Educating custom officers supervisors: how do they experience their role?

Abstract

Purpose

This study aims to examine customs officers’ perception of the role as supervisor before and after completing formal training in practice supervision. Owing to changes in the education of customs officers, their role as supervisors has changed, necessitating formal training.

Design/methodology/approach

A questionnaire with three open-ended questions was given to all participants to answer before and immediately after the training. Responses were given anonymously. Additionally, free text of the participants’ reflections on the supervision method and challenges within supervision was analysed.

Findings

Four categories, including subcategories, emerged from the thematic analysis: competence in practice supervision; socialising and integration; motivation; and frame conditions. Analysis of the feedback shows that the education is experienced/perceived as a contribution to their personal development, learning and motivation, leading to more reflection on their own practice and a stronger focus on contributing to the students’ learning process and shaping them as future colleagues.

Originality/value

To the authors’ knowledge, there are no similar studies within this group, and the results of this study may lead to greater awareness regarding the supervisor role and the quality of customs and border management education and, thereby, higher quality in professional practice as customs officers.

Citation

Abrahamsen, E.B. and Dagsland, Å.H.B. (2024), "Educating custom officers supervisors: how do they experience their role?", Journal of Workplace Learning, Vol. 36 No. 5, pp. 319-334. https://doi.org/10.1108/JWL-10-2023-0166