During the 2000s, Swedish police training has undergone organizational change. One significant development is the integration of police training into the university's faculty organization, indicating an ongoing process of academization of the Swedish police training. 

In this project, I investigate this academization process, and its implications for students, lecturers, and the Swedish police training program. Special attention is given the relation between theory and practice, and how different actors influence and interpret the educational content. Empirically, the study is based on interviews with a student panel consisting of 14 police students, and interviews with teachers and administrative staff in leadership roles. In addition to these methods, observations of teaching moments are also being conducted, and a document study is done to contextualize the changes. 

The preliminary analysis presented in this paper, focus on the students and their expectations. Firstly, the results show that students expect the education to contain a significant practical component, with theoretical aspects closely tied to professional relevance. Secondly, two preliminary categories of theory have been identified: utility theory and abstraction theory – of which the former is seen as the one of relevance. Thirdly, the educational framework with multiple parallel courses poses a potential source of friction, but also contributes to bridging the gap between theory and practical elements. To manage the diversity and ambiguity arising from the education's structure, students develop various strategies. Lastly, analysis indicates the presence of an anticipated professional culture carried by the police students, primarily conveyed by the practice-focused instructors.