Dual Roles, Shared Mission: Lived Experiences of Criminology Faculty Serving as Law Enforcers

This qualitative phenomenological study explored the lived experiences of criminology faculty members who concurrently serve as law enforcers. Guided by Moustakas’ (1994) phenomenological approach, the study sought to understand how participants experience, interpret, and give meaning to their dual professional roles. Data were gathered through in-depth, semi-structured interviews with selected criminology faculty-law enforcers and analyzed using horizontalization, clustering of meanings, and synthesis of textural and structural descriptions. Findings revealed five emergent themes: Professional Enrichment Through Practice-Based Teaching, Role Strain Due to Dual Professional Responsibilities, Adaptive Coping Through Discipline and Time Management, Commitment to Service and Professional Identity Integration, and Resilience Amid Physical and Emotional Demands. Results showed that participants experienced teaching as enriched by real-world law enforcement practice, enhancing instructional relevance and professional fulfillment. However, they also encountered role strain due to overlapping schedules, physical exhaustion, and emotional pressure. Despite these challenges, participants employed disciplined time management, adaptive coping strategies, and resilience to sustain effectiveness in both roles. Teaching was perceived as an extension of public service, facilitating the integration of professional identities as educators and law enforcers. The essence of the lived experiences reflects a dynamic balance between fulfillment and strain, sustained by commitment to service, resilience, and professional responsibility. The study highlights the need for institutional support to promote well-being and sustainability among dual-role criminology faculty.

Lived Experiences, Criminology Faculty, Serving, Law Enforcers

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