Research Brief
Principal
Researcher(s) &
Affiliation(s)

Academic Mo+va+on and the Effects on Students Career Aspira+ons: Before
and A:er a Law Enforcement Studies Educa+on at the Jus$ce Ins$tute of
Bri$sh Columbia
April 22nd, 2019

Jairus Korpa
Advisors: Gurinder
Mann, Greg Keenan,
& Florence Daddey
Research Field
Academic Motivation
on Career Goals in
Law Enforcement

Introduc+on
Educa&on is one of the most important resources available to Canadians because it
directly affects each person's future. With a post-secondary educa&on, students can
have an enhanced quality of life for themselves, their families, and their
communi&es. Career choice and outcome for many professionals are dependent on
educa&on, which supports future development and improves interpersonal skills
required for successful careers. The purpose of this study was to explore the
influence that a law enforcement studies educa&on, from the Justice Institute of

Student Involvement
N/A

British Columbia (JIBC), had on a student’s career aspira&ons. Of the 123 student

Partners &
Collaboration:
N/A

educa&on at JIBC, only 51% of the student par&cipants indicated a change in their

par&cipants, 98% indicated they had specific career goals in public safety or law
enforcement prior to a formal educa&on at JIBC. However, aTer exposure to an
career goals.

Funding Sources:
N/A: Course-based
Project

Methods

Project Period:
From: January 2019
To: April 2019

maWer and educa&on. Anonymous quan&ta&ve data was collected from 7 cohorts

This study was based on a mixed methods approach, where collected quan&ta&ve
data supported a common influencer on career aspira&ons, specifically subject
who were currently enrolled in both JIBC’s Law Enforcement Studies Diploma (LESD)
and Bachelor of Law Enforcement Studies (BLES) programs. The data retrieved was
collected using a group administered ques&onnaire which consisted of 8 ques&ons.
The mul&ple-choice styled ques&ons ranged from what program the student was
currently enrolled in, what career goals the student had prior to their educa&on at
JIBC, and what career goals the students had aTer their exposure to a JIBC law

Funded:
In Kind:

$0.00
$0.00

Total:

$0.00

enforcement studies educa&on. The purpose for collec&ng quan&ta&ve data was to
provide insight into whether a law enforcement educa&on at JIBC influences change
in career goals. The qualita&ve por&on of this study explored exis&ng academic
studies as to why career goals and aspira&ons change over &me.
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Research Brief
Results
From exis&ng qualita&ve academic research, a number of common themes emerged that linked post-secondary
educa&on and career aspira&ons. Though mo&va&ons towards career aspira&ons or educa&on varied, some common
themes were apparent in most of the academic journals reviewed. The literature suggested 3 major influences on
career aspira&ons: 1) psychological and social mo&vators; 2) subject maWer and educa&on; and 3) the glamourized
influence through entertainment and media. The quan&ta&ve research determined that 66% of the (123) student
par&cipants had changed their career goals, following exposure to their law enforcement studies at JIBC. The top 3
agencies students selected included: Vancouver Police Department, Royal Canadian Mounted Police (RCMP), and
Canada Border Services Agency (CBSA). The most drama&c change in career choice amongst students was a 3.6%
decline towards future careers with CBSA and the RCMP. The 2 most notable increases students selected was for
Metro Vancouver Transit Police and the undecided category, which both increased by 2.6%. Totals further indicated
that 57% of the students surveyed would be applying to their agency of choice within 6-months of their respec&ve
program comple&on. As a result, the primary research supported that 93% of the student par&cipants agreed that
their educa&on at JIBC introduced them to new career opportuni&es.
Discussion
Most career aspira&ons start with seeng a goal, which some students have had since childhood, while others had set
goals in their adult years. Students who make efficient use of their educa&onal experiences are more likely to seek out
the various career opportuni&es available to them. An integral goal amongst most post-secondary ins&tu&ons is to
teach students to think cri&cally while searching for credibility and validity. The media glamourizes law enforcement
professions, where policing appears to be exci&ng and adventurous. However, as many experienced police officers
have expressed, the reality can be very different. Therefore, a post-secondary educa&on taught by educated and
experienced professionals will undoubtedly help clarify the myths presented in the media, such as in television and
movies. The correla&on between higher educa&on and a successful career had emerged from the findings.
Limita+ons
The predominant limita&ons of this study were related to the localized and specialized focus on the post-secondary
ins&tute, students, and subject maWer. Though both the Law Enforcement Studies Diploma program and Bachelor of
Law Enforcement Studies degree program are provincially recognized, policing and law enforcement is a specialized
and unique culture. The students this profession aWracts is far more focussed than other post-secondary ins&tu&ons
that offer broad program choices. With that in mind, it is difficult to determine whether this study could be applied to
determine career aspira&ons at other post-secondary ins&tu&ons, though the qualita&ve data applied across the
board. Another limita&on of this study was related to the ques&onnaire formaeng and clarity of instruc&ons which
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Research Brief
created some degree of inaccuracy. All of the ques&ons indicated to provide only one answer per ques&on, however
37% of the ques&onnaires returned included mul&ple responses for ques&ons 4 and 7. Ques&ons 4 and 7 were related
to the student’s primary choice of law enforcement agency prior to educa&onal exposure and aTer educa&onal
exposure. This error undoubtedly contributed to higher counts with some agencies over others. With mul&ple
agencies selected on 37% of the ques&onnaires, it was not possible to determine which agency was the student’s first
or primary choice, therefore it was decided that every agency selected was included into the final totals. This
calcula&on undoubtedly skewed the accuracy of chosen agencies by the student sample.
Conclusions
The findings indicated that the mo&va&on to work through the challenges of achieving one’s career goals may be
intrinsic, extrinsic, or a combina&on of both. Ascencio (2018) suggested, in order to organize and sustain the
behaviour and ac&ons that lead to a successful outcome, it is essen&al to set goals. A law enforcement educa&on is
specialized to prepare students for a professional career in policing and public safety. Unlike general studies, where it
is rela&vely easy to change majors, a law enforcement educa&on is specific towards a unique profession. Indecision
can create unnecessary anxiety and challenges, if the student wants to change focus. It is encouraged that families and
students research their prospec&ve careers before they enrol, as misinforma&on of the criminal jus&ce system is
prevalent. Future research into mo&va&ons towards specialized careers may be explored at post-secondary
ins&tu&ons that offer specialized studies. This current study focused on law enforcement studies students at JIBC. This
research may be further expanded upon with similar studies of students within the School of Public Safety and the
School of Health, Community, and Social JusFce at the JusFce InsFtute of BriFsh Columbia.
Key References
Ascencio, J. (2018). Offenders, work, and rehabilita&on: Hor&cultural therapy as a social cogni&ve career theory
interven&on for offenders. Journal of TherapeuFc HorFculture, 28(1), 21-28. Retrieved from
https://www.ahta.org/the-journal-of-therapeutic-horticulture
Rossiter, S., Budgen, M., & Grescoe, P. (2008). Safe and sound: The story of the JusFce InsFtute of BriFsh Columbia.
Altona, MB: Tribute Books Inc.
Weingarten, H., Hicks, M., Jonker, L., Smith, C., & Arnold, H. (2015). Canadian postsecondary performance: Impact
2015. Retrieved from http://www.heqco.ca/SiteCollectionDocuments/
HEQCO_Canadian_Postsecondary_Performance_Impact2015.pdf

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