Academic literature on the topic 'Degree Discipline: Psychology'

The problem stated is conditioned by the professional training of future physiologists for teaching psychology in general educational institutions according to the norms of new Federal Educational Standards of Higher Education regulating the formation of the professional competences which are demanded for a Bachelor’s Degree holder to teach psychology in school, spread psychological literacy among students, estimate educational processes in school using the up-today methods and innovative technologies in teaching. These days the problem of the impact of the applied disciplines to the professional training of future psychologists remains in demand though being not investigated deep enough. The paper presents the outlook of practical experience of professional training of students taking the Bachelor’s Degree Program in Psychology at the Faculty of Pedagogy and Psychology of Nizhnevartovsk State University The author reveals the importance of the applied discipline “The Methods of Psychology Teaching in General Educational Institutions” and states the impact that the discipline provides to the professional training of future psychologists through pointing out the aims of the discipline the demands for the students’ results and achievements and the analysis of the discipline content and the teaching methods it requires. The article states the feasibility of integration of theoretical and practical training aspects while the discipline teaching that supposes planning the class activities in the way that provides the interrelation of theoretical knowledge and practical skills of the students. The approach stimulates students’ individual research work in the field of future profession, their individual development and ability to work out the information creatively.

the urgency of consideration of the semantic interaction of teachers and students through the development of their readiness for samoregulyatsiya competent regulatory support individual trajectory of professional and didactic actions on the basis of the integrative personal characteristics; the process of implementation of the program of interactive development of regulatory competence as a factor of semantic co-directed interaction of teachers and students of the master’s degree of the University in the course of teaching the discipline “Acmeological foundations of identity and meaning formation”is considered. Data on the results obtained and criteria for effective evaluation of the results of the process under study are presented. The substantiation of the concept of “educational semantic Elevator” implemented by students as a trajectory of individual and personal self-development in the conditions of psychological and pedagogical support from teachers and psychologists is presented;.semantic conditionality of development of regulatory competence in professionally directed didactic interaction of teachers and students of faculties of pedagogy and psychology in the course of studying of disciplines of a psychological and pedagogical cycle; qualitative characteristics of the co-directed semantic professionally significant didactic interaction. Abstract: the article deals with the process of implementation of the program of interactive development of regulatory competence as a factor of semantic co-directional interaction of teachers and students of the master’s degree in the course of teaching the discipline “acmeological basis of identification and meaning formation”. Provides information about the results obtained and the criteria for an effective evaluation of the results of the process under study. The substantiation of semantic conditionality of development of regulatory competence in professionally directed didactic interaction of teachers and students of faculties of pedagogy and psychology in the process of studying disciplines of psychological and pedagogical cycle is presented.

Secondary education is one key area in which academic disciplines build their identity and legitimacy in the public realm. The public image of a science is, of course, constructed by a variety of means and on different platforms, including the generalist media and the lively industry of scientific popularization. However, the school occupies a unique role in representations of science because of its greater degree of formal continuity with the academic environment. The successful institutionalization and maintenance of any discipline depends on it taking root, in some form at least, in the system of public instruction. Because education both fosters and depends on disciplinary reproduction, the concrete shape that school subjects take is of great consequence to the long-term development of related sciences.

The present article aimed, through the analysis of learning diaries, to discuss about the possibilities that a psychology university degree which promotes reflection and shelters students' thoughts and emotions can have in the training of psychology students. Were analyzed thirteen learning logs written by students of the sixth semester of an undergraduate degree course in Psychology enrolled in a discipline related to the Person Centered Approach.The logs were written based on the Sense's Version, after each class, with indication of free writing. Thematic Analysis was used, and from it six themes emerged that demonstrated the importance of building an academic context that promotes the facilitating conditions for personal and professional development. Palavras-chave : Psychology Degree; Learning Log; Reflection Process; Core Conditions to Facilitate Learning; Person Centered Approach.

It is well established that the number of males studying psychology in the UK, both at A–level and on degree courses, is disproportionately low compared to females. There is a paucity of research, however, which discusses how psychology is viewed by this group. The present study employed focus groups with 35 pre–tertiary males (some of whom were studying psychology and some of whom were not) to discuss their perceptions of the discipline in terms of its scientific status and gendered associations with females. A thematic analysis revealed that participants positioned psychology as ‘a sort’ of science, with a diverse subject base, much of which was not considered appropriate or relevant for males to study. The implications of this are discussed in terms of the inherent challenges it reveals in attracting men to study psychology, debating what could be done to make the discipline more appealing to males.

Acknowledgement of gender disparity in academia has been made in recent years, as have efforts to reduce this inequality. These efforts will be undermined if insufficient numbers of women qualify and are competitive for academic careers. The gender ratio at each graduate degree level has been examined in some studies, with findings suggesting that women’s representation has increased, and in some recent cases, achieved equality. These findings are promising as they could indicate that more women will soon qualify for early-career academic positions. Most of these studies, however, examine a specific—or narrow subset—of academic disciplines. Therefore, it remains unclear if these findings generalize across disciplines. Gambling researchers, and the graduate students they supervise, are a uniquely heterogeneous group representing multiple academic disciplines including health sciences, math, law, psychology, and sociology, among many more. Thus, gambling student researchers are a group who can be examined for gender equality at postgraduate levels, while reducing the impact of discipline specificity evident in previous investigations. The current study examined graduate-level scholarships from one Canadian funding agency (Alberta Gambling Research Institute), awarded from 2009 through 2019, for gender parity independent of academic discipline.

BackgroundPsychiatry and clinical psychology are the two dominant disciplines in mental health research, but the structure of scientific influence and information flow within and between them has never been mapped.MethodCitations among 96 of the highest impact psychiatry and clinical psychology journals were examined, based on 10 052 articles published in 2008. Network analysis explored patterns of influence between journal clusters.ResultsPsychiatry journals tended to have greater influence than clinical psychology journals, and their influence was asymmetrical: clinical psychology journals cited psychiatry journals at a much higher rate than the reverse. Eight journal clusters were found, most dominated by a single discipline. Their citation network revealed an influential central cluster of ‘core psychiatry’ journals that had close affinities with a ‘psychopharmacology’ cluster. A group of ‘core clinical psychology’ journals was linked to a ‘behavior therapy’ cluster but both were subordinate to psychiatry journals. Clinical psychology journals were less integrated than psychiatry journals, and ‘health psychology/behavioral medicine’ and ‘neuropsychology’ clusters were relatively peripheral to the network.ConclusionsScientific publication in the mental health field is largely organized along disciplinary lines, and is to some degree hierarchical, with clinical psychology journals tending to be structurally subordinate to psychiatry journals.

This paper explores the question of what an individual gains from having undertaken and completed an undergraduate (a 3-year bachelor) degree in psychology in the United Kingdom. It addresses the question in two ways. The first is by describing a set of skills and knowledge which an individual can be expected to acquire as a direct result of taking psychology as a subject. These fall into three groups: first, specific skills such as numeracy and literacy; second, knowledge resulting directly from the content of a psychology degree (bearing in mind that these can vary considerably in content and orientation); and third, synthetic skills derived from the epistemological characteristics of psychology as an academic discipline. The paper then goes on to discuss some of the more general outcomes of, or benefits from, the study of psychology. It addresses the question of psychology as a liberal education, and of the internalized and automatized nature of much psychological knowledge, since the latter often acts as a barrier to a full awareness of what an individual has actually gained from their course.

Although the fields of music psychology and music therapy share many common interests, research collaboration between the two fields is still somewhat rare. Previous work has identified that disciplinary identities and attitudes towards those in other disciplines are challenges to effective interdisciplinary research. The current study explores such attitudes in music therapy and music psychology. A sample of 123 music therapists and music psychologists answered an online survey regarding their attitudes towards potential interdisciplinary work between the two fields. Analysis of results suggested that participants’ judgements of the attitudes of members of the other discipline were not always accurate. Music therapists indicated a high degree of interest in interdisciplinary research, although in free text answers, both music psychologists and music therapists frequently characterized music therapists as disinterested in science. Music therapists reported seeing significantly greater relevance of music psychology to their own work than did music psychologists of music therapists. Participants’ attitudes were modestly related to their reported personality traits and held values. Results overall indicated interest in, and positive expectations of, interdisciplinary attitudes in both groups, and should be explored in future research.

This essay addresses a nursing discipline- specific approach to teaching a course about lifespan growth and development. This course may be a requirement for the baccalaureate degree in nursing, offered as a pre-requisite to the nursing major or relevant content may be integrated into clinical courses. Noteworthy is that the content for the course frequently is drawn from the field of developmental psychology. In this essay, I offer a nursing-discipline specific approach guided by Meleis’ transitions framework and the Roper-Logan-Tierney model of nursing based on activities of daily living.

Nesta pesquisa, embasada teoricamente em uma perspectiva crítica em Psicologia Escolar, fundamentada no pensamento marxista, visamos investigar contribuições da Psicologia Escolar para a formação inicial de professores, tendo a disciplina Psicologia da Educação como expressão de discussões relativas ao processo de escolarização, proferidas neste campo do conhecimento. Nesse sentido, indagamos: que contribuições a Psicologia Escolar oferece atualmente para a formação de professores? De que modo reflexões realizadas no campo da Psicologia Escolar, que apresentam como foco de análise o processo de escolarização, estão presentes em discussões realizadas na disciplina Psicologia da Educação? O trabalho de campo envolveu a realização de: a) entrevistas individuais com docentes de duas disciplinas de Psicologia da Educação, ministradas em cursos de Licenciatura em Pedagogia e demais Licenciaturas, oferecidas na Faculdade de Educação em uma universidade pública no Estado de São Paulo, e com os coordenadores destes cursos; b) entrevistas em grupo com estudantes de tais disciplinas; c) observação às aulas destas disciplinas, durante um semestre letivo. Foi possível identificar que as disciplinas investigadas expressam discussões realizadas ao longo do movimento crítico no campo da Psicologia Escolar, ao abordarem temas como: a) fracasso escolar com questionamento de tradicionais teorizações sobre o fracasso e explicitação de elementos sociais, políticos e institucionais que constituem o processo de escolarização; b) queixa escolar com a problematização da atribuição de suas causas a fatores centrados no indivíduo e da patologização da queixa escolar, situando-a no processo de medicalização da Educação; c) relações intersubjetivas que constituem a vida diária escolar atentando para os efeitos de condições objetivas do processo de escolarização na vida dos sujeitos, bem como do reducionismo de questões sociais ao âmbito individual, por meio do qual as dimensões social e política desse processo deixam de ser consideradas, de modo a se culpabilizar os alunos, sua família ou os professores pelos problemas de escolarização. Diante da crítica ao psicologismo na Educação subjacente ao modo como a Psicologia se insere, historicamente, na formação inicial de professores, bem como à primazia do estudo sobre o desenvolvimento humano e a aprendizagem nesta disciplina, identificados hegemonicamente como alicerce das contribuições da Psicologia da Educação para a formação docente, enfatizamos a relevância de se propiciar a discussão de questões proferidas na Psicologia Escolar que expressam o deslocamento de seu foco de análise da centralidade no indivíduo para a reflexão sobre o processo de escolarização, compreendido em sua complexidade, e as relações entre os sujeitos (históricos) que constituem a vida diária escolar. Defendemos, enfim, a proposição de que a disciplina Psicologia da Educação pode consistir em importante aliada na luta pela humanização das relações escolares e pela Educação pública de qualidade , tendo como alicerce discussões no campo da Psicologia Escolar voltadas para a explicitação do caráter ideológico de teorizações psicológicas naturalizantes e a problematização de estereótipos e preconceitos cientificamente legitimados que atravessam as relações escolares, bem como do reducionismo de questões socialmente constituídas ao âmbito individual, propiciando com que estes professores (como essenciais aliados nesta luta) busquem com isso não compactuar
This research, which was based on a critical view of School Psychology, and it was also grounded on the Marxist line of thought. We have the aim of investingating the contribution of School Psychology to early education and to the graduation of teachers, who attended School Psychology classes as an expression of related discussions in the learning process, in this field of knowledge. In this sense, we asked the following questions: What is School Psychologys contribution for teachers graduation? In what way reflections in the School Psychology field, which are the main focus of the analysis of the teaching process, are present in the discussions that take place in School Psychology classes? Our field work included: a) interviewing individuals who were attending two School Psychology classes, which is an integrating part of the teachers graduation course and other teaching courses at the Education Faculty of a public University in the State of São Paulo, together with the coordinators of these courses. B) Interviewing groups of students attending these classes; c) observing these classes during the semester. As we did so, it was possible to identify that the subject matter expresses the discussions that took place throughout the critical movement in the field of School Psychology as the following themes were discussed: a) school failure with the traditional questioning of theorization about school failure and the explanation of the social, political and institutional elements that are part of the learning process; b) educational complaints educational problems and its causes, which are centered in the individual and in the pathology of educational complaints, placing it in the education medicalization process c) inter subjective relations that contribute to school daily life paying attention to the effects of objective conditions in the learning process in the subjects life as well as the reductionism of social matters in an individual scope through which the social dimensions and politics of this process are not being considered, thus making students, their families, or the teachers accountable for educational problems. Facing the criticism of trying to psychologize education which is subjacent to the way psychology is historically inserted in the early graduation process of teachers as well as the primary importance of human development and learning in this subject, which are identified as the foundation of School Psychologys contribution for the graduation of teachers. We would like to emphasize the relevance allowing discussions in the School Psychology field that express its movement from its analysis focus in individual centrality to reflections about the teaching process, to be understood in its complexity, and the relations among individuals (their history) that contribute to school daily life. Here we defend the proposition that the School Psychology discipline can be an important allied in the fight for humanization of school relations and for quality public education, all these grounded on discussions in School Psychology with the focus on the explanation of the ideological character of naturalizing psychological theories and the problematization of stereotypes and biases which are scientifically legitimated throughout all school relations, as well as the reductionism of social questions around the individual scope, thus, making it possible for these teachers (since they are essential allies in this fight) to try not to pact

The textbook contains systematized information about psychological, socio-cultural, historical-ethnographic, psychobiological and other aspects of the development of a person changing over time. The first section is devoted to general theoretical problems of developmental psychology, the second to the analysis of different ages. The comprehensive nature of the manual makes it possible to solve the problems of formation in the professional consciousness of a stable complex of scientific categories and concepts, with the help of which the factual diversity of manifestations of the mental life of a developing person is described in psychology; familiarization with classical and modern interpretations of human development, with different variants of psychological interpretation of its essence, nature, mechanisms, driving forces and contradictions; disclosure of dialectics and phenomenology of the formation of a person as a cultural and historical subject; formation of ideas about the complexity and ambiguity of the evolution of a child as a human being; understanding the basic laws of the formation of personality and individuality of a person at each stage of its development. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for the study of the discipline "Developmental psychology, age psychology" during the professional training of psychologists in universities and is aimed at students of bachelor's and master's degrees in psychology faculties of classical and pedagogical universities, humanities and medical universities, as well as graduate students, psychology teachers and practical psychologists who are improving their qualifications in the field of age psychology.

Speech science has a history of over 120 years. In addition to the self-image of the discipline, this book focuses on everything that makes the subject so attractive: With its vital research and teaching subject, speaking and people talking to each other, it is both application-oriented and up-to-date. This explains the continuing high level of interest among students, research partners, and practical professional fields in education, art, media, counseling, therapy, and prevention. With study locations in Halle, Jena and Marburg, Speech Science is represented throughout Germany. As an interdisciplinary research and working subject with links to linguistics, medicine, pedagogy, psychology, politics and sociology, among others, there are also diverse collaborations in research, teaching and practice. This volume offers surprising insights into the diversity of speech science – from its history to the present to an outlook on what will be possible in the future. Susanne Voigt-Zimmermann holds a degree in speech science. After scientific, speech-educational, and clinical-therapeutic activities at the universities of Jena, Heidelberg, and Magdeburg, she has been a professor of speech science at the Department of Speech Science and Phonetics at Martin Luther University Halle-Wittenberg since 2017.

Childless uncovers the voices and experiences of childless women from the past 500 years and puts them in conversation with research from a broad range of disciplines, from psychology to philosophy to sociology. It addresses two main questions: What are the pathways to childlessness, and how do childless individuals flourish? Eschewing two dominant narratives—that the childless are either barren and alone or that they are carefree and selfish—it views childless individuals as complicated human beings with nuanced life stories. The pathways to childlessness, so often labeled simply “choice” and “circumstance,” are far more complex and interweaving. Childless examines issues including regret, old age, attitudes toward childlessness, the household, and legacy. Every year, over 80,000 American women with an advanced degree reach age 45 without having given birth. Thousands more debate whether or not to have children. The childless might think that they’re living in a unique situation with little to guide them. But, in reality, they can turn to the vast human experience with childlessness for inspiration, warnings, and guidance.

Many people are interested in pursuing a career in mental health but may be uncertain about career options. This book helps to identify the best educational path for their interests and prepare for success. Throughout, mental health professionals share inspiring wisdom to build realistic expectations and highlight key decision points. Comprehensive information about the disciplines of counseling, marital/couples and family therapy, psychology, psychiatry, psychiatric nursing, and social work is provided, along with an expansive array of job possibilities. Practical guidance about master’s versus doctoral degrees, graduate admissions success, educational costs, and salary projections is offered. Readers learn about how diversity and inclusion issues as well as laws and ethics impact mental health and how to prevent career burnout. Thought-provoking chapters promote balanced respect for both the healing art and the science of mental health and forecast innovations that will shape the field into the future. Finally, multimedia resources are recommended to boost career preparedness.

AbstractBased on evidence and theory, we state that facilitating and supporting people’s meaning-making processes are health promoting. Hence, meaning-in-life is a salutogenic concept.Authors from various disciplines such as nursing, medicine, psychology, philosophy, religion, and arts argue that the human search for meaning is a primary force in life and one of the most fundamental challenges an individual faces. Research demonstrates that meaning is of great importance for mental as well as physical well-being and crucial for health and quality of life. Studies have shown significant correlations between meaning-in-life and physical health measured by lower mortality for all causes of death; meaning is correlated with less cardiovascular disease, less hypertension, better immune function, less depression, and better coping and recovery from illness. Studies have shown that cancer patients who experience a high degree of meaning have a greater ability to tolerate bodily ailments than those who do not find meaning-in-life. Those who, despite pain and fatigue, experience meaning report better quality-of-life than those with low meaning. Hence, if the individual finds meaning despite illness, ailments, and imminent death, well-being, health, and quality-of-life will increase in the current situation. However, when affected by illness and reduced functionality, finding meaning-in-life might prove more difficult. A will to search for meaning is required, as well as health professionals who help patients and their families not only to cope with illness and suffering but also to find meaning amid these experiences. Accordingly, meaning-in-life is considered a vital salutogenic resource and concept.The psychiatrist Viktor Emil Frankl’s theory of “Will to Meaning” forms the basis for modern health science research on meaning; Frankl’s premise was that man has enough to live by, but too little to live for. According to Frankl, logotherapy ventures into the spiritual dimension of human life. The Greek word “logos” means not only meaning but also spirit. However, Frankl highlighted that in a logotherapeutic context, spirituality is not primarily about religiosity—although religiosity can be a part of it—but refers to a specific human dimension that makes us human. Frankl based his theory on three concepts: meaning, freedom to choose and suffering, stating that the latter has no point. People should not look for an inherent meaning in the negative events happening to them, or in their suffering, because the meaning is not there. The meaning is in the attitude people choose while suffering from illness, crises, etc.

One of the biggest challenges for someone interested in pursuing a career in mental health is to determine which discipline and degree path is the best fit for their particular interests, academic background, timeline, and budget. The goal of this chapter is to provide the information needed to make this decision. A summary of each of the following major disciplines is provided: counseling, marital/couples and family therapy, psychology, psychiatry, psychiatric nursing, and social work. For each discipline there is an overview of what makes it distinct from the others, as well as details on graduate school admissions criteria for that discipline, licensure pathways, subspecialties, and suggestions regarding the best fit with specific interests. Implications of master’s versus doctoral degrees are also presented. Finally, resources for learning more about each discipline and the associated professional organizations are recommended.

The formation of cadets' legal competencies during their studies at a maritime university is determined by pedagogical conditions, which are developed by teachers in stages, depending on the content of legal disciplines. During the period of study at the university, cadets first get acquainted with the discipline "Jurisprudence" in the first year. The objective of the course is to develop universal and general professional competencies in the field of legal regulation among cadets, which determine the content of the norms of Russian and international law, taking into account conditions, resources and restrictions. The degree of quality of maritime specialist training depends on the level of professional competence development, which includes legal competencies in the field of Russian and international law. However, the course of the discipline "Jurisprudence" includes general rules of law and does not determine the specifics of the training of cadets in maritime law. Thus, the author proposes in the study the pedagogical conditions for the formation of legal competencies in the study of the discipline "Jurisprudence" and an assessment of their effectiveness. The purpose of the study is to develop criteria and indicators for assessing the levels of formation of legal competencies of cadets in the first year. The object of research is the process of developing diagnostics of pedagogical conditions for the formation of legal competencies. The subject of the study is the assessment of the levels of formation of legal competencies of cadets. The author proposes a system for diagnosing legal competencies, which collectively form a part of the professional competence of a maritime university graduate.

Health psychology is concerned with understanding human behaviour in the context of health, illness, and health care. It is the study of the psychological factors, which determine how people stay healthy, why they become ill, and how they respond to illness and health care. Health psychology has emerged as a separate discipline in the past 30 years and there are many reasons for its rapid development. An important background factor is the major change in the nature of health problems in industrialized societies during the twentieth century. Chronic illnesses such as heart disease and cancer have become the leading causes of death, and behavioural factors such as smoking, diet, and stress are now recognized as playing a major role in the aetiology and progression of these diseases. The provision of health care has grown enormously and there is an increased awareness of good communication as a central ingredient of medical care and of the importance of such factors as patient satisfaction and quality of life as key outcomes in evaluating the efficacy of medical interventions. Although health psychology has developed over a similar time period to general hospital/liaison psychiatry and shares some common areas of interest, there are some clear differences between these two fields. Liaison psychiatry has a primary focus on hospital patients, particularly those experiencing psychological difficulties in the face of a physical health problem. In contrast, health psychology has a much broader focus on both healthy and ill populations and on the psychological processes that influence their level of health or their degree of adaptation to disease. Whereas health psychology has been mainly concerned with developing explanations based on theory, for health-related and illness-related behaviour, liaison psychiatry has concentrated on the diagnosis and treatment of either unexplained symptoms or psychiatric disorders occurring in people with medical conditions (see the other chapters in Part 5 of this volume). In this chapter we provide an overview of the main themes and areas in health psychology. Four broad areas of behaviour will be reviewed, namely behavioural factors influencing health, symptom and illness behaviour, health care behaviour, and treatment behaviour. Inevitably such an overview is selective and the interested reader should seek out a more comprehensive introductory text or more in-depth accounts of specific areas.

This book explored a range of theories, concepts, models and ideas that shape how we think about tourism, the way we do. In doing so, it revealed that tourism is a true multi-discipline. It is informed by such core disciplines as geography, anthropology, sociology, psychology, economics, leisure and demography, as well as by a multitude of other disciplines and fields of study as identified in Chapter 2. Historically, though, tourism studies has been beset by a high degree of silofication – a varied field of study examined strictly within the confines of individual disciplinary silos. Even when attempts have been made to be multi- disciplinary, the results have often been less than satisfactory, for usually one school of thought dominates, while others are placed in subservient roles. Add to this the force field of tourism, and it is not surprising that tourism studies have been labelled as fragmented and disjointed, typified by multiple communities of discourse with historically little cross-fertilization between communities.

Concerned with formations, the second chapter is devoted to historical scenes in the development of behavioral biology around 1900. The latter discipline systematized knowledge about swarms by relying on physical instead of then popular social models of interaction, e.g. in mass psychology. It developed a genuinely ‘biological gaze’ that was determined to study animal collectives in terms of the ‘systemic’ nature of their inter-individual behavior. Techniques and media for gathering data thus gained a new degree of relevance, replacing the human sensory apparatus, which perceived little more than noise, and traditional systems for recording information (diaries, hand-written observations), which could not deal with the abundance of data.

The Cambridge Economics Tripos (an honours degree) was created in 1903 by detaching the teaching of economics in Cambridge from the Moral Sciences Tripos, a broad degree including logic, psychology, and politics and ethics. To understand why Alfred Marshall sought to detach the teaching of economics in this way we need to understand both the nature of this undergraduate programme of study, as well as the model that he sought to emulate: the Mathematical Tripos. This had been until mid-century the primary Cambridge qualification, and rather than a training in mathematics per se, its examination sought to foster a particular intellectual discipline. Students were trained in groups, usually by non-college private ‘coaches’, who drilled students in techniques with whose aid they might solve the questions put to them during several days of examinations. Good students became adept at the speedy selection of the appropriate technique and its application to a given problem. By contrast, the Moral Sciences Tripos was organised around the interpretation of set (canonical) books, and so did not foster this problem-solving approach.

Behavioural economics is an established field. Still it carries the premises that the actions of corporate players are only to a minor degree led by self-interest, rationality, and self-discipline. Bias portrayed throughout behavioural economics offers an alternative to rational-theoretical standard theory as it allows predictions about the systematic deviation from the prognosis of the homo economicus’ actions. The reception of the findings of systematic research on the basis of human behaviour in modern psychology, neurology, or behavioural economics in corporate and capital market law enables its continuing development. The intention is to assume that non-legal arguments, complying with the standard of their respective scientific field, can be adopted for the development of corporate law. Therefore, the core of the chapter addresses the question of how the development of corporate law will occur under the consideration of findings from adjacent research fields such as behavioural economics.

This chapter presents current research insights into the selection of heuristic inquiries for a doctoral-level inquiry. Heuristic inquiry within social science research allows for self-as-subject representations in search of the essential meaning of phenomena or constructs explored and through the analysis of the individual experience, results may inform larger sociocultural contexts. While receptivity of heuristic inquiry as rigorous doctoral-level research varies by discipline and institution, the research design in doctoral education remains widely accepted for doctoral-level inquiry as it often appeals to the doctoral scholar due to the deep introspection expected in the phases of analysis. While heuristic inquiry emerged within psychology, doctoral scholars use the introspective research design across fields of study, the doctoral degree program, and institution to meet all institutional requirements and ethical assurances. Like autoethnography, the relational aspects between doctoral scholar and research supervisor are vital to successful heuristic inquiry and the doctoral scholar's development as a new investigator.

Teaching a foreign language of a specialty in the bachelor's system is becoming more and more practice-oriented. The purpose of the study is to develop and scientifically substantiate a methodology for teaching a foreign language with elements of professionalization on the basis of identifying and comparing the national Russian culture code of goods and services and the national code of goods and services of the foreign language culture of the country of the foreign language being studied. The results of the conducted pedagogical experiment allow us to conclude that it is possible to increase the effectiveness of teaching students in the sphere of advertising and public relations by including the presented methodology in the curriculum for the discipline «Professional communication in English», as well as, when teaching other languages in the systems of bachelor's and master's degrees.

It has been widely documented that many undergraduate students demonstrate antipathy towards statistics. This paper documents the findings from an investigation of statistics education in a sport and exercise science department at The University of Chichester in the UK. Sports science is a multidisciplinary subject that encompasses biomechanics, physiology, and psychology. The university had a suite of four programmes each with a different emphasis in terms of subject discipline. Academics’ use and interpretation of statistics are influenced by their subject specialism within sports science. The investigation evaluated the differences in examination performance between degree programmes, gender and previous mathematics achievement. Findings from the analysis of examination results found mathematics qualification to significantly affect achievement in statistics examinations. Qualitative analysis provided contextual detail that support the need for professional and pedagogic development.