Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faculty Publications Article Faculty Publications -Articles Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Cranney, Jacquelyn; Nolan, Susan A.; Job, Remo; Goedeke, Sonja; Machin, Michael A.; Gullifer, Judith; Narciss, Susanne; de Souza, Luciana Karine; Jia, Fanli; Foster, Lori; Hulme, Julie A.; Iliescu, Dragos; Ju, Xing-Da; Kojima, Haruyuki; Kumar, Aneesh; Tchombe, Therese M. S.; Waitoki, Waikaremoana; Reyes, Marc Eric S.; Boeta Madera, Verica Title A name given to the resource Collaborative Processes in the Development of the International Competences for Undergraduate Psychology (ICUP) Model Date A point or period of time associated with an event in the lifecycle of the resource 01-01-2025 Source A related resource from which the described resource is derived International Journal of Psychology;Volume;60;Issue;4;Article No.;e70061; Identifier An unambiguous reference to the resource within a given context <a href="https://doi.org/10.1002/ijop.70061" target="_blank" rel="noreferrer noopener">https://doi.org/10.1002/ijop.70061</a> <br /><br /><a href="https://www.scopus.com/pages/publications/105008301564?origin=resultslist" target="_blank" rel="noreferrer noopener">https://www.scopus.com/pages/publications/105008301564?origin=resultslist</a> Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Cranney J., School of Psychology, University of New South Wales, Sydney, NSW, Australia; Nolan S.A., Department of Psychology, Seton Hall University, South Orange, NJ, United States; Job R., Department of Psychology and Cognitive Science, University of Trento, Rovereto, Italy; Goedeke S., Department of Psychology and Neuroscience, Auckland University of Technology, Aotearoa, Auckland, New Zealand; Machin M.A., School of Psychology and Wellbeing, University of Southern Queensland, Toowoomba, QLD, Australia; Gullifer J., School of Psychological Sciences, Monash University, Melbourne, VIC, Australia; Narciss S., Faculty of Psychology, Technische Universit Dresden, Dresden, Germany; de Souza L.K., Developmental and Personality Psychology Department, Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil; Jia F., Department of Psychology, Seton Hall University, South Orange, NJ, United States; Foster L., Department of Psychology, North Carolina State University, Raleigh, United States; Hulme J.A., Department of Psychology, School of Social Sciences, Nottingham Trent University, Nottingham, United Kingdom; Iliescu D., Department of Psychology and Cognitive Science, University of Bucharest, Bucharest, Romania; Ju X.-D., School of Psychology, Northeast Normal University, Changchun, China; Kojima H., Faculty of Humanities, Institute of Human and Social Sciences, Kanazawa University, Kanazawa, Japan; Kumar A., Department of Psychology, Christ University, Bengaluru, India; Tchombe T.M.S., Department of Educational Psychology, University of Buea, Buea, Cameroon; Waitoki W., Te Pua W?nanga Ki te Ao, University of Waikato, Aotearoa, Hamilton, New Zealand; Reyes M.E.S., Department of Psychology, College of Science, University of Santo Tomas, Manila, Philippines; Boeta Madera V., Academic General Direction, Marist University of Mida, Mida, Mexico, National Council for Teaching and Research in Psychology, Mida, Mexico Description An account of the resource Across all nations, undergraduate psychology programmes aim to promote the acquisition of foundational psychology competences. Yet, until recently, a universally recognised model outlining essential competences did not exist. The International Collaboration on Undergraduate Psychology Outcomes (ICUPO) addressed this gap by developing the International Competences for Undergraduate Psychology (ICUP) Model. The aim of this article is to provide guidance about how other groups might successfully approach similar efforts to delineate discipline-specific key competences. We describe the processes that led to the development of the ICUP Model, framed by group development theory (Preparing, Forming, Storming, Norming, and Performing Stages), with additional consideration of individual ICUPO Committee member psychological needs for competence, relatedness, and autonomy. Each group development Stage section (a) describes project activities relevant to the characteristics of that Stage, and (b) lists key strategies employed and lessons learned, as well as commentary on psychological needs. To further enhance the value of this endeavour, the Discussion includes (a) commentary on the strengths and limitations of these theories for understanding and enhancing the effectiveness of such project processes, and (b) actionable insights for educational leaders undertaking similar projects. 2025 The Author(s). International Journal of Psychology published by John Wiley &amp; Sons Ltd on behalf of International Union of Psychological Science. Subject The topic of the resource basic psychological needs; competence model; group development theory; international collaboration; international foundational psychology competence; undergraduate psychology outcomes Publisher An entity responsible for making the resource available John Wiley and Sons Inc Relation A related resource ISSN: 207594; Language A language of the resource English Type The nature or genre of the resource Article Rights Information about rights held in and over the resource All Open Access; Green Open Access; Hybrid Gold Open Access Format The file format, physical medium, or dimensions of the resource online