national standards for psychological literacy and global citizenship

were being implemented (e.g., emphasis on standards-based assessment). These factors, in
combination with the need to re-examine the graduate outcomes of UG psychology, led to
the decision to re-examine the aims of UG psychology education. At the same time,
stakeholders were consulted on the evolving concept of psychological literacy (whereby the
initial emphasis was on GAs). Thus, we needed to determine what are the actual and desired
graduate destinations, and related aims, of the program—and thereafter the learning
outcomes, as reflected in the graduate attributes and associated learning outcomes, and
consequent learning, teaching and assessment (LTA) strategies of UG psychology education.
2.2 Progress toward achieving aims and intended outcomes
The GAs were integrated into the APAC Standards in 2008, and thus could already be
considered to be TLOs in the LTAS sense. This Fellowship sought to promote integration of
the GAs into the curriculum and re-examine the aims of UG psychology concurrently,
particularly considering that fewer than 25 per cent of psychology majors in Australia go on
to university-based professional psychology training (Cranney et al., in prep). We asked the
following questions: What good is a psychology major to those graduates who do not go on
to further psychology training? What are the implications for learning outcomes and
associated standards? Progress against the pre-defined intended outcomes and associated
indicative evidence is listed below.
2.2.1 Achievement of greater appreciation of international issues with respect
to the aims, learning outcomes and standards for UG psychology
There has been a two-way interaction between
national and international organisations and
individuals throughout this Fellowship. A continuing
awareness of changing international standards and
issues, such as the Bologna EuroPsy Tunings work
(through contact with Remo Job of Italy: Lunt et al.,
2011), has influenced the evolving work on
standards and pedagogy (e.g., a consideration of the
nature of desired outcomes/competencies at the UG
level). The international contributions to the
International Conference on Psychology Education
(ICOPE, chaired by the Fellow) also contributed
perspectives from diverse countries such as
Germany, Russia and Indonesia. This benchmarking
information has been conveyed to psychology
Figure 4: ICOPE guests Sarlito Sarwono
(Indonesia), Simon Crowe (APS President),
and Iain Montgomery (PDAC Chair)
educators to give some perspective on how the Australian model of education and training
compares globally. On the flipside, the Fellowship has had some impact on international
educators. For example, the Fellow’s facilitation of the UK Higher Education Academy (HEA)
Psychology Network UG Retreat (2010) influenced the high psychological literacy content of
the recommendations in the ensuing report (Trapp et al., 2011). Moreover, some educators
may be more open to learning about these issues than others. For example, at the April
NATIONAL STANDARDS FOR PSYCHOLOGICAL LITERACY AND GLOBAL CITIZENSHIP 6