SECURITY ADMINISTRATIONIN THE CLASSROOM - MORE CHALLENGING WHEN IT’S NOT AS SEXY AS POLICING   2012 – ACJS – New York, NY ...
• Gabbidon examined perceptions in security administration class   • reasons for taking course   • knowledge regarding sec...
INTRODUCTION• Gabbidon conducted two exploratory surveys that were  administered to students enrolled in Seminar in  Secur...
TEACHING SECURITY ADMINISTRATION• Gabbidon taught security administration three  times.   • The course was well received b...
CHALLENGES TEACHING SECURITY COURSES• Three problems for instructors of security  administration courses.• Security course...
RESEARCH METHODS• surveyed n=69 students in upper division course in the  criminal justice discipline entitled Security Ad...
RESEARCH METHODS• Likert questions, “My respect for the security  field has increased because of this course.”;  and “This...
RESULTS  Gabbidon                      Smith• criminal justice majors      • criminal justice majors  (89%)               ...
RESULTSGabbidon                    Smith• increase in respect for   • increase in respect  the security profession     (93...
IF YOU HAVE NOT CONSIDERED WORKING IN THESECURITY FIELD, PLEASE IDENTIFY THE PRIMARYREASON WHY• When I heard the word secu...
PRIOR TO ATTENDING COLLEGE, WHAT FIELDSDID YOU HAVE WORK EXPERIENCE IN?• Computer Science, Sales,   • Theatre Work, Recrea...
PRIOR TO ATTENDING COLLEGE, WHAT FIELDSDID YOU HAVE INTEREST IN?• Criminal Justice,       •   Policing, Law School,  Psych...
DISCUSSION AND CONCLUSION• Findings show how students initially felt about the security  profession and how taking the cou...
DISCUSSION AND CONCLUSION• Data reveal that exposing students to security  courses has potential additional benefit.• resp...
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Security administration in the classroom more challenging when it’s not as sexy as policing

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Gabbidon examined perceptions of criminal justice students in a security administration class, asking reasons for taking the course, knowledge regarding the security field, their career objective, and whether they considered working in the security field. He later asked whether their interest in working in the security field had decreased, increased, or remained the same, whether their respect for the field decreased, increased, or remained the same, and how they would rate the course in comparison to other criminal justice courses they had taken. This research was replicated to determine differences in perceptions of security administration by current criminal justice students.

Keywords: private security, security administration, homeland security education, criminal justice courses, teaching security

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Security administration in the classroom more challenging when it’s not as sexy as policing

  1. 1. SECURITY ADMINISTRATIONIN THE CLASSROOM - MORE CHALLENGING WHEN IT’S NOT AS SEXY AS POLICING 2012 – ACJS – New York, NY Carter F. Smith carterfsmith@gmail.com 615-656-3505
  2. 2. • Gabbidon examined perceptions in security administration class • reasons for taking course • knowledge regarding security field • career objective • whether considered working in security field.• Later asked • whether interest in working in field had decreased, increased, or remained the same • whether their respect for the field decreased, increased, or remained the same • how they would rate the course in comparison to other criminal justice courses they had taken.• This research was replicated to determine differences in perceptions of security administration by current criminal justice students.
  3. 3. INTRODUCTION• Gabbidon conducted two exploratory surveys that were administered to students enrolled in Seminar in Security Administration courses. • The initial survey explored what students knew about security prior to the course and delved into their career aspirations (Gabbidon, 2002). • A brief post-course survey was administered to see if their views about the profession differed following their completion of the course.• This research was based on the administration of one end-of-course survey combining Gabbidon’s questions.
  4. 4. TEACHING SECURITY ADMINISTRATION• Gabbidon taught security administration three times. • The course was well received by students, many of whom left the course enthusiastic about the prospects of entering the profession.• Recent experience similar, course as integral part of Homeland Security minor to a Criminal Justice major.• Taught course three times, students in all classes were surveyed.
  5. 5. CHALLENGES TEACHING SECURITY COURSES• Three problems for instructors of security administration courses.• Security courses typically not valued by colleagues • many hold the view that these courses take criminal justice back to the "cop shop" era• Students are led to believe it is less important than other areas of criminal justice• Core problem centering around respect rather than a lack of interest on the part of students. • Once respect was achieved, interest follows.
  6. 6. RESEARCH METHODS• surveyed n=69 students in upper division course in the criminal justice discipline entitled Security Administration.• End-of-course survey questions included: “Why did you take this course?”; “Describe your knowledge at the beginning of this course regarding the security field.”; “What is your career objective?”; and “Have you ever considered working in the security field?”• Additionally, to allow for clarification, the respondents were asked, “If you have not considered working in the security field, please identify the primary reason why. Please list the reasons, starting with the primary reason.”
  7. 7. RESEARCH METHODS• Likert questions, “My respect for the security field has increased because of this course.”; and “This course was more interesting than other criminal justice courses I have taken.”• Additionally, to allow for clarification, the respondents were asked, “Prior to attending college, what fields did you have work experience in?” and “Prior to attending college, what fields did you have interest in?
  8. 8. RESULTS Gabbidon Smith• criminal justice majors • criminal justice majors (89%) (78.2%)• most (56%) took course • most (44%) required by because it was one of major/minor, 41% elective for electives major/minor• majority somewhat familiar • minority (7%) very familiar, with the field (46%) most (49%) somewhat familiar• ever considered working in • (4%) reported career objective security field, > ½ (59%) security. ¾ (76%) considered working in field
  9. 9. RESULTSGabbidon Smith• increase in respect for • increase in respect the security profession (93%), and 7% more than 90% reported same respect• About 60% rated level. course as more • Four of five (80%) interesting than other students rated the criminal justice course more interesting courses taken. than other criminal justice courses.
  10. 10. IF YOU HAVE NOT CONSIDERED WORKING IN THESECURITY FIELD, PLEASE IDENTIFY THE PRIMARYREASON WHY• When I heard the word security, I always thought of a mall cop• I would like to work as a Lawyer instead. :)• I already have a job in Law Enforcement lined up when I graduate.• My goal has been to reach a federal law enforcement field.• People sometimes Security officers as a joke, and they arent as powerful as police officers.• I always thought that security guards had to be buff guys who are able to be complete ass holes to people• Don’t know if I am physically fit enough to respond necessarily to an situation.
  11. 11. PRIOR TO ATTENDING COLLEGE, WHAT FIELDSDID YOU HAVE WORK EXPERIENCE IN?• Computer Science, Sales, • Theatre Work, Recreation Construction, Lawn Care, Maintenance at a Golf Resort, Retail, Military, Small Dentistry, Corrections, Private Business, Landscaping, Security, Lifeguard, Grocery, Construction, Electrical, Private Security, and Plumbing, Pressure Washing Government Security, Large Semi Trucks, Asset Dominos Pizza, Marine Corps, Protection, Sales, Auto Security, Movie Theater, and Detailing, Hotel Industry, Airport Dispatcher. hospitality, Professional Musician
  12. 12. PRIOR TO ATTENDING COLLEGE, WHAT FIELDSDID YOU HAVE INTEREST IN?• Criminal Justice, • Policing, Law School, Psychology, Industrial Sports Management, Organizational Homeland Security, Psychology, Private Middle East Affairs, US Investigations, Diplomacy Relations, Nursing, Medical U.S. Army Intelligence, Doctor, Forestry, Music Sports Medicine, and Recording Aerospace, Radio Industry, Broadcast, and Investigations, Forensic Science
  13. 13. DISCUSSION AND CONCLUSION• Findings show how students initially felt about the security profession and how taking the course transformed their perspective.• Gabbidon suggested key to getting students interested in security profession was getting them into the classroom.• With billions annually being spent on private security, criminal justice programs should be spotlighting these courses .• Current economy and unemployment rate may increase motivation of criminal justice students to consider private security as an alternative profession.
  14. 14. DISCUSSION AND CONCLUSION• Data reveal that exposing students to security courses has potential additional benefit.• respect for security profession increased• could stave off future tensions between public criminal justice professionals and those in private sector• welcome change to security profession often looked down upon by public law enforcement

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