The teaching of psychology in the contemporary university: Beyond the accreditation guidelines
Date
2005
Authors
Kennedy, Barbara
Innes, John Michael
Editors
Advisors
Journal Title
Journal ISSN
Volume Title
Type:
Journal article
Citation
Australian Psychologist, 2005; 40(3):159-169
Statement of Responsibility
Barbara Kennedy & Michael Innes
Conference Name
Abstract
Current Department of Education, Science and Training (DEST) imperatives for generic skills and quality constitute a challenge for university teaching. There is an increasing recognition in higher education that this challenge cannot be adequately addressed by a top-down approach but requires bottom-up integration of generic skills in curricula. Psychology has long claimed that the very nature of our discipline provides our graduates with a wealth of transferable skills and perhaps assumed that our science identity and the profession's commitment to self-regulation provide adequate testament to the quality of our programmes. There is however, evidence of room for improvement and it is argued that in positively addressing the generic skills challenge, we can improve student outcomes in our undergraduate programmes.
School/Discipline
Humanities & Social Sciences Office
Dissertation Note
Provenance
Description
© 2005 Australian Psychological Society Ltd.