From Classroom to Workplace: Exploring the Experiences of Criminology Graduates in Their Transition to Professional Practice

The transition of criminology graduates from academic preparation to professional practice in the criminal justice field remains a significant concern, particularly in provincial Philippine settings where resource limitations and curriculum gaps heighten the challenges of integration. Anchored in Organizational Socialization Theory and the Transactional Model of Stress and Coping, this qualitative phenomenological study examined the lived experiences of twelve criminology graduates serving as uniformed personnel in the Philippine National Police, Bureau of Jail Management and Penology, and Bureau of Fire Protection in Western Samar. Semi‑structured interviews were conducted and analyzed using Colaizzi’s Seven‑Step Phenomenological Method to explore how graduates described their transition, the obstacles encountered in applying academic knowledge to practice, perceptions of the adequacy of criminology education, and coping strategies employed during adjustment. Findings revealed a pronounced theory‑practice gap, identity negotiation upon organizational entry, and perceived curriculum inadequacies, particularly in technology and practical skills. Graduates relied on mentorship, family support, and peer networks as primary coping mechanisms. The study concluded that while criminology education provides a strong theoretical foundation, it falls short in preparing graduates for the operational demands of uniformed service. A proposed output, the Transition Support Guide for Criminology Graduates, offers an evidence‑based tool to bridge the gap between classroom preparation and workplace realities.