Hostname: page-component-848d4c4894-cjp7w Total loading time: 0 Render date: 2024-07-02T15:40:03.565Z Has data issue: false hasContentIssue false
  • English
  • Français

Where Has All the Psychology Gone? (Twenty Years Later)

Published online by Cambridge University Press:  22 November 2017

Michael J. Zickar  and
Scott Highhouse
Michael J. Zickar*
Affiliation:
Bowling Green State University
Scott Highhouse
Affiliation:
Bowling Green State University
*
Correspondence concerning this article should be addressed to Michael J. Zickar, Department of Psychology, Bowling Green State University, Bowling Green, OH 43403. E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Extract

Aguinis et al. (2017) contribute interesting analyses of cited sources in contemporary undergraduate industrial-organizational (I-O) psychology textbooks and continue their ongoing investigation into the long-term viability of I-O psychology as a unique discipline (see Aguinis, Bradley, & Brodersen, 2014). These analyses, conducted by authors who are members of business schools, attempt to answer questions related to the nature of work conducted by I-O psychologists, comparing the quality and importance of work conducted by faculty in business schools with that conducted by faculty in psychology departments. One of their general themes is that members of business schools are conducting important research that is influencing the future of I-O psychology by overtaking undergraduate textbooks. As such, the article has the feel of a conquering hero taunting its vanquished foe.

Type
Commentaries
Information
Industrial and Organizational Psychology , Volume 10 , Issue 4 , December 2017 , pp. 616 - 621
Copyright
Copyright © Society for Industrial and Organizational Psychology 2017 

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

Aguinis, H., Bradley, K. J., & Brodersen, A. (2014). Industrial–organizational psychologists in business schools: Brain drain or eye opener? Industrial and Organizational Psychology: Perspectives on Science and Practice, 7, 284–303. doi:10.1111/iops.12151 Google Scholar
Aguinis, H., Ramani, R. S., Campbell, P. K., Bernal-Turnes, P., Drewry, J. M., Edgerton, B. T. (2017). Most frequently cited sources, articles, and authors in industrial-organizational psychology textbooks: Implications for the science-practice divide, scholarly impact, and the future of the field. Industrial and Organizational Psychology: Perspectives on Science and Practice, 10 (4), 507–557.Google Scholar
Cucina, J. M., Hayes, T. L., Walmsley, P. T., & Martin, N. R. (2014). It is time to get medieval on the overproduction of pseudotheory: How Bacon (1267) and Alhazen (1021) can save industrial–organizational psychology. Industrial and Organizational Psychology, 7 (3), 356–364.Google Scholar
Friga, P. N., Bettis, R. A., & Sullivan, R. S. (2003). Changes in graduate management education and new business school strategies for the 21st century. Academy of Management Learning & Education, 2 (3), 233–249.Google Scholar
Highhouse, S., & Zickar, M. J. (1997). Where has all the psychology gone? The Industrial-Organizational Psychologist, 35 (2), 82–88.Google Scholar
Hooijberg, R., & Choi, J. (2000). From selling peanuts and beer in Yankee stadium to creating a theory of transformational leadership: An interview with Bernie Bass. Leadership Quarterly, 11, 291–306.Google Scholar
Lawler III, E. E., Cranny, C. J., Campbell, J. P., Schneider, B., MacKinney, A. C., Vroom, V. H., & Carlson, R. E. (1971). The changing role of industrial psychology in university education: A symposium. Professional Psychology, 2, 2–22.Google Scholar
Lowman, R. L., Kantor, J., & Perloff, R. (2007). A history of I-O psychology educational programs in the United States. In Koppes, L. L. (Ed.), Historical perspectives in industrial and organizational psychology (pp. 111–137). Mahwah, NJ: Erlbaum.Google Scholar
O'Donnell, J. M. (1979). The crisis of experimentalism in the 1920s: E. G. Boring and his uses of history. American Psychologist, 34 (4), 289–295.Google Scholar
Smith, P. C., & Kendall, L. M. (1963). Retranslation of expectations: An approach to the construction of unambiguous anchors for rating scales. Journal of Applied Psychology, 47, 149–155.Google Scholar