led by Dr Dely Elliot, University of Glasgow
In this workshop, I will explore in more depth the concept of the ‘hidden curriculum’, what it is, what it entails in practice and why it is inherent in the doctoral journey. I will discuss the shift from its previous negative connotation towards a new conceptualisation that is more positive, relevant and useful for doctoral scholars. This will lead to discussing the necessity to make the hidden curriculum visible. If harnessed well, I argue that the hidden curriculum can complement existing formal institutional provision to support doctoral progression, well-being and eventual completion. In this workshop, I also aim to highlight an expanded model of ‘the hidden curriculum’ and its three domains, i.e. ‘Structured pedagogies (required); ‘Informal pedagogies (optional); and ‘Not yet existing pedagogies’ (intentional) – offering exemplars in terms of its aims, sample activities, approaches, tools, hidden curricular learning, added benefits, etc.. The concept of the hidden curriculum will then be explored further in relation to Development Needs Analysis (DNA). Examining the link between these two crucial concepts is intended to assist doctoral scholars to plan more effectively their personal and professional journeys of growth and development not only to achieve a successful, meaningful and timely PhD completion, but also in preparation for a dynamic post-PhD career.
This session will be a combination of presentation, Q&A and workshop activity.
References/pre reading:
- Elliot, D. L., Bengsten, S. S.E., Guccione, K. and Kobayashi, S. (2020) The Hidden Curriculum in Doctoral Education. Palgrave Macmillan: London. ISBN 9783030414962 (doi: 10.1007/978-3-030-41497-9)
- Elliot, D. L., Bengtsen, S.S.E. and Guccione, K. (Eds.) (2023) Developing Researcher Independence through the Hidden Curriculum. Palgrave Macmillan: London. ISBN 9783031428746 (https://doi.org/10.1007/978-3-031-42875-3)