Transforming teaching in tricky times
The Higher Education Academy (2011) seminal report on ‘The Future of Undergraduate Psychology in the UK’ argued that change was necessary to ensure that the undergraduate curriculum for psychology in UK institutes be fit for purpose within a 5-year timeframe. Issues raised within the report, focussing around matters of employability and the need for evidenced-based teaching approaches, highlighted general pedagogical issues as well as more subject-specific issues related to teaching a specialist skillset. With time change did occur, but the question remains, was it enough? More recently, highlighted through the considerable debate as to the reliability of psychological research (cf. Open Science Collaboration, 2015; Gilbert et al., 2016), concerns are still being raised with renewed calls again emphasising the need for improvements in research skills at a grassroots level through revising psychology undergraduate education (Button, 2018). In uncertain times of rapid change, within Higher Education and the wider national and global political context, making the necessary changes in how, and what, we teach is not without challenges. Within this talk, by highlighting work here within the School of Psychology, I will propose that collaboration and cooperation across the discipline has been, and will be, essential in rising to and exceeding these challenges.