Hostname: page-component-cd9895bd7-gvvz8 Total loading time: 0 Render date: 2024-12-20T19:14:47.709Z Has data issue: false hasContentIssue false
  • English
  • Français

Educating Industrial–Organizational Psychologists: Lessons Learned From Master's Programs

Published online by Cambridge University Press:  07 January 2015

Janet L. Kottke ,
Elizabeth L. Shoenfelt  and
Nancy J. Stone
Janet L. Kottke*
Affiliation:
California State University, San Bernardino
Elizabeth L. Shoenfelt
Affiliation:
Western Kentucky University
Nancy J. Stone
Affiliation:
Missouri University of Science and Technology
*
E-mail: [email protected], Address: Department of Psychology, California State University, San Bernardino, CA 92407
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Commentaries
Information
Industrial and Organizational Psychology , Volume 7 , Issue 1 , March 2014 , pp. 26 - 31
Copyright
Copyright © Society for Industrial and Organizational Psychology 2014

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Bott, J. P., Stuhlmacher, A. F., & Powaser, P. R. (2006). The invisible pipeline: I-O at the undergraduate level. The Industrial-Organizational Psychologist, 44(2), 123–127.Google Scholar
Byrne, Z. S., Hayes, T. L., McPhail, S. M., Hakel, M. D., Cortina, J. M., & McHenry, J. J. (2014). Educating industrial–organizational psychologists for science and practice: Where do we go from here? Industrial and Organizational Psychology: Perspectives on Science and Practice, 7(1), 2–14.CrossRefGoogle Scholar
Dunnette, M. D. (1966). Fads, fashions, and folderol in psychology. American Psychologist, 21(4), 343.CrossRefGoogle ScholarPubMed
Dunnette, M. D. (1984, November). Fads, fashions, & folderol revisited. The Industrial-Organizational Psychologist, 22, 11–19.Google Scholar
Dunnette, M. D. (1990). Blending the science and practice of industrial and organizational psychology: Where are we and where are we going? In Dunnette, M. D. & Hough, L. M. (Eds.), Handbook of industrial and organizational psychology (2nd ed., Vol. 1). Palo Alto, CA: Consulting Psychologists Press.Google Scholar
Erffmeyer, E. S., & Mendel, R. M. (1990). Master's level training in industrial/organizational psychology: A case study of the perceived relevance of graduate training. Professional Psychology: Research and Practice, 21(5), 405. doi: 10.1037/0735-7028.21.5.405CrossRefGoogle Scholar
Guion, R. M. (1994, August). Academic fads and fashions and the decline of doctoral education. In K. S. Shultz (Chair & Discussant), Undergraduate and graduate education in I/O psychology: What next? Symposium conducted at the annual meeting of the American Psychological Association, Los Angeles, CA.Google Scholar
Gutman, A., Koppes, L. L., & Vodanovich, S. J. (2010). EEO law and personnel practices (3rd ed.). New York, NY: Routledge, Taylor & Francis.CrossRefGoogle Scholar
Highhouse, S., & Zickar, M. J. (1997). Where has all the psychology gone. The Industrial-Organizational Psychologist, 35, 82–85.Google Scholar
Hogan, R., Chamorro-Premuzic, T., & Kaiser, R. B. (2013). Employability and career success: Bridging the gap between theory and reality. Industrial and Organizational Psychology, 6(1), 3–16.CrossRefGoogle Scholar
Kottke, J. L. (1994, August). Training scientist-practitioners at the master's degree level. In K. S. Shultz (Chair & Discussant), Undergraduate and graduate education in I/O psychology: What next? Symposium conducted at the annual meeting of the American Psychological Association, Los Angeles, CA.Google Scholar
Kottke, J. L., Shoenfelt, E. L., & Stone, N. J. (2013). [Rewarding, Ability, and Willingness components of internships]. Unpublished raw data.Google Scholar
Shoenfelt, E. L., Kottke, J. L., & Stone, N. J. (2012). Master's and undergraduate I/O internships: Data-based recommendations for successful experiences. Teaching of Psychology, 39(2), 100–106. doi: 10.1177/0098628312437724CrossRefGoogle Scholar
Shoenfelt, E. L., Stone, N. J., & Kottke, J. L. (2013). Internships: An established mechanism for increasing employability. Industrial and Organizational Psychology: Perspectives on Science and Practice, 6, 24–28. doi: 10.1111/iops.12004CrossRefGoogle Scholar
Shultz, K. S., & Kottke, J. L. (1997). The master's thesis in applied psychology training. Teaching of Psychology, 23, 166–168.Google Scholar
Tett, R. P., Brown, C., Walser, B., Simonet, D. V., Davis, J. B., Tonidandel, S., & Hebl, M. (2012). The 2011 SIOP I-O psychology graduate program benchmarking survey: Overview and selected norms. The Industrial-Organizational Psychologist, 50(2), 25–37.Google Scholar
Tett, R. P., Walser, B., Brown, C., Simonet, D. V., & Tonidandel, S. (2013). 2011 SIOP graduate program benchmarking survey: Part 3: Curriculum and competencies. The Industrial-Organizational Psychologist, 50(4), 69–90.Google Scholar
Trahan, W. A., & McAllister, H. A. (2002). Master's level training in industrial/organizational psychology: Does it meet the SIOP Guidelines? Journal of Business and Psychology, 16(3), 457–465.CrossRefGoogle Scholar