The Hidden Curriculum in Doctoral Education by Dely L. Elliot & Søren S. E. Bengtsen & Kay Guccione & Sofie Kobayashi

Author:Dely L. Elliot & Søren S. E. Bengtsen & Kay Guccione & Sofie Kobayashi
Language: eng
Format: epub
ISBN: 9783030414979
Publisher: Springer International Publishing

At first glance, it seems to be her way of ‘coping’ with the doctorate and escape by finding alternative way to spend doctoral time. Actually, this doctoral researcher has nurtured creativity throughout her doctoral studies. Doing so has helped her beyond completing; it has helped her acquire valuable lessons that she then took back and applied to her doctoral learning. For example, her reflection has been instrumental in her becoming more aware of the formal scientific requirements of the doctorate, which is against the philosophical and creative processes involved in doing research. Her metacognitive learning experience has contributed to her becoming more consciously competent in judging the required doctoral requirements. We have chosen this detailed personal account in tandem with the examples we have used throughout the chapter in order to illustrate our key messages.

In summary, the key message is—the ‘value’ that is derived from the doctorate typically comes from an individual’s personal intertwining of the formal and hidden curricula. We stress that the person-centred nature of how this is achieved is important and will depend on several factors, including the researcher’s identity and how they position themselves within doctoral learning. Similarly, their expected outcomes from the doctorate, the structure and quality of the learning experiences on offer (including the micro-contexts they create within formal learning opportunities and the macro-contexts of their department life), and their disciplinary and personal life are equally important considerations.

References

Boud, D., & Lee, A. (2005). Peer learning’ as pedagogic discourse for research education. Studies in Higher Education, 30(5), 501–516.

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