The November 2019 special issue of Canadian Psychology/Psychologie canadienne focuses on how academia, research, and graduate training have changed in the 21st century and the adaptations these changes require.
Editor Vina Goghari takes a closer look at the issue’s significance and presents a few key takeaways.
What is the special issue about?
Drawing on two recent summits hosted by the Canadian Psychological Association, the articles in this special issue of Canadian Psychology/Psychologie canadienne focus on how academia, research, and graduate training have changed in the 21st century and the adaptations these changes require.
In “What’s Needed and What’s Next for Canada’s Research Community? A Summit for Scientists/Researchers Working In or Outside of Academia,” Lisa Votta-Bleeker provides a synopsis of the summit held in Ottawa, Canada (May 6–7, 2019).
Stewart Donaldson underlines the importance of training psychologists to pursue careers in a variety of sectors and describes a unique professional training program at Claremont Graduate University for students interested in academic and nonacademic careers in psychology.
Sam Mikail and Ian Nicholson summarize the National Conference on the Future of Professional Psychology Training (Montreal, Canada, May 7–9, 2019), along with five articles reflecting themes that Canadian psychologists have rated as areas that merit further consideration.
Although this special issue focuses on the training landscape in psychology in Canada, many of the changes discussed apply to other disciplines and nations. Many of the problems, discussions, and potential solutions described in this special issue may serve as food for thought for broad contexts.
What is the significance of the issue?
There is a broad recognition that graduate training is fundamentally important. Unfortunately, the training communities have not dedicated much time to discussing issues that more globally affect us.
Many of the key underpinnings of research, academia, and graduate training have changed substantially over the last 20 years, which will ultimately require fundamental transformation in the profession and training.
This special issue discusses the research, academic, and training landscape of psychology in Canada in a holistic and inclusive manner, as the topics were derived by the community and discussed at the two training summits.
Tell us about a few key takeaways and practical implications of the articles featured in the special issue.
The special issue paints a clear picture of how many key underpinnings of research, academia, and graduate training have changed substantially in the last 20 years and the ways that these changes will ultimately force innovation in our profession and training.
There is a renewed focus on equity, diversity, and inclusivity for new investigators, contract versus permanent faculty, and equity-seeking or underrepresented groups. There is a shared recognition that training graduate students is one of the most important duties of the profession. Given that many trainees do not want academic careers, it is imperative to train them for alternative career pathways.
Such summits, conversations, and special issues can provide catalysts for change in the psychological community. Psychologists must be advocates and active agents in this changing landscape.
Citation
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Goghari, V. M. (2019). Spotlight on graduate education, research, and professional training in psychology. Canadian Psychology/Psychologie canadienne, 60(4), 215–218. http://dx.doi.org/10.1037/cap0000194
Special Issue
Note: This article is in the Educational Psychology, School Psychology and Training topic area. View more articles in the Educational Psychology, School Psychology and Training topic area.