This study explores how a working definition of sustainable leadership is perceived, and to which extent it may apply to the Norwegian police. Leadership is imperative to any change process, and education is key to succeed. The Norwegian Police University College (NPUC) wants to introduce sustainability in its leadership studies, but researching relevant literature, the lecturers discovered a research gap. This study helps fill the gap by examining sustainable leadership in relation to the Norwegian police. A working definition of sustainable leadership suggests it is characterized by a promotion of long-term, innovative solutions that improve the world, with systemic innovation, workforce development and ethical practices being crucial conduits.

Based on this understanding we pose the following research questions (RQs):
RQ 1: To which extent is the working definition of sustainable leadership supported?
RQ 2: To which extent does sustainable leadership prevail in the Norwegian police?

Addressing these questions, we conducted eleven semi-structured interviews with the target group consisting of Norwegian police leaders. The interview guide inspected themes such as the participants’ understanding of sustainability and the extent to which sustainable leadership was perceived to apply to and prevail among Norwegian police leaders. Answering RQ1, we find that most participants supported the working definition and agreed that it is relevant and applies to the police. Participants experienced that the police have moved from a commandeering leadership style into a more inclusive and effective approach to leadership, supporting the notion of sustainable leadership and its positive outcomes. Turning to research question 2, there were diverging views upon the extent to which it currently prevails among Norwegian police leaders. Participants reported the occurrence to be strongest in top management and competence environments and weakest among middle managers and operational environments. This is interesting as middle managers are key players to achieve change. Achieving a common conceptual understanding, systemizing it, integrating sustainable leadership into the police’ values, overcoming time constraints, increasing the organization’s awareness, maturity and visibility were suggested as important steps to increase sustainable leadership. These findings are relevant to education because they help educators demonstrate the real-world relevance of sustainable leadership models to their students. Educators can use these findings to back up theoretical content with concrete examples, enhancing the credibility and robustness of their teaching material. Moreover, the study is relevant because it provides empirical support for sustainable leadership theories. Knowing that sustainable leadership is applicable and accepted in the policing context can inspire curriculum development in other educational institutions and help them to incorporate sustainable leadership models into their leadership programs and courses.

Keywords: Sustainable leadership, higher education, education for sustainable development, police leadership, sustainable development.