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Copyright © 2022 Author(s). This is an open access article distributed under the terms of the Creative Commons CC BY-NC 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) Selv om det tradisjonelt mannsdominerte politiet nå har færre menn i opptak til bachelorutdanningen enn kvinner, dominerer menn i senior politiposisjoner, og noen politispesialiseringer er kjønnet. Videre beskrives noen former for politiarbeid, for eksempel problemorientert politiarbeid, som å jobbe «inne», altså kontorrelatert arbeid. Det omtales også som «teddybjørn»- eller «vaffel»-politi – i motsetning til ordenstjenesten, som omtales som «det virkelige politiarbeidet». Basert på rammeverk fra medisin og sykdomshierarkier, så vel som tidligere politistudier, utvikler og piloterer vi et prestisjehierarki for politiarbeid. I en undersøkelse blant 101 politiansatte i etter- og videreutdanning finner vi at menn og kvinner deler oppfatningen av hvilke typer politiarbeid som gir høy og lav prestisje i politiorganisasjonen, og at denne inndelingen til en viss grad henger sammen med kjønn. Studien bidrar med unik kunnskap om hvordan alminnelige oppfattelser av prestisjehierarki i politiarbeidsoppgaver kan tenkes å henge sammen med kjønn.

This registration consists of the protocol for a planned scoping review which aims to provide an overview of the literature on grooming in online dating romance frauds and scams. The scoping review reporting will follow the Preferred Reporting Items for Systematic Reviews and Meta-Analysis Extension for Scoping Reviews (PRISMA-ScR).

The rise in complexity and severity of crime calls for innovations in investigative approachesin law enforcement. Ideally, investigation plans (I-plans) are an important improvement inprocedural standards and hypothesis-driven methodology that ensures improved clear-uprates, notoriety of evidence and, ultimately, the legal rights of all actors involved. But thesepotentials are only realised if the expressed ideal behind the I-plan is put into practice. Basedon Knutsen’s (2020) critical examination of investigators’ reasoning of the use of I-plans inpractice, where Hartmann and Bjørkelo acted as supervisors, we question to what extent I-plans areactuallybeing used as intended or are at risk of becoming ‘The Emperor’s NewClothes’. After contextualising the expressed goals and intentions behind the implementa-tion of the I-plan, in the Norwegian Police Service (NPS), we present the study’s key insightsand implications for future consideration.

Fagartikkelen er basert på Geir Gjerde Knutsens masteroppgave «Etterforskningsledelse – en studie av den politifaglige etterforskningslederens bruk av etterforskningsplaner» fra Politihøgskolen. Basert på egne erfaringer stiller etterforskningsleder Knutsen spørsmålstegn ved om gjennomføringen av etterforskningsløftet i praksis er «keiserens nye klær». Det gjøres ved å se på hvilke begrunnelser som ligger til grunn for valg av etterforskningsplaner og hvordan de blir brukt i praksis.

Teachers are role models when it comes to ethics both on- and offline. Teacher education aims to prepare preservice teachers for future on- and offline situations and issues that may be of ethical concern. Education in ethics is one way to work with awareness about ethics in Social Networking Sites (SNS) across different forms of social media. This study first investigates preservice teachers’ perceived adequacy of ethics education. Second, it investigates how perceived usefulness of ethics education relates to how aware preservice teachers’ report to be regarding own and others’ negative SNS experiences. The results show that preservice teachers perceive that education in ethics differs depending on how well it has prepared them for dealing with ethical issues in the teaching profession. Preservice teachers who felt that ethics education had prepared them well for ethical challenges as professional teachers, reported more awareness (conscious competence, known area) of personal negative SNS content than preservice teachers who reported Perceived adequate education in ethics: A way to tap into ethical Social Networking Sites awareness? Seminar.net - International journal of media, technology and lifelong learning 2 Vol. 17 – Issue 1 – 2021 education in ethics to be less useful. Ethics education that preservice teachers perceive to be useful is one way to connect to preservice teachers’ own negative SNS experiences. Connecting to how preservice teachers recognise and detect own negative SNS experiences can prepare preservice teachers for future ethical situations and issues as professional teachers

Dette er et Open Access tidsskrift tilgjengelig fra www.magma.no Varsling er når en ansatt sier ifra om kritikkverdige handlinger på arbeidsplassen til noen som er i stand til å gjøre noe med det. Studier gjennomført i rene varslerutvalg finner at andelen av ansatte som opplever negative reaksjoner etter varslingen, er høy. Studier som har benyttet mer tilfeldige utvalg (bekvemmelighets- eller tilfeldig trukne utvalg), finner på den annen side at andelen av ansatte som varsler, i mindre grad utsettes for reaksjoner av negativ art. For å forstå og forklare mer om denne forskjellen undersøker foreliggende studie ikke bare forekomst av negative reaksjoner, men også type av slike reaksjoner og mobbing. Dette gjøres blant varslere som befinner seg innenfor og utenfor arbeidslivet. Studien viser at ansatte som har varslet, og som fortsatt er i jobb, kan oppleve lignende negative reaksjoner som ansatte som har varslet, og som ikke lenger er i jobb, men i mindre grad. Tidligere forsk­ningsresultater, både fra Norge og internasjonalt, har vist at de fleste varslere ikke opplever negative reaksjoner. Basert på resultatene fra denne studien er et mulig oppfølgingsspor for videre forskning å undersøke varslere som ikke lenger er i jobb, og trekke denne gruppen inn i beregning av prevalenstall for represalier etter varsling. Innenfor eller utenfor? En studie av varslingens ettervirkninger blant personer med varslererfaring i og utenfor arbeidslivet 1, OA

Since 2015, the Norwegian Police University College (NPUC) has received funding from the Research Council of Norway and the Balance programme (Work Programme 2013-2017, RCN, 2013) to work on gender balance in research through the FIX project (RCN, 2015). The aim has been to increase the proportion of professors in general, especially female professors, and to strengthen police science as a discipline. The project has worked on building a more systematic and targeted career development both for the organization and for the individuals involved. This report presents the FIX project and its main findings. During the project period Professor Qualification Groups (PQG) have been active. As of March 2018, of the total of 36 possible associate professors that could have participated, about 63 % had taken part. Further local regulations which define the requirements for qualifying as a professor have been developed. These regulations included training in academic writing and trial/mock evaluations of CVs have been conducted. Such evaluations included the possibility to have a pre-evaluation of one’s profile and academic quality with regards to police science in particular. In addition, professional guidance and supervision of internal applications for professor qualification have been offered and an internal Research Leadership Programme has been developed and conducted. Arenas for disseminating the progress and results from the FIX project have included several internal channels for communication, as well as external talks given at relevant international, Nordic and national venues. Since 2015, three NPUC employees have become professors in police science, two of which were female and one male. It appears that all of them have held permanent work positions with fixed research time of 50 % or more. Several professors have left during the same period, two female and two male, due to retirement or accepting other positions. A total of 27 participants partook in the PQG and two rounds of pre-evaluations were held. The project has provided knowledge about underlying structural and cultural processes that promote and obstruct the proportion of professors at the NPUC. For instance, the use and support of academic expertise across the four NPUC campuses was uneven, and the institutional research leadership was described as weak. Furthermore, while some leaders perceived that qualifying for professor was not an aim for female associate professors, their employees did not necessarily feel the same about the issue. Lastly, while some associate professors perceived leaders as being reluctant to provide time and resources for Research and Developmental Work (R & D), some leaders described a dilemma in relation to providing their staff with these resources. Gender balance in research is one way to contribute to the unique role NPUC has in the reform that is taking place in the Norwegian Police Service (NPS) in general and the challenges related to diversity in senior police and research management in particular. Thus, the results of the project may have positive spill over effects on the NPS in general; police practice is still somewhat characterized by gaps be tween research and practice and there are fewer women than men in formal senior and top police leader and management positions.

Reformer i offentlig forvaltning tar ofte utgangspunkt i å endre atferd via formelle strukturer og formaliserte prosedyrer og rutiner (Røvik, 2007). Likevel viser forskning at formell struktur og faktisk atferd i organisasjonen sjeldent samsvarer (Jacobsen og Thorsvik, 2013). Å påvirke atferd gjennom formaliserte styringsinstrumenter kan dermed by på utfordringer (Christensen, Lægreid, Roness og Røvik, 2009). Med disse forutsetningene spør vi hvordan man best kan tilrettelegge for organisasjonslæring i endringsprosesser. Hvilke læringsarenaer kan gjøre komplekse organisasjoner mer kunnskapsbaserte? Med utgangspunkt i politietaten som case vil vi utforske hvordan man med virkemidler fra både styring og ledelse kan tilrettelegge for læring i organisasjoner som bærer trekk fra tradisjonelt byråkrati og profesjonsbyråkrati. I artikkelen understreker vi at endret atferd i politiorganisasjonen må hvile på medvirkning fra polititjenestepersonene, og kommer med noen eksempler på læringsarenaer og mulige hindre i arbeid med læring og endring som kan reduseres for å få læring til. I tillegg presenterer vi en del begreper som kan være nyttige, og viser til eksempler på måter politiet kan lære å lære av feil på. Siden gapet mellom formelle og uformelle prosesser i politiorganisasjonen er så stort, vil det å utvikle interne profesjonelle standarder ut fra langsiktig målsetting styrke politiets kontroll med arbeidsprosessene og tilrettelegge for medvirkning i det pågående endringsarbeidet. Systematisert, kunnskapsbasert erfaringslæring er en av de veiene politiledere og deres organisasjoner oppfordres til å følge (NOU 2009:12, Hove, 2014).

The act of trying to stop wrongdoing goes way back in time (cf. Park et al. 2005; Vinten 1994). However, whistleblowing research is commonly depicted as related to civil and worker initiatives in the United States in the 1960s and 1970s (Bok 1981). In those times, one of the first efforts to create a body of research consisted of compilations of case stories of the experiences of whistleblowers (for instance, see Nader et al. 1972; Peters and Branch 1972). This period also included books and movies based on experiences from whole organizations and actual cases (for instance, see Anderson et al. 1980; Maas 1973). Later, theoretical papers and empirical research of the act of reporting wrongdoing at work became more common (Miceli and Near 1989; Parmerlee et al. 1982). While the first compiled versions of whistleblowing cases were important for getting attention to the topic, theoretical and empirical research was and is crucial to gaining systematic knowledge about whistleblowing at work. The act of whistleblowing is commonly defined as ‘the disclosure by organization members (former or current) of illegal, immoral or illegitimate practices under the control of their employers, to persons or organizations that may be able to effect action’ (Near and Miceli 1985: 5). Studying real-life whistleblowing is hard due to several factors. It is a sensitive topic, so gaining entry into organizations and ensuring participants that their anonymity will be kept can be challenging. Moreover, in quantitative research designs large samples are necessary to get sufficient numbers of silent observers and actual whistleblowers for statistical analysis.