Introduction

In contrast to the police cadet systems prevalent in other countries, China has implemented a police student system. Notably, the Ministry of Public Security (MPS) and local police departments have established 35 police academies nationwide, creating a structured police education system spanning undergraduate, master’s, and doctoral levels. Unlike the New York Police Department’s (NYPD) police cadet program, the primary emphasis of training within this police education system lies in policing academic education rather than practical law enforcement experience. In essence, Chinese police academies regard these individuals as undergraduate students, prioritizing their educational development rather than solely focusing on their prospective roles as law enforcement officers. Consequently, undergraduate students within police academies in China may possess a relatively specialized undergraduate background.

In China, the police department has a preference for academic education over the short-term law enforcement training programs commonly adopted by other countries (Sun et al. 2010; Wang et al. 2020). For instance, while cadets in the New York Police Department (NYPD) undergo a six-month training program at the Police Academy to develop their policing skills (Bykov 2014), and the City of London Police’s Police Constable Degree ApprenticeshipFootnote 1 (PCDA) involves a three-year training period (Kleygrewe et al. 2022), Chinese police academy undergraduate students are required to complete a comprehensive four-year police degree program, through which they earn a bachelor of laws degree (Chu et al. 2019). It is worth noting that although Chinese police departments also recruit university graduates as police officers, police academy undergraduate students remain their primary source of recruitment.

In general, the most of police academy undergraduate students in the China enter the police academy at the age of 18, immediately after completing their high school education (Wu et al. 2009). These individuals are required to make a prompt decision within a few weeks regarding their enrollment in a police academy, and must successfully pass specialized examinations including health checks, psychological tests, and physical fitness assessments. Due to the specialized nature of their training, police academy undergraduate students typically pursue careers in police departments or other law enforcement agencies upon graduation (Kim and Xu 2019). However, it appears that there is a lack of comprehensive understanding regarding these decisions, as the choice of high school graduates to pursue a policing career may be influenced more by a favorable societal perception of ‘police’ rather than a thorough comprehension of the policing itself (Boivin et al. 2018; Nisbet et al. 2023; Pavliuk et al. 2022).

It is worth noting that police academy undergraduate students undergo the gradual process of familiarizing themselves with police practices during their time in police academies (Cohen 2021; Makin 2015; Blumberg et al. 2015). Despite the predominantly academic education model followed by China’s police academies, senior-year police academy undergraduate students are required to intern at police departments. However, it is rare for police academy undergraduate students to opt out of the police academy or pursue alternative careers upon graduation (Howes and Goodman-Delahunty 2014). This raises concerns about the impact of police academies on police academy undergraduate students. As police academy undergraduate students are progressively exposed to various policing practices and lessons, their transition becomes unpredictable, particularly in terms of whether their motivations for entering the policing career have undergone any changes (Kernaghan 2013; White et al. 2010; Wang et al. 2022). This study aims to compare the motivational shifts among Chinese police academy undergraduate students before and after their police academy training, while also exploring their perceptions of police academies.

Literature review

Public image of the police

Given that cadets are teenagers when they join the police academy and need to make decisions jointly with their parents, the public image of the police serves as the most direct source of information. This image significantly influences the joint decision-making process of police cadets and their families. In the current era of social media, maintaining the positive public image of the police department is crucial in attracting police academy undergraduate students (Keane and Bell 2013; Gibbs 2019; Campbell and Valera 2020; Walby and Joshua 2020). With the widespread use of mobile media devices like cell phones, the public now has more avenues to receive information about policing beyond official propaganda or newspaper reports (Odeyemi and Obiyan 2018). They can express their views on policing through self-media platforms (Rudisill et al. 2018; Gargiulo 2022). Consequently, the channels through which young people learn about the police have expanded from relying solely on official media to encompass multiple sources of information. Based on this information, young individuals form their initial impressions of the police, which can greatly influence their motivation to pursue police training.

In China, young individuals tend to rely on social media platforms and short video applications like TikTok, Weibo, and Kwai for their information (Yang and Ha 2021). Police departments in China attach great importance to their public image and their appeal to youth groups (Chen 2016; Sydaxay and Wu 2020; Shen 2022). For instance, the Nanjing police department has established a Weibo account called ‘Jiangning Granny,’ which boasts over 6 million followers (Tu and Cui 2022). This media account wields significant influence over the public’s perception of police involvement in public events. However, police officers and cadets are usually discouraged from expressing personal opinions under police departments’ cautious media policy (Zheng 2023; Ma 2012; Wang and Teo 2020). Consequently, the public image of the police as perceived by young people is more macroscopic and less individualized.

In fact, police academies present a more enticing public image by showcasing SWAT members equipped with cutting-edge technology and appealing tactical firearms (Wang 2022; Sun et al. 2009; Zhou and Zhang 2017). This publicity strategy, reminiscent of military recruitment tactics, holds great appeal for young individuals. Additionally, the scarcity and aura of mystery surrounding police academies generate significant interest among certain youth groups. It is worth noting that, aside from the five police academies directly administered by the Ministry of Public Security, the majority of undergraduate students in provincial police academies hail from their respective home provinces. Consequently, police colleges attract a substantial number of young individuals each year, potentially bolstering the overall quality of the police force.

There are still other measures of police departments to build relationship with citizens, such as the promotion of ‘star officers’ and ‘police heroes’ to cultivate a positive image of law enforcement (Korablev 2012; Scoggins 2022; Luo and Harrison 2021). These individuals typically hail from frontline law enforcement units and are well-known to the public. As stated by the Xinhua News Agency, ‘Ordinary people can also be heroes’ (Ren and Xiong 2022). Some studies have suggested that this approach stimulates young individuals’ interest in law enforcement and impacts their career choices (Bouffard et al. 2012; Cambareri and Kuhns 2018; Trottier 2015). Although the extent of this influence is yet to be fully understood, it undoubtedly impacts the enrollment of young individuals in police academies.

While police cadets have enrolled in the academy, there might be a lack of intuitive understanding about police training and the law enforcement profession, especially among junior cadets. Consequently, public evaluations, the police force’s social media presence, and the overall public perception of law enforcement have a significant impact on police cadets. It is crucial to note that police cadets are in a transitional phase from civilian to law enforcement roles, and their psychological state may not be entirely stable (Ukeh 2017). On one hand, police cadets harbor a strong desire to become part of the police force, serving as their motivation for participating in police training. On the other hand, they may lack a fully developed professional identity, making them susceptible to external evaluations that can influence their attitudes and behaviors during training.

Undergraduates in police academies

Undoubtedly, there exist significant disparities between civilians and police officer, with police academy undergraduate students situated in the transitional phase between the two (Sun et al. 2009; Phillips 2013; Wang 2023; Andrews et al. 2023). The crux of this transition lies in cognitive change, specifically the shift from civilian to police officer status. Before their training at the police academy, cadets are likely unfamiliar with criminal cases and the challenges associated with combating crime (Inzunza and Wikström 2019). Moreover, they must grapple with the psychological barriers that arise from engaging with criminal activities (Marshall et al. 2020; Koch et al. 2017). Of paramount importance is the acquisition of skills related to the use of force in crime prevention and mitigation (Davies 2015). Cadets undergo a systematic learning process, which includes step-by-step instruction on weapon use techniques alongside courses on law and justice policy. This approach reflects the overarching principle of the rule of law in China’s police education system, aiming to ensure that future law enforcement professionals adhere to legal standards throughout their careers.

Physical training is the crucial component of police academies, as it prepares police academy undergraduate students for the demanding nature of law enforcement tasks and the rigorous demands of continuous duty (Belur et al. 2019; Staller et al. 2022; Zhang et al. 2017; Yao et al. 2016). Police officers are required to possess exceptional physical fitness to effectively carry out their duties. It is worth noting that, apart from the special police tactics department, the physical fitness training standards in police colleges and universities adhere to China’s official unified standards (Ministry of Human Resources and Social Security, Ministry of Public Security and National Civil Service Bureau 2011). Consequently, police academy undergraduate students who undergo standardized physical training in these academies gain a distinct advantage in law enforcement and receive training tailored specifically for their future roles. However, it should be acknowledged that not all police academy undergraduate students are able to adapt to this model of physical training worldwide. Some studies have highlighted instances where certain cadets experience injuries or drop out of training due to difficulties encountered during the process (Haarr 2005; Tomes et al. 2020).

In fact, the training imparted to police cadets at the police academy is constantly reinforced through the process socialization, playing a pivotal role in shaping the attitudes and behaviors of these individuals (Donner and Maskaly 2023; Wright et al. 2011). This training is broadly classified into formal and informal channels, both instrumental in influencing the perceptions of police cadets under the guidance of the police academy (Fielding 1988). The formal channel encompasses structured training sessions within the academy, while the informal channel involves the practical experiences gained by cadets in frontline law enforcement. Some scholars contend that the daily adherence to disciplinary norms and behaviors within the academy also constitutes an informal channel (Wang 2014; Sydaxay and Wu 2020). The effectiveness of these channels lies in the cadets’ own interpretations, emphasizing the need for their integration into the cohesive social fabric of the police academy and gradual assimilation into the broader police community through rigorous and planned training.

For police cadets, engaging in street policing through informal channels can be a significant factor in their socialization (Boivin et al. 2020). As noted by Van Maanen (1973; 1974), adapting to the culture of street policing is crucial for police cadets to integrate into the frontline police community. In Chinese police training, this policing practice is not uniformly organized by the police academy; instead, police cadets independently contact law enforcement agencies and undergo internships (Wang et al. 2020; Sun et al. 2009). This situation introduces the possibility that police cadets may encounter varying levels of socialization practices, leading to shifts in their attitudes during training. Although police cadets receive formal training at the academy, their actual experiences in frontline law enforcement can still significantly influence their perspectives and understandings, potentially causing feelings of frustration due to the differences between theory and practice. Specifically, the lack of law enforcement experience and skills may contribute to alterations in training attitudes and behaviors.

Research question

Previous research on police academy undergraduate students has predominantly examined their decision-making process regarding joining the police department and their feel as police recruits (Wieslander 2019; McGinley et al. 2019; Boag-Munroe 2018; Koerner et al. 2020). While the policing literature has extensively examined the behavioral and attitudinal changes of police cadets within the academy, the formal and informal channels of socialization in Chinese police academies may differ from those in other policing systems. Specifically, there is a lack of sufficient understanding of the standard context of militarized management experienced by police cadets. Therefore, this study attempted to answer the following research questions:

How do they perceive the impact or changes brought about by their time at the police academy?

Method

Research sample

This research invited police academy undergraduate students from police academies affiliated with the China police system to conduct interviews and obtain their comprehensive perceptions. We chose a police academy, which is generally acknowledged as the top police academy in China, mainly because of the accessibility of the authors. For this study, we focused on undergraduate police academy undergraduate students majoring in public security in police colleges, excluding sworn police officers in training and graduate undergraduate students. As per the police academy’s policy, police academy undergraduate students undergo training in policing theory, specialized courses, practical training, and physical training to pass the unified enrollment examination of the police upon graduation. The majority of this training occurs during their second and third years of college, while they are required to intern at the police department in the second half of their third year. To ensure a representative sample, we primarily sent interview invitations to police academy undergraduate students in their second and third year of college. Out of the invited police academy undergraduate students, 97 agreed to participate; however, due to some temporary cancellations, only 83 police academy undergraduate students (n = 83) ultimately took part in the interviews. All participating police academy undergraduate students were enrolled in criminal investigation-related programs and had limited law enforcement experience (three months and less). Of the participants, 19 were female (n = 19) and 64 were male (n = 64). The majority of the police academy undergraduate students were under the age of 21 (n = 72), while 10 were in the 22–23 age range(n = 10), and one police cadet was 24 years old.

Interview procedure

After providing the training officer with an outline of the interview, the researcher asked the training officer to distribute the research invitation to the police academy undergraduate students. At the same time, the first author trained the other researchers to ensure that the interview outline was followed and the accuracy of the information obtained. The expertise and background of the primary author are noteworthy, given their dual experience in police research institutions and frontline law enforcement. Additionally, in their role as the director of the field training officer program, the first author oversees the internships of police cadets. This unique combination of practical experience and supervisory responsibilities positions the first author as a valuable resource for training other researchers in the field. The seven research agents were all from the policing profession and had undergone academic training at the graduate level. The interviewees were divided into eight groups, with the first author responsible for interviewing 13 police academy undergraduate students and the other researchers each responsible for 10 police academy undergraduate students. Interviews were conducted between November 2022 and January 2023, and due to travel restrictions resulting from Covid-19, this study utilized an online format for interviews with police cadets. The study was conducted online via Wechat and the average interview length was 50 min. Prior to the start of each interview, the researchers explained to the police academy undergraduate students what the study was about and how the data were processed, and research consent was obtained from the police academy undergraduate students.

Data analysis

After completing all the interviews, the recordings were kept by the first author and the rest of the researchers’ recording files were deleted. Afterwards, the researchers transcribed the recordings and anonymized identifiable information in the transcribed recordings, such as interviewee names or geographic information. Given that the study was inherently exploratory, the data analysis followed this logic of exploring uncharted territory through respondents’ perspectives, rather than formulating directions for analysis based on existing research (De Paoli et al. 2020; Feys et al. 2022). Under the supervision of the first author, the researchers read the transcripts thoroughly and ensured that the implications were understood. Some of the ambiguous transcripts were discussed by the researchers. The transcripts were identified and categorized by two researchers and a preliminary topic classification was formed, and then the topics were double-checked by the first author to ensure that all transcripts were identified and a formal topic classification was formed.

Results

How do we view ourselves?

In police academies, there is a need for police academy undergraduate students to undergo a cognitive transition, specifically from being high school graduates (civilians) to becoming police academy undergraduate students (preparatory law enforcement officers). The significance of these cognitive transitions for the understanding of policing by police recruits was emphasized by Wood et al. (2017). During interviews, police academy undergraduate students described this cognitive shift as the result of pivotal events like police training or engagement in competitive exercises.

One of the things that impressed me most in school was our police training, which lasted for a month and made me lose my childish appearance and look more mature ideas. We experience what is called rules and understand the importance of discipline. (51)

That was the first time I heard the experience sharing of public security heroes. This event had a great impact on me, making me firmly love the public security team, clarifying my future career orientation, and having a preliminary plan for my future career (76).

In fact, this phenomenon encompasses two distinct pathways of cognitive transformation among police academy undergraduate students: behavioral pattern transformation and cognitive pattern transformation. More precisely, police academy undergraduate students are obligated to adhere to prescribed behavioral standards within the confines of police academies. These standards manifest themselves in the form of uniform wake-up times, specific clothing requirements, and adherence to police discipline regulations. Some police academy undergraduate students perceive this as an essential process in their journey towards becoming a police officer, indicating that they do not harbor much negative feelings towards the shift in behavioral paradigms. While the buy-in of the majority of police academy undergraduate students to the rules and disciplines is comprehended, we are not surprised to identify a few complaints concerning the humdrum of campus life or the rigid discipline. Compare to teenagers of the same age who are in a ‘normal’ university, the paramilitary style of school life in a police academy would be apparently different as the communal living overwhelms their personal activities.

In the interviews, the transformation of police academy undergraduate students’ cognitive pattern is demonstrated as another significant aspect. This entails their ability to cognitively recognize and integrate into the police group. Remarkably, there was variability observed among police academy undergraduate students in this regard. As highlighted by Police Cadet 76, this recognition arises from their admiration for police heroes and the belief that their work in law enforcement reflects important social values. This identification serves a purpose as police academy undergraduate students aspire to attain the professional honor associated with being part of the police community, firmly believing that the training offered at the police academy can help them achieve this objective. The transformation is achieved through multiple ways, including the in-class teaching of professional knowledge as well as their experience in social life.

What do we understand by ‘police academy undergraduate students’?

In police culture, the emphasis on collective identity outweighs the significance placed on individual experience (Schaible 2018). This trend is further reinforced in Chinese police culture, where there is a heightened focus on aligning one’s personal development with that of the police force. During the interviews, police academy undergraduate students depicted the ‘police cadet collective’ as a symbol of unity.

As a police officer, I believe that my district team is very different from other collectives in my study career. The district team emphasizes more on a sense of collective honor, one glory for all, one loss for all. Everyone represents the image of the collective, and everyone needs to make their own efforts to maintain the collective, so I think the sense of collective honor in this district team is higher than in any other team I’ve been in (12).

It is worth noting that police academy undergraduate students are organized into ‘district teams’ within the police academy, mirroring the management structure found in front-line police departments. The majority of activities undertaken by police academy undergraduate students occur within these district teams. This implementation fosters a robust collective identity among police academy undergraduate students, akin to a ‘blue wall’, representing a deep sense of shared identity and honor developed over an extended period of time. This collective identity goes beyond the level of mere ‘university classmates’ and is more akin to that of ‘law enforcement agency partners’ or ‘military comrades. Notably, several police academy undergraduate students repeatedly emphasized the importance of ‘supporting each other’, indicating the development of strong emotional bonds within their respective district teams.

Although few, there are still some individuals who did not demonstrate enough collective identification with the district team. For example, one female police cadet articulated her feelings:

There are few girls in the district team, so not joining a club can lead to inadequate communication with people outside the dorm and finding their own group. Also, some student leaders within the district team have too much power and decide everything themselves (68).

It seems to be an inevitable phenomenon that every society has a few individuals who do not fully identify with the collective. This is also the case among the police academy undergraduate students. Due to the large number of people and amount of time spent together, the police academy undergraduate students form a micro society in the campus and deal with kinds of their daily business on their own. The so called ‘power’ of student owner refers to the cadets authorized by the school counselor to assist them in these affairs. The student leaders do not possess essential power to decide public business actually, but would organize activities and communicate with the teachers. Normally, the student leaders are welcomed by fellow police academy undergraduate students as there would be election process before the nomination. Notwithstanding, there would always be differences in preference of interpersonal communications and sometimes even conflict of interests exists. So, it is quite normal that people have unpleasant experience in a community. What we are concerned about is whether inadequacy of identification of the community could correlate his/her perspective of police career. Encouragingly, we found no clues supporting this hypothesis, as police academy undergraduate students would still remain optimistic even if voicing complaints about their community.

In addition, this scenario underscores the different style of police academy from other universities, which resembles the bureaucratic system of real police squads. Given that the hierarchical level of a governmental position plays a pivotal role in determining one’s social influence, it is not difficult to understand the culture of the police students who are also called ‘policeman- to-be’. The police undergraduate students also wear the same police uniform with slight differences in the rank on the shoulder as such. Their counselors act not only as school assistants but also commanders, as they have ‘real’ and thus higher rank than students. The students would sometimes be in awe of their counselor due to the strict disciplines. Student leaders, in the meantime, gained their own status in this system. Despite the fact that student leaders do not possess essential power over important business such as student performance evaluation and awarding, they do engage in helping enforcing the command from school. In some sense, they are closer to their superiors and have more interpersonal resources, which might also cause dissatisfaction of others in some occasion. Generally, the recognizing and understanding of police rules, disciplines and hierarchy could be understood as the socialization process of police students towards the police service.

Although very rarely mentioned, the possibility of structural barriers in gender relations among police academy undergraduate students could be surmised from Police Cadet 68. Due to the dominance of male police academy undergraduate students in enrollment, females are significantly underrepresented. According to the 2023 enrollment plan published by the university, females constituted only 13.85% of the total enrollment, amounting to 362 undergraduate students. Consequently, female police academy undergraduate students might possibly encounter difficulties in establishing a collective identity within male-dominated district teams. Meanwhile, it is not uncommon for female cadets to be the student leader, and exceed males in academy. Even so, to address this potential issue, police academies should consider implementing support mechanisms that span across district teams, aiming to enhance the experiences of female police academy undergraduate students.

To enrich their campus life, a fair number of interviewees mentioned campus club as the female interviewee did, such as the SWAT club, and Photography Club. Although majoring in public order, the police academy undergraduate students would win national and reginal awards in various kinds of competitions, including language, sports, and science.

In addition, some police academy undergraduate students display an ‘elitist’ attitude towards collective identity. It should be added that the university interviewed is at the center of the Chinese police academy and is often considered the highest institution for police education in China.

In the course of talking with undergraduate students from other public security schools, I found that they did not attach enough importance to the theoretical knowledge of the police, and that they were more interested in enjoying the process of enforcing the law as a police officer in the future. However, the nature of law enforcement itself has been overlooked, and I believe that it is difficult to make a real difference in future work without a solid foundation (9).

During the interviews, strong feelings of pride were observed from the majority of police academy undergraduate students. The cadets are proud not only because of the police career they are about to engage, but also the reputation of the university. Police academy undergraduate students studying here receive top-tier police academic training in China, particularly during their formative years as cadets when they shape their perceptions of the police career. Generally, we believe this to be positive motivation for their study and future work. However, their privilege could also induce a sense of superiority towards their counterparts at the local police academy. Police academy undergraduate students may compare what they have learned about police education with the practices observed in local policing, thereby giving rise to a sense of ‘elitism’ in their perspectives.

How do we view the police career?

Despite undergoing a comprehensive four-year police training program, not all police academy undergraduate students aspire to pursue careers in law enforcement. Throughout the interviews, only a small fraction of police academy undergraduate students provided reasons for potentially withdrawing from their training, and their responses varied widely, encompassing factors like physical fitness or personal development considerations. These findings align with prior research conducted by Nevers (2018) and Ryan et al. (2000), which explored the reasons behind police academy undergraduate students choosing to discontinue their training.

The vast majority of police academy undergraduate students still indicated in interviews that they looked forward to working in law enforcement, but that career plans within the police system differed:

My major is community policing, and my direction of employment is mainly in police stations. Community policing is the most complicated and important work, which is the foundation of all the work of public security organs. Therefore, I think community policing in police stations is a very important position, which is in line with my career expectations (7).

But unlike most people’s (police academy undergraduate students) career plans. I hope I can head to graduate school after my undergraduate degree to further my education, further enriching myself while giving me more time to think about my future career path (18).

My career will definitely be in the civil service, but I don’t think that the police is my only career possibility in the future. I may try to study law and then go to the prosecutor’s office or the court. This is because a career as a police officer is very fulfilling but the work is very tiring and can squeeze a lot of time out of the family (55).

The three police academy undergraduate students interviewed represented distinct career paths. The interview results indicate that the majority of these cadets displayed a willingness to enter the police system and pursue careers in law enforcement. This suggests that these cadets did not exhibit resistance towards engaging with police practice and training, aligning with their choices made four years prior. Despite acknowledging the inherent dangers and challenges associated with a police career, the cadets expressed their envision for the vocation. They interpreted this as a compelling drive to apply the policing skills they have acquired and to shoulder the responsibility of ensuring public safety.

What is our future?

The influence of police academies on police academy undergraduate students extends beyond mere career progression, potentially impacting their psychological well-being and future growth (Antrobus et al. 2018). During the interviews, the focus of talk among the police academy undergraduate students was not centered on the specific policing skills or investigative techniques they had acquired. Rather, they expressed a profound sense of comprehension regarding the ‘rules’ governing their career.

The greatest influence on me in the school (police academy) is the police training, that period of time for me to lay a more solid foundation for thinking. […] Police training has developed our sense of discipline and obedience as police academy undergraduate students. The police training developed my sense of discipline as a police officer, which will benefit me in my university life and help me to standardize my speech and behavior (44).

In school, police training which is a great challenge for me (physical requirements), but also an opportunity for me to grow, the most direct impact is a great impact on my mindset, since then I gradually control my emotions, improve self-control, guard against arrogance and impatience. I see things a little differently (82).

This suggests that police academy undergraduate students have developed a profound appreciation for the ‘rules’ during their tenure at the police academy. For ‘rules’, it can encompass police discipline, which encompasses the laws and internal regulations that govern law enforcement officers’ conduct. In the daily execution of their duties, police officers possess some discretion when it comes to street-level matters. Police discipline serves as both a limitation on police power and a safeguard for public trust. As recruits entering the police service, cadets may encounter various challenges, particularly in relation to the use of force and decision-making regarding punishments. The ‘rules’ instilled in them during their time at the academy can serve as a positive guiding force for law enforcement behavior in the long term.

Furthermore, some police academy undergraduate students expressed that their police training had provided them with a deeper understanding of the concept of ‘people’s police.’ The Chinese police system, represented by the Ministry of Public Security, was established with the dedicated purpose of wholeheartedly serving the people, encompassing both law enforcement responsibilities and public service duties. One police cadet’s perspective exemplified this sentiment: ‘I have received top-notch police education, and while I aspire to handle major cases, the community needs me more.’ This assertion highlights the orientation of police education in China, where police academies encourage cadets to serve where the nation requires their presence. The supportive attitude of police academy undergraduate students towards this notion is also noteworthy. Despite their belief in possessing the requisite professional policing skills to engage directly in criminal investigations or high-level law enforcement, they remain willingly committed to upholding the law on the front lines.

However, it is essential to acknowledge that there would be unavoidable gap between police education and the real practice. Although having experienced transformation in both behavioral and cognitive aspects, they still have to face another, namely from a police cadet to a police officer. The honor and responsibility of police academy undergraduate students would make them more committed to their job, but the difference between reality and their idealized anticipation of police career would possibility frustrate them. It remains to be observed whether police academy undergraduate students would be more fragile to later police burnout, since they often see the bright side and disregard the other of policing.

Gaining a bachelor’s degree after four years’ academic education would certainly endow them with more identification of the police career and a more systematic framework in understanding law enforcement. But policing work is not always performing ‘by the book’. Social experience and skills are equally important in enforcement tasks. Compared to those who receive a short-term training after graduation from a comprehensive university, police academy undergraduate students undergo a more unified and simple campus life. They would still have to obtain other knowledge and skills to serve as a competent frontline officer.

Discussion

This study examined to explore the perceptions of Chinese police academy undergraduate students regarding their training in police academies and analyze their views on these institutions. The findings revealed that police academy undergraduate students undergo a cognitive transition during their time in police academies, transforming from high school graduates into aspiring law enforcement officers. Concurrently, they develop identification and honor of the police community and embrace the principles of police discipline, gradually aligning themselves with these concepts. The collective style of life has created robust unity among cadets. Notably, one female police cadet raised a few concerns about the negative experiences faced by women within the police academy. This issue may not be isolated but prevalent in law enforcement agencies globally where women are a minority (Giwa et al. 2023; Murray 2020). In general, police academy undergraduate students do not harbor aversions towards the police education imparted by police academies, and the four years of training does not alter their decision to join the police force. Instead, police education fosters a collective awareness and reverence for police discipline and the law among cadets. From the policy perspective, the police cadets’ positive attitudes towards training contributes to a unified commitment to upholding the principles of law enforcement. This collective sense of and respect for police discipline and the law, fostered through training, may have a broader impact on shaping a dedicated and principled police force. Further, this style of training within the police academy could be expanded into a program that fosters positive and disciplined future law enforcement officers, thereby positively impacting the overall effectiveness and integrity of the policing institution.

Another pivotal finding in this study pertains to the career development expectations of undergraduate police academy students. This aligns well with Lent et al. (2002) Social Cognitive Career Theory, specifically addressing outcome expectations and perceived barriers. Despite not being extensively exposed to the practical aspects of policing akin to police cadets, the police academy environment fosters an academically focused policing education, limiting students’ perceptions of alternative career trajectories. In essence, the perceptions of police academy undergraduates are confined within the realm of the “blue wall.” While this perceived barrier is not artificial, it indicates that undergraduates’ confidence is predominantly invested in the police profession, leading to a lack of awareness regarding diverse career options. Moreover, these perceived barriers are reinforced by the outcome expectations set by the police academy undergraduates themselves. A substantial majority expressed their attendance at the police academy with the explicit goal of becoming police officers. This outcome expectation further contributes to the creation of perceptual barriers for the undergraduates, with the four-year police education period intensifying this process. It is important that police academy training programs are aligned with students’ career goals, and the vast majority of police cadets enter police academies with a clear desire to pursue a career in law enforcement, so that tailored initiatives can be developed within an educational framework. In particular, focusing on integrating practical and experiential components that are directly related to the desired outcomes of police cadets has the potential to reduce perceived barriers and increase the overall effectiveness of police education in preparing individuals for their intended law enforcement careers.

One limitation of this study pertains to the research sample. Specifically, the participation of police academy undergraduate students from the university may affect the generalizability of the findings. This university stands as a prominent institution for police education and scholarship in China, with instructors often being seasoned law enforcement professionals. Consequently, it is plausible that police academy undergraduate students at local police colleges may not offer the same caliber of police education. As a result, the perspectives of police academy undergraduate students from these police academies might differ. Despite efforts to engage multiple police academies within the confines of confidentiality restrictions, the number of participating institutions remains limited. Expanding the study further could prove challenging due to the confidential nature of police academies.

Future research could explore the differences between police academy undergraduate students who undergo short-term training and those who receive long-term police education. Police academic education offers the advantage of imparting police skills in a systematic manner, albeit at a higher cost and with the potential to create a closed system within the police organization. Conversely, police academy undergraduate students with short-term training may possess diverse backgrounds, such as medicine or science and technology, which can foster more innovative and interdisciplinary thinking in their approach to policing practices. Examining this comparison would enable a deeper understanding of how future advancements in police education can enhance its comprehensiveness.