No abstract

One hundred and forty-seven psychology postgraduates from 60 UK universities completed an online survey. The survey aimed to examine the experiences of psychology postgraduates around teaching and to provide an initial benchmark against which future developments in their support could be measured. This report explores respondents' experiences of teaching, training and support they receive as well as how they balance the roles of teaching and research. Findings indicate that while generally the experiences of postgraduates in teaching are good, concerns are evident in relation to marking, preparation, time and dealing with difficult students. Problems with time were found often to be associated with marking and preparation. Remuneration for time spent on teaching was also an issue. Findings suggest that postgraduates could benefit from clearer and more realistic guidance. Significant differences were found between teaching tasks undertaken by respondents at pre and post 1992 institutions and postgraduates at post 1992 institutions more often exceed assigned teaching hours.

No abstract

No abstract

The development of intercultural competence in higher education students is widely seen as desirable yet the processes involved in this development are not fully understood. This chapter sets out the position that the development of intercultural competence in students is dependent upon their undergoing some shift in their identity by actively engaging in ‘transformative learning'. Focusing on the UK context, the authors contend that this transformational process is fraught with challenges and involves several key psychological and interpersonal factors which are not widely acknowledged (including positioning, cultural voyeurism and repressive tolerance). These can involve acute discomfort for the student as s/he develops a critical awareness of power relations and of their place within them. The chapter concludes that ongoing dialogue and dispute in the context of criticality embedded in the curriculum are necessary to support the student in this transformative learning experience.