national standards for psychological literacy and global citizenship

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unexpected changes/challenges in personal circumstances and this Fellowship has been similarly affected in that the number of publications that the Fellow had planned on producing during the Fellowship (considerable though the number is) is smaller than they had hoped. 5.4. In Relation to Sustainability of Focus and Outcomes of the Fellowship A number of strategies have been employed throughout this Fellowship to ensure that the outcomes of this Fellowship are sustained. Not the least of these has been the Fellow’s deliberate efforts to engage and utilize existing formal and informal educator networks in the work of the Fellowship. This approach has resulted in many of these bodies taking decisions, developing agendas, and establishing plans to effect changes that align directly with the aims and intended outcomes of the Fellowship. The fact that these bodies are the key national and international discipline bodies responsible for the development of policy and standards in the discipline will help to ensure that the aims, objects and issues associated with the Fellowship continue to be addressed. Evidence of the positive impact of these strategies on the sustainability of the objects of this Fellowship includes: there is growing (though as yet not universal) agreement across peak disciplinary bodies that an increased emphasis on application and employability is needed in UG psychology education there is increasing acceptance and use of the term “psychological literacy” within the discipline Departments/Schools of Psychology in Australia are reviewing their programs with the aim of addressing issues raised in the Fellowship, and many are already implementing innovative LTA to address issues raised during the Fellowship the Fellow continues to be invited to contribute to national and university discussions regarding this issue. the Fellow remains committed to this cause. 5.5. Lessons Learned The Fellow has indicated that the lessons learned during this Initiative relate to motivation and flexibility, change management and stakeholder engagement: The Fellowship experience is unique, and one must be willing to make the most of every opportunity, particularly in a rapidly changing HE environment Regardless of how one has planned the Fellowship activities, there is a background of ongoing activity relevant to professional activities that cannot be ignored, but needs to be balanced and leveraged whenever possible for the Fellowship To achieve some balance, one must be highly motivated to achieve the aims of the initiative To achieve change, one must be willing to engage with, understand and respond to stakeholders, but at the same time have the courage of conviction to (a) NATIONAL STANDARDS FOR PSYCHOLOGICAL LITERACY AND GLOBAL CITIZENSHIP 74
modify one’s original agenda if necessary, but also (b) lead the change, regardless of (some) dissenting voices. 6. Conclusions and Recommendations 6.1 Conclusions Overall, the available evidence supports the conclusion that the Fellowship has not only substantially achieved all of its desired outcomes, but that it has substantially achieved most its overall aims. Undoubtedly, as a result of the activities of this Fellowship there is a growing widespread debate amongst psychology educators locally, nationally and internationally as to: how UG psychology education needs to change to meet current and future needs of students the standards that should be applied when planning and evaluating UG Psychology education the relevance and role of the concepts of “Psychological Literacy” and “Global Citizenship” in UG Psychology education and other disciplinary or trans-disciplinary contexts Further, it is clear that as a result of the activities of this Fellowship that existing and newly created local, national and international networks of psychology educators have been, and remain, committed to engagement with these issues. From a process perspective, the available evidence suggests that the Fellowship has been well managed and that the funding allocated to support the Fellowship has been used appropriately and well. 6.2 Recommendations 6.2.1 Recommendations for Future Fellows To support sustainability of the processes and outcomes of Fellowships, where possible, it is recommended that Fellows: build the activities of their Fellowships on or around those of the formal organisations /associations /societies that represent professional, discipline or other key stakeholder groups seek to ensure that the ongoing agenda/business of these organisations /associations /societies includes engagement with the issues that are the focus of their Fellowship encourage and support the establishment of sub-committees, reference groups, working parties within these organisations /associations /societies to consider/address the issues that are the focus of their Fellowship NATIONAL STANDARDS FOR PSYCHOLOGICAL LITERACY AND GLOBAL CITIZENSHIP 75
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National Standards for Psychologica
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Acknowledgements This Initiative wo
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Executive Summary The primary aim o
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Table of Contents ACKNOWLEDGEMENTS
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Chapter 1: Introduction “The disc
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Rigorous consultation at the nation
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psychology major graduates who did
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2012 UG Psychology Summit, one youn
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three issues remain: (a) there is l
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Table 1: Average Ratings of Graduat
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3.2 Progress toward achieving aims
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ecognised as the key outcome. “Ps
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Chapter 4: Networks and the Making
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Two UNSW alumni were members of the
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5.2.1 International and transdiscip
Page 31 and 32: this group. The needs and opinions
Page 33 and 34: 6.3 Recommendations and Considerati
Page 35 and 36: 9. Peak disciplinary and profession
Page 37 and 38: undergraduate psychology education:
Page 39 and 40: Waring, T. (2008). The regulation o
Page 41 and 42: Date(s)of the event Organised by UK
Page 43 and 44: Date(s)of the event Event title, Lo
Page 45 and 46: The University of Notre Dame The Un
Page 47 and 48: Cranney, J., & Voudouris, N.J. (201
Page 49 and 50: Invitations to Facilitate or Speak
Page 51 and 52: accreditation review procedures bas
Page 53 and 54: Length (Volume of Learning) 3.1.1 T
Page 55 and 56: Demonstrate the motivation and capa
Page 57 and 58: “standards” for assessment prio
Page 59 and 60: (this could include student psychol
Page 61 and 62: Evaluation Report ALTC National Tea
Page 63 and 64: networks of psychology educators to
Page 65 and 66: The indicators and evidence used to
Page 67 and 68: Desired Outcome Indicator for Evalu
Page 69 and 70: Chairing the psychological literacy
Page 71 and 72: was created explicitly to develop a
Page 73 and 74: J. Cranney and D. S. Dunn (Eds.), T
Page 75 and 76: Vancouver. Invitations to Facilitat
Page 77 and 78: As a first stage in the development
Page 79 and 80: Much of the evidence that attests t
Page 81: The amount of logistical planning i
Page 85 and 86: July 18, 2012 Evaluation of ALTC/OL
Page 87 and 88: have more impact than most of the c
Page 89 and 90: July 24th, 2012 Re: Project Review
Page 91 and 92: stakeholders assess the current Aus
Page 93 and 94: and global citizenship amongst rele
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