between learning orientations and course design rather than inherent incompatibility. It is suggested that an integrated approach to police training that accommodates officers’ diverse motivational orientations with both career applicability and intellectual engagement could benefit officers, organizations, and communities.