ethanporcaro/eric-fulltext-meta huggingface dataset:
The Academic Performance of Mature and Traditional-Entry Psychology Students at Keele University: A Replication Study
Author: Larkin, Derek
Date: 2008-00-00
Type: Journal Articles
Subjects: Nontraditional Students,Maturity (Individuals),Laboratories,Program Effectiveness,Psychology,Comparative Analysis,Essays,Student Evaluation,Technical Writing,Reports,Academic Achievement,Foreign Countries,College Students,Age Differences

In this study we report the findings that we obtained when we repeated a study conducted approximately 10 years ago. In the initial study we found that mature students did as well as traditional-entry ones in first-year essays and examinations. However, they did less well initially when writing laboratory reports. In this replication study these results were reversed. This time our mature students did as well as the traditional entry-ones on their laboratory reports, better than the traditional-entry ones at essay writing, but worse on their examinations. Some possible causes for these findings are discussed, and the paper concludes by examining the final degree performance (some two years later) of these two groups of students. Here there were no significant differences between them. (Contains 4 tables.)
Graduate Basis for Registration and Its Place within Psychology
Author: Cartmell, Katherine
Date: 2008-00-00
Type: Journal Articles
Subjects: Psychology,Undergraduate Students,Student Experience,Personal Narratives,Relevance (Education),Education Work Relationship,Foreign Countries

Having just completed a BSc (Hons) Psychology degree, this author feels well placed to offer a student's perspective on John Radford's provocative article, &quot;Psychology in its place&quot;. Although Radford discussed a number of relevant areas regarding psychology in higher education, Cartmell aims to discuss one main issue that many psychology undergraduates have to face and that is the Graduate Basis for Registration (GBR). She will be focusing on one of the main assumptions of the GBR which is that all psychology students want to and/or will be entering the world of &quot;professional psychology.&quot; She will then discuss how this assumption can result in an inflexibility to adapt the course content and overall university experience for those students who do not chose professional psychology. Finally, she will conclude by suggesting that in its present state GBR is failing many graduates who choose to enter the world of work rather than continue on into postgraduate education.
Studying Psychology: The Context of Other Disciplines
Author: Crozier, W. Ray
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Psychology,Intellectual Disciplines,Curriculum,Context Effect,Behavior,Social Psychology,Holistic Approach

John Radford's stimulating article on psychology within higher education includes a paragraph on the context of psychology taught as a degree subject. He suggests that while statistics has an established presence on programmes and the discipline is increasingly informed by genetics, &quot;approaches to human behaviour such as anthropology, history, geography, politics, sociology, are relatively rare&quot; (2008, p. 43). Radford argues that when these disciplines do form components of psychology degrees they tend to be available as minor or ancillary subjects. These authors have no data on the frequency with which these &quot;contextual&quot; subjects are taught, or how they are included in programmes, but they would like to argue that psychology students should have opportunities to study other disciplines that have human behaviour as a primary concern. In doing so, the authors draw upon their experiences teaching psychology as a psychosocial science.
An Employability Perspective
Author: Dean, Laura
Date: 2008-00-00
Type: Journal Articles
Subjects: Employment Potential,Psychology,Intellectual Disciplines,Career Choice,Education Work Relationship,Job Skills

In his article "Psychology in its Place," Radford (2008) argues that psychology as a discipline, subject, and profession needs to be debated to ensure one is not disadvantaging students, society, and the professions themselves in focusing on elements, systems, or content that are outdated or irrelevant now or in the future. In this article, the author argues that employability should be a major consideration in this debate and that the tools are already available to make the necessary changes.
Psychology, Biology and the Market Place
Author: Dickins, T. E.
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,College Role,Psychologists,Psychology,Behavioral Sciences,Biology,Classification,Intellectual Disciplines,Undergraduate Study,Curriculum

Early in his paper, Radford discusses the origins of Western universities and argues that they were designed to provide a &quot;very practical preparation for life and particularly for the professions, specifically law, medicine and theology.&quot; Radford then mentions how a core part of such education was grammar, rhetoric, and dialectic. Radford's purpose is to emphasise the practical nature of university education from the start and to imply that this should be its aim now. Throughout much of the paper he discusses the putative benefits of psychology and in so doing he is commenting on the nature of the modern world and its demands. Radford espouses a strange relativism about the subject, arguing that people ought to take seriously the &quot;psychologies&quot; of other cultures and embrace allied disciplines. This author does not share Radford's anthropocentric vision of psychology, which is about all behaving creatures, but rather advocates organising psychology along Niko Tinbergen's lines, which have emerged from the production of knowledge in the behavioural sciences and from a recognition of the explanatory requirements. The author's advocacy of Tinbergen comes from scientific judgement. In effect, market forces have tested Tinbergen's framework and the market has decided that it has value. The author argues that this market has not fully included psychologists who make curriculum decisions and claims that psychologists should pay attention to those in the human evolutionary behavioural sciences. Dickins stresses that academic psychology must be allowed to pursue scientific methods, develop new theories and falsify old, change frameworks, and follow particular interests as the market of ideas dictates. (Contains 1 footnote.)
The Value of GBR and the Employability of Psychology Graduates
Author: Hagger, Martin
Date: 2008-00-00
Type: Journal Articles
Subjects: Employment Potential,Higher Education,Psychology,Intellectual Disciplines,Reader Response,Educational Practices,Educational Philosophy,Academic Standards,Educational Change,Psychologists

In this article, the author comments on John Radford's article "Psychology in its Place," which is a provocative and thoughtful piece on the state of psychology as a discipline in higher education. In his article, Radford introduces evidence that psychology graduates are attractive to employers for their numeracy and literacy skills and acknowledges that psychology graduate employability is buoyant. The author agrees with Radford's general premise: that psychology is an important, worthy and useful discipline within modern society but that psychology programmes in higher education perhaps need a rethink in terms of their goals and content. He disagrees with Radford that Graduate Basis for Registration (GBR) should be completely replaced with a flexible system that permits more than a modicum of choice for students. He thinks that a core GBR is important in order to provide a minimum standard, as is required for research, teaching, and practice as a psychologist. In summation, he agrees with the fundamental principles of GBR and a generalised, common basic education, but agrees in part, with Radford that there is a need to broaden the curriculum to incorporate the changing face of psychology as a developing science and profession. He also believes that there is a need to address the skills that employers value, as Radford argues, and a need to engage students to highlight the skills their training can offer to employers.
Teaching for Very Long-Term Retention and Better Ways of Thinking
Author: Hardman, David
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,College Role,Psychology,Curriculum,Undergraduate Study,Intellectual Disciplines,Human Body,Behavior,Problem Solving,Cultural Context,Social Environment,Values,Learning Processes,Value Judgment,Retention (Psychology),Thinking Skills

Radford argues that psychology needs to be of greater value to psychology students, regardless of whether they intend to enter professional practice. He also suggests that psychology should be part of everybody's education, on the basis that human behaviour lies at the heart of the most serious problems facing humanity. This author agrees very much with these general points, but in considering what the content of a psychology degree should be he believes that it is also important to bear in mind some realities about the nature of human learning. In this article, Hardman first briefly reviews some of the literature on how well students remember material over the very long-term (i.e. weeks, months, and years). In the second part, he argues: (1) that evolutionary psychology should be at the heart of the curriculum; and (2) that there should be a greater emphasis on techniques and methodologies. (Contains 1 footnote.)
Broadening the Boundaries of Psychology through Community Psychology
Author: Kagan, Carolyn
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Psychology,Intellectual Disciplines,Social Psychology,Individual Activities,Quality of Life,Well Being,Cognitive Style

This paper argues for community psychology to be included within the discipline boundaries of psychology. In doing this, it will enable psychology to begin to address some of the large scale social issues affecting people's well-being. It will be necessary, however, to incorporate aspects of other disciplines, make explicit the political dimensions of psychological knowledge and practice, and adopt an action-oriented, more student-centred approach to learning. The paper will draw on student experiences to illustrate the value of community psychology learning. Radford (2008) raised a number of issues challenging the boundaries of the discipline of psychology and the relevance of an education in psychology as overseen by the British Psychological Society. In this paper, Kagan will further the case for a psychology that addresses real world issues and goes beyond its current boundaries. In doing this, she will explore the extent to which community psychology is contained within the boundary of psychology, the challenges that an emergent community psychology might make to the parent discipline, and the benefits to students of community based learning of community psychology.
&quot;There's a Place for Us&quot;--and Our Graduates--in the Workplace
Author: MacAndrew, Siobhan
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Psychology,Graduates,Education Work Relationship,Occupational Aspiration,Reflective Teaching,Beliefs,Educational Philosophy,Student Evaluation,Employer Attitudes

The employability of psychology graduates is not only related to the content of the degree, what one might call the &quot;hard&quot; measures, but is also underscored by the intellectual and personal development afforded by studying psychology, the &quot;soft&quot; measures. Employers need to know that psychology graduates have something to contribute to their business and the only way they can know this is if teachers give them the appropriate data. This author believes that teachers can achieve this by employing a variety of assessments and devising them so they are more &quot;authentic.&quot; In order to design authentic assessments, teachers need to reflect upon their core beliefs about their subject. MacAndrew argues that teachers should shift focus and examine the transformational effects upon an individual who has studied psychology. She also argues that appropriate assessment can better meet the needs of employers. MacAndrew's research (2008) shows that when students undertake authentic assessments they appreciate that the assignments require a greater level of understanding than that required by essays and examinations. Importantly, they report that the demands of the task identify for them what it means to be a psychology graduate. Finally, such assessments help the students to better see the relevance of their subject to their future career. (Contains 1 footnote.)
Postgraduates' Perspective
Author: Moore, David
Date: 2008-00-00
Type: Journal Articles
Subjects: Higher Education,Psychology,Reader Response,Resource Allocation,Grants,Research Problems,Educational Change,Teaching Assistants,Educational Practices

In this article, the authors share their views on the article by Dr. Radford, which raises a number of key issues that have a great impact on the future of postgraduate training and funding as well as on postgraduate students' future careers. The first issue relates to higher education in which the teaching at undergraduate level is evermore being given to postgraduate students in an attempt to maintain the levels of teaching needed to satisfy demand. The article also discusses an issue that has been clear for some time; that the nature of government funding for research is focused on a small number of institutes with others increasingly being seen as teaching universities. The authors assert that this has clear consequences for research training at postgraduate level. Another issue concerns the Society's Graduate Basis for Registration (GBR). Although many students may never use their GBR in any professional context, the authors do not agree with the assertion that this undermines the value of GBR. The article also points out that the ethos and approach to higher education is changing in modern systems. Psychology needs to forge a place for itself in this new system and with the current scope of psychology, it is in the perfect place to be at the forefront of this change.
Teaching Psychology: The Political Context
Author: Newland, John
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Psychology,Instruction,Intellectual Disciplines,Cognitive Structures,Politics of Education

In this commentary, the author raises two critical aspects not adequately addressed in John Radford's (2008) wide ranging article on the teaching of psychology in higher education. The first aspect is the relevance of boundaries. The second aspect is the political context(s). These two issues, though artificially dissociated for current purposes, are inextricably linked. This commentary argues that the Graduate Basis of Registration (GBR) is not "the professional tail" that is "wagging the teaching subject dog", but a consistent stance in order to maintain standards within the teaching of psychology. Radford (2008) disputes that a distinction can be drawn between a discipline and a profession in that the former does not have boundaries whereas the latter does. A counter argument is that disciplines do have boundaries even if such boundaries are artificially erected by university governing bodies. Radford provides a timely opportunity to rehearse some of the relatively under discussed issues of what constitutes psychology as an academic discipline. These issues are often perceived as fundamentally unfathomable and perceived as debate topics rather than of substantive enquiry. The author stresses that more systematic study of the political processes should be part of that enquiry.
A Coaching Psychology Perspective
Author: Palmer, Stephen
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Psychology,Coaching (Performance),Role,Employment Opportunities,Employment Qualifications,Career Development,Theory Practice Relationship,Relevance (Education)

In &quot;Psychology in its place&quot; (2008), John Radford considers &quot;what is or should be the &quot;place&quot; of Psychology in education, more particularly Higher Education&quot;. In this article, the author looks at the possible inclusion of coaching psychology within undergraduate psychology programmes. Coaching psychology as an applied area of psychology underpinned by a body of theory and research could have a positive impact upon individuals, organisations and society. Radford states that in the Higher Education context itself, Psychology continues to be in demand, while large majority of students who gain their psychology degree, do not enter the restricted psychology professions. Radford also states that standard psychology degrees include little on personal values and beliefs. The author believes this may be the crux of the debate--developing a psychology degree to become more relevant to professional practice. The author explains that perhaps the introduction of more applied areas in the graduate degree programmes may help with retention rates in psychology and prepare the graduates for their future careers in a variety of professional fields.
Psychology for All
Author: Popovic, Nash
Date: 2008-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Research,Relevance (Education),Psychology,Graduates

In "Psychology in its place" (2008) John Radford explores and attempts to initiate a debate on what is or should be the place and role of psychology in Higher Education, primarily as a main subject for a first degree. In this paper, the author raises the stakes, and argues that Higher Education should provide a certain form of practical psychology for all students, not only those who study psychology as a main subject. It is sometimes believed that the best way to provide this type of education is through the atmosphere and attitude of educational institution and through already existing disciplines. However, the author cites some possible objections on such provision. The author proposes that: (1) Psychological education should be available to all students, irrespective of a main subject they study; (2) Psychological education should be about relevant topics that affect everyday life; (3) Psychology graduates should also be trained to facilitate this type of education; and (4) More research should be carried out on topics that can really contribute to the constructive development of individuals and societies.
The Psychology Degree in Its Place
Author: Reddy, Peter
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Liberal Arts,Psychology,Academic Degrees,Professional Associations,Role,Standard Setting,Employment Potential,Graduate Study

In response to the issues raised by Radford a clearer understanding of the psychology degree as part of the liberal education tradition is advocated in line with Newman (1982) and Graham (2005). Such a focus incorporates developments in employability and graduate competencies and reinforces rather than undermines concern with scholarship. Links between academic subject material and personal development and a debate on the role of the British Psychological Society in regulating the Bachelors' degree are advocated.
&quot;By the End of the Course All Students Should Know...&quot;: Setting Coherent Aims for the Teaching of Psychology in School, College and University
Author: Rowley, Martin
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Psychology,Intellectual Disciplines,Role,Curriculum,Postsecondary Education,Compulsory Education,Instructional Program Divisions,Scientific Concepts

As J. Radford (2008) points out in &quot;Psychology in its place,&quot; the question of what role psychology should play in Higher Education is merely a subsection of the question, what is (Higher) Education for? In light of the large number of psychology undergraduates who do not go on to pursue careers in psychology, Radford argues cogently for a re-evaluation of the content and purpose of the psychology degree. This article presents the author's response to J. Radford's paper. This brief response goes further to examine the coherence of the current provision for studying psychology in post-compulsory education in the UK, and to ask whether the time has come to think more widely about the role psychology could play in the education of all children in the UK, through its inclusion in the compulsory school curriculum. There are practical problems involved with introducing psychology into the compulsory school curriculum and, justifiably, teachers will say that the curriculum is already too crowded. The author stresses that it is possible, therefore, that greater integration of psychology into the school curriculum could have the effect of reducing the gender imbalance. In Radford's terms, the teachers' challenge is to decide how the discipline of psychology should be presented by psychology the subject at each educational level, taking into account the aims of the course, the aspirations of the students and, at higher levels, the requirements of professional bodies. In presenting a coherent picture of the discipline of psychology to their students, teachers should ensure that, even at more basic levels, the subject of psychology emphasises the scientific nature of psychology the discipline.
It Is Not What We Teach but the Way that We Teach It
Author: Trapp, Annie
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Psychology,Instruction,Undergraduate Study,Theory Practice Relationship,Intellectual Disciplines,Teaching Methods

In this article, the author comments on John Radford's article &quot;Psychology in its place,&quot; which makes some keen observations around the current status of psychology education. The author's response focuses on undergraduate psychology education and the &quot;responsible autonomy&quot; of psychology educators. The author, as administrator, expects psychology undergraduates to learn a body of knowledge but not as an end in itself. She believes that it is the ability to understand, extend or apply their knowledge that will be most useful to themselves in a personal context and in their role in society. Psychology educators have a responsibility to help potential and current students understand what is involved in studying psychology, to prepare them to &quot;think psychologically&quot; and to develop skills that can be applied in the real world. The author emphasizes that designing a viable educational framework to acquire, develop and practise these skills is every bit as important as determining the finer details of course content.
A Place for Everything, and Everything in Its Place
Author: Radford, John
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Psychology,Role,Intellectual Disciplines,Politics of Education,Behavior,Cultural Relevance,Interpersonal Relationship,World Problems

Sixteen papers on the general theme of the &quot;place&quot; of psychology, particularly in higher education, arose from the author's paper &quot;Psychology in its place.&quot; Several themes emerge from the disparate contributions. The author discusses two papers which directly comment on his original one, the papers of John Newland and Tom Dickins. Psychology in the political context, and the nature of Psychology as a discipline, are two issues raised in the papers. There are several more, variously discussed by different authors. And of course individual authors also raise unique points. The author opines that the most general matter concerns the nature of higher education, and what should be its aims. The author also discusses other issues raised, namely the content of psychology degrees, and &quot;psychology for all&quot;. He argues that psychology is, in principle and often in practice, relevant to virtually every aspect of life, from day-to-day interaction with others to major world problems of war, famine, disease and so on.