Psychology and Disruptive Technologies

Programme Learning Outcomes

Upon successful completion of this programme of study, graduates will be able to demonstrate:

• detailed understanding of the theory, concepts and methods of enquiry pertaining to Psychology and human behaviour, which includes, for examples, familiarity with core components of the discipline, major theoretical perspectives, research methodologies, empirical findings and historical trends in psychology, and also knowledge of operational characteristics of a broad range of computing, statistics and technologies (disruptive, data); Understanding of the broad application of transversal skills (e.g. digital literacy, data handling) in their academic and research scholarship and in the workplace and other settings;

• an understanding of the need for the highest ethical standards of practice in psychology and in the application of disruptive technologies in varied settings; recognise, understand and respect the complexity of sociocultural and international diversity; interact effectively and sensitively with people from diverse backgrounds and cultural perspectives; understand how privilege, power and oppression may effect prejudice, discrimination and inequity; understand that, as part of a team, it is important to consider the opinions of other members and to put in place a plan/design/process that is cognisant of these opinions;

• understanding and application of psychological principles to personal, social, organisational and everyday issues; an ability to: describe major applied areas of psychology; articulate how psychological principles can facilitate change using disruptive technologies; recognise that ethically complex situations may develop in the application of psychological principles and innovative and disruptive technologies; identify appropriate applications of psychology in solving problems, such as: the pursuit and effect of healthy lifestyles; factors affecting psychological health, difficulties and disorders; psychological tests and measurements; psychology based interventions in varied settings and their empirical evaluation; develop a holistic knowledge of computing, statistics and technologies (disruptive, data);

• knowledge and understanding of basic research methods in psychology, including research design, data analysis and interpretation. An ability to: describe the basic characteristics of the science of psychology, including its application to the study of disruptive technologies; explain different research methods used by psychologists, computer scientists and those working at the forefront of disruptive technologies; evaluate the appropriateness of research conclusions; design and conduct appropriate studies to address psychological questions; follow the Psychological Society of Ireland code of ethics in the treatment of human and nonhuman participants; generalise research conclusions appropriately; and adapt established methods of data analysis to new sectors and disruptive technology scenarios. An ability to programme and use, develop and innovate with software applications contained in devices, such as mobile phones, web applications, computer games, etc.;

• a respect for and use of transversal skill sets such as critical and creative thinking, sceptical enquiry, logical argument, analytical reasoning and, when possible, the scientific approach to solve problems related to behaviour and mental processes; algorithm selectivity; and the ability to apply qualitative and quantitative approaches of enquiry to reasoning (problem identification, solution planning) in applied contexts in the field of Psychology and Disruptive Technologies;

• the ability, knowledge, skills and competencies to communicate effectively in a variety of formats to expert and non-expert audiences; effective writing skills in various formats and for various purposes; effective oral communication skills in various formats; effective interpersonal communication skills; an ability to collaborate effectively with diverse stakeholders, including industry; an ability to use advanced skills to conduct research; an ability to use computer programming skills, and skill sets to use and innovate using software contained in devices, such as mobile phones, web applications, computer games, etc.;

• an ability to: pursue realistic ideas about how to apply knowledge of psychology (e.g., decision strategies, life-span processes, psychological assessment) and disruptive technology (e.g., data analytics etc.) to formulating career choices; identify the relevant academic and industry experience and performance to be effective at entry-level in the work-force and/or that enable entry to NFQ level 9/10 awards; describe preferred career paths based on accurate self- assessment of abilities, achievement, motivation and work habits; identify and develop skills and experiences relevant to achieving career goals; understand the importance of lifelong learning and personal flexibility to sustain personal and professional development;

• an ability to: develop insight into their own and others’ behaviour and mental processes; apply effective strategies for self-management and self-improvement using disruptive technologies; reflect on their experiences and find meaning in them; apply psychological principles to promote personal development; enact self-management strategies that maximise healthy outcomes; display high standards of personal integrity with others; display an awareness of the need to update, broaden or deepen their knowledge/skill set through research, academic, industry or professional training; independently acquire further expertise and to ensure that the use of this expertise complies with the ethical standards of the psychological and computing science profession and community;

• an understanding of the need for the highest ethical standards of practice in psychology and in the application of disruptive technologies in varied settings; recognise, understand and respect the complexity of sociocultural and international diversity; interact effectively and sensitively with people from diverse backgrounds and cultural perspectives; understand how privilege, power and oppression may effect prejudice, discrimination and inequity; understand that, as part of a team, it is important to consider the opinions of other members and to put in place a plan/design/process that is cognisant of these opinions.