Education Requirements of Command Positions in the U.S. Border Patrol (USBP) - Trends in Education Requirements for Law Enforcement, Border Patrol Age
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This excellent report has been professionally converted for accurate flowing-text e-book format reproduction.The size and complexity of the U.S. Border Patrol (USBP) is dramatically different today than it was only two decades ago. Whereas the USBP was traditionally focused on enforcement of immigration and customs laws, after 9-11 it adopted an all-threats approach to border security with the primary mission of preventing terrorists and terrorist weapons from entering the U.S. Today, the USBP includes more than twenty thousand agents and the requirements of its command positions are more challenging. Despite the increase in its mission complexity and new challenges faced by its personnel, the minimum college education requirements of USBP command positions have remained unchanged. This thesis examines the role that college education plays in supporting the goals and objectives of the USBP, the educational requirements of USBP positions, the role of college education in promotions, and USBP efforts to promote and advance college education. The purpose of this thesis is to help determine if the leadership needs of the USBP are best met with its current college education requirements or if the educational requirements for command positions should increase.CONTENTS * CHAPTER 1 INTRODUCTION * Background * Assumptions * Limitations * Delimitations * Conclusion * CHAPTER 2 LITERATURE REVIEW * The U.S. Border Patrol * History of Education and Policing * Trends in Education Requirements for Law Enforcement * Education and Police Performance * Education and Police Conduct * Conclusion * CHAPTER 3 RESEARCH METHODOLOGY * Conclusion * CHAPTER 4 ANALYSIS * Current Levels of College Education of USBP Commanders * College Education in the Selection of USBP Commanders * USBP Program and Initiatives to Increase College Education * Border Patrol Agent Classification and Occupational Standards * Conclusion * CHAPTER 5 CONCLUSIONS AND RECOMMENDATIONS * Recommendations * GLOSSARY

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