Reflections on scholarship from the liberal arts academy.

Myers, David G.; Waller, James E.

doi:10.1037/0003-066x.54.5.358

Cited by 9 publications

(11 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…I believe that psychology departments need to make a sacrifice to maintain the character of the field. My proposal is consistent with the approach taken by Halpern et al (1998) and Myers and Waller (1999). Halpern et al proposed a multidimensional definition of scholarship in psychology.…”

Section: The Reward Structuresupporting

confidence: 77%

“…Not all faculty members will excel in all categories and faculty ought to emphasize what they do best. Myers and Waller (1999) also supported the proposal of "flexible loads" and noted that the field "needs people who will help us see the contours of the whole forest by integrating research findings into a big picture story and perhaps challenging our preconceptions" (p. 358).…”

Section: The Reward Structurementioning

confidence: 81%

See 1 more Smart Citation

Is Psychology Losing Its Foundations?

Dewsbury

2009

Review of General Psychology

View full text Add to dashboard Cite

I contend that, together with increasing diversity of subject matter, there is a contraction of methods and approaches in psychology today. There is decreasing room for small, but critical, parts of the fieldparticularly those in cultural-scientific aspects of psychology, such as the history, philosophy, and theory of psychology and general psychology. These areas provide the foundations of entire discipline. These changes occur in the context of growing anti-intellectualism in society at large and changing pressures in universities. I explore these trends at these three levels: society, universities, and psychology, and suggest some remedies for psychology.

show abstract

Section: The Reward Structuresupporting

confidence: 77%

Section: The Reward Structurementioning

confidence: 81%

Is Psychology Losing Its Foundations?

Dewsbury

2009

Review of General Psychology

View full text Add to dashboard Cite

show abstract

“…Distinguished programs also recognize and support the dynamic nature of faculty scholarly activities and understand that individual faculty members may have different goals for their scholarship at different stages of their careers. In a well-functioning and supportive environment, the diversity of scholarly activities is recognized (e.g., see Halpern et al, 1998;O'Meara, 2005; see also Halpern & Reich, 1999;Myers & Waller, 1999), and all faculty are not pressured to have their scholarly activities fit one model.…”

Section: Scholarship Supportmentioning

confidence: 99%

Quality benchmarks in undergraduate psychology programs.

Dunn

McCarthy

Baker

et al. 2007

American Psychologist

View full text Add to dashboard Cite

Performance benchmarks are proposed to assist undergraduate psychology programs in defining their missions and goals as well as documenting their effectiveness. Experienced academic program reviewers compared their experiences to formulate a developmental framework of attributes of undergraduate programs focusing on activity in 8 domains: curriculum, assessment issues, student learning outcomes, program resources, student development, faculty characteristics, program climate, and administrative support. A continuum of performance was conceptualized for each attribute in each of the domains to characterize underdeveloped, developing, effective, and distinguished achievement for undergraduate programs. The authors hope to inspire a national conversation about program benchmarks in psychology in order to improve program quality, encourage more effective program reviews, and help optimally functioning programs compete more successfully for resources on the basis of their distinguished achievements.[A]lthough outcomes assessment and educational standards can aid in improving quality, in isolation they will fail. To succeed, they must be part of an integrated strategy with a heavy emphasis on the use of formative assessment for both teacher and learner.

show abstract

“…The majority of marketers, however, appeared concerned about the dislocation between research and practice and frequently called for closer ties while the reality was both side were and are drifting further apart. As early as 1977 the American Marketing Association and Marketing Science Institute convened a commission to evaluate the effect of research on marketing practice (Mentzer and Schumann 2006) the conclusion of which was that academic marketing had little if any impact on improving marketing practice (Myers et al 1980). According to McDonald (2003) much of marketing's current malaise is a symptom of this disconnection from the real world of commerce.…”

Section: The Scientific Marketermentioning

confidence: 99%

Reflections on the art-science debate

Εgan¹

2009

Mark. Rev.

View full text Add to dashboard Cite

This paper reflects upon the science versus art debate in marketing. It tracks the development of marketing science and the rationale for its promotion. The paper argues that marketing science has damaged marketing's credibility because data and methodology have dominated academic research at the expense of theory development and practical relevance. It also sees the scientific approach as a principal factor in the academic-practitioner divide. The paper concludes that despite the solid arguments in favour of the abandonment of the scientific platform too many scholars have a vested interest in the scientific approach for change to come about.

show abstract

Reflections on scholarship from the liberal arts academy.

Cited by 9 publications

References 12 publications

Is Psychology Losing Its Foundations?

Is Psychology Losing Its Foundations?

Quality benchmarks in undergraduate psychology programs.

Reflections on the art-science debate

Contact Info

Product

Resources

About