The Hidden Curriculum In Doctoral Education

Description

This book explores the concept of the ‘hidden curriculum’ within doctoral education. It highlights the unofficial channels of genuine learning typically acquired by doctoral students independent of the physical and metaphorical walls of academia. The doctorate is a huge and complex undertaking which requires a range of support beyond academic foundations. The exchange between official and hidden curricula is therefore key, not just for achieving the qualification, but to also achieve transformative growth. This book offers a framework for a ‘doctoral learning ecology model’ to scaffold learning and sustain wellbeing by leveraging both formal and hidden curricula. This illuminating book will be of interest and value to doctoral researchers, supervisors, and mentors. Whom Is This Book For?......Page 6 Why Write a Book on the Hidden Curriculum?......Page 8 How We Structured This Book......Page 9 References......Page 11 Contents......Page 12 List of Figures......Page 14 List of Tables......Page 16 List of Boxes......Page 17 Part I: The Hidden Curriculum in Doctoral Contexts......Page 18 Chapter 1: What Is the Hidden Curriculum?......Page 19 What Do ‘Learning’ and ‘Hidden Curriculum’ Mean in the Doctoral Studies Context?......Page 20 Scenario 3......Page 21 What Makes Unofficial Mechanisms for ‘Learning’ Crucial Among Doctoral Researchers?......Page 22 How Are the Formal and the Hidden Curricula Interlinked in Doctoral Studies?......Page 23 What Framework Can Facilitate the Harnessing of the Hidden Curriculum?......Page 25 Conscious Incompetence......Page 26 Unconscious Competence......Page 27 What Are the Final Key Messages?......Page 28 References......Page 32 Chapter 2: Exposing the Hidden Curriculum in the Context of Doctoral Education......Page 33 What Are the Added Expectations Among Contemporary Doctoral Researchers?......Page 34 What Are the Implications of Differing Models in Doctoral Education?......Page 36 How Can the Formal and Hidden Curricula Address the Learning Goals in Doctoral Education?......Page 37 How Are Formal and Hidden Curricula Similar and Different?......Page 38 Academic- or Institution-Led vs Doctoral Researcher-Led......Page 40 Academic Staff and Non-Academic Staff as Mediators of the Curriculum......Page 41 Instrumental Roles and By-Products of Formal and Hidden Curricula......Page 42 References......Page 43 Chapter 3: Recognising the Hidden Curriculum Within International Doctoral Education......Page 45 Is There a Warrant for Focusing on International Doctoral Researchers?......Page 46 How Can the ‘Educational Sojourn’ Create a Novel Experience?......Page 47 What Can the Hidden Curriculum Arising from the Co-Existing Ecological Systems Offer?......Page 49 How Can International Doctoral Researchers Harness the Hidden Curriculum?......Page 50 Receptivity......Page 51 Routine......Page 52 What Might Be Examples of Opportunities and Pitfalls When International Doctoral Researchers Draw Upon the Lessons of the Hidden Curriculum?......Page 53 What Are the Final Key Messages?......Page 55 References......Page 56 Part II: The Hidden Facets and Players in the Formal and Informal Doctoral Curriculum......Page 58 Chapter 4: Navigating the Hidden Curriculum: A Person-Centred Approach to Developing Doctoral Researchers......Page 59 A Collaborative Framework for Doctoral Development......Page 60 Navigating a Rich Tapestry of Opportunity......Page 61 Negotiating Learning from the Outset: Transition to Doctoral Study......Page 62 A Person-Centred Approach for Navigating the Formal and the Hidden Curricula......Page 63 Embedding Personal Development Within Professional Development......Page 64 What Are the Final Key Messages?......Page 72 References......Page 73 Chapter 5: Personal Pursuit of the Hidden Curriculum, Value, Choice, and Ownership......Page 75 Exploring Doctoral Values......Page 76 ‘Tour Guides’ on the Route to Research Independence......Page 78 Enabling ‘Agents’ to Choose Their Own Adventure......Page 80 Approach to Personal Development Planning......Page 83 A Doctoral Researcher’s Personal Reflection......Page 86 References......Page 90 Chapter 6: Harnessing the Hidden Curriculum, Adopting and Adapting......Page 91 Training and Development for Doctoral Researchers......Page 92 The Hidden Curriculum of Attending ‘Training and Development’......Page 93 Coaching and Mentoring Doctoral Researchers......Page 94 Harnessing the Hidden Curriculum Through Dialogic Initiatives......Page 96 Doctoral Peer Mentoring......Page 97 Thesis Mentoring......Page 98 Shared Experience Networks......Page 99 Writing Retreats......Page 101 Amateur Journal Club......Page 102 ‘Coffee and Cake’ Mentoring......Page 103 A Doctoral Blog......Page 104 Post-PhD Profiles......Page 105 Worry Club: Getting Fears Out in the Open......Page 106 References......Page 108 Part III: The Hidden Curriculum and Wider Doctoral Learning Ecology......Page 109 Chapter 7: A ‘Doctoral Learning Ecology Model’......Page 110 What Is a Doctoral Learning Ecology?......Page 111 Scenario 1: The Disciplinary/Knowledge Context......Page 113 Scenario 3: The Workplace/Cultural Context......Page 114 Scenario 4: The Person/Lifeworld Context......Page 115 How Do the Four Domains of the Doctoral Ecology Model Intersect and Influence Each Other in Doctoral Education Practice?......Page 116 (Un)Conscious (In)Competences as a Framework for Conceptualising Support Within the Doctoral Ecology......Page 117 (Un)Conscious Incompetence......Page 118 (Un)Conscious Competence......Page 120 What Are the Final Key Messages?......Page 122 References......Page 124 Chapter 8: The Hidden Curriculum: Educational Pillars for Doctoral Researchers’ Meaningful Experience and Successful Completion......Page 125 An Expanded Doctoral Pedagogy......Page 126 Scenario 1: Professional Support......Page 129 Scenario 2: Moral Support......Page 130 Scenario 4: Emotional Support......Page 131 (Un)Conscious Incompetence......Page 132 (Un)Conscious Competence......Page 135 What Are the Final Key Messages?......Page 137 References......Page 138 Chapter 9: Beyond Surviving: Towards Thriving in Doctoral Education......Page 140 Aiming for a Holistic Picture of the Hidden Curriculum in Doctoral Education......Page 141 Towards Thriving!......Page 142 Constituting Elements of Thriving......Page 144 Researcher Identity......Page 146 Moral Identity......Page 147 Social Identity......Page 148 Being Visible......Page 149 Participating......Page 150 Distributed Leadership......Page 151 Final Questions for Reflection......Page 152 References......Page 155 Glossary......Page 157 Index......Page 163