Hidden Curriculum in Higher Education Research Papers (original) (raw)

The aim of the article is to present the conclusions from a study of the hidden curriculum of foreign language teacher education. There have been analyzed new academic forms of education at chosen universities in Poland that are directed to Polish as a foreign language teachers-to-be. The content of the teacher education contributes to the view of Poland and Polish people among foreigners, what is the reason for its importance. In the text there are described crucial dimensions of the hidden curriculum like the work commitment, the approach to knowledge, course participants and teaching/learning process that are shaped during the teacher education. The study is based also on the concept of the ‘null curriculum’ and presents the missing elements of the teacher education.

This chapter considers the importance of feedback to students in higher education. It discusses the notion of the hidden curriculum as a context for critiquing how feedback to students can work in a complex and unstable UK higher education sector. The chapter then looks at an intervention to help students (particularly first generation) develop their understandings of feedback and work toward supporting their confidence, self-esteem and academic development.

- by Andy Cramp
- •
- Hidden Curriculum in Higher Education

There is a historical legacy of dual discrimination and institutional oppression against Black d/Deaf students within the educational system. This oppression has manifested itself in many ways including in the classroom as the hidden curriculum (i.e., the unattended outcomes of the schooling process). The purpose of this hermeneutic phenomenological study is to understand the ways in which racism and audism might still contribute to the hidden curriculum in the college classroom and how Black d/Deaf college students resist this oppression. The theoretical frameworks of Critical Race Theory and Critical Deaf Theory along with the analytical frameworks, theory of microaggressions and Black Deaf Community Cultural Wealth guide the data collection and analysis. The findings are presented as an inverted counternarrative showing how students experience issues of audism and racism through faculty's non-diverse curriculum, hearing-centric evaluation methods, and racist and audist faculty-student interactions. The study concludes with practical recommendations for faculty.

- by Lissa Stapleton
- •
- Deaf studies, Black Education, Hidden Curriculum in Higher Education

This paper examines Australia's immigration policy context as at early 2015. Prior to 2016 Australia enforced a mandatory English language test on skilled migrants. Virtually all skilled migrants were required to take the IELTS test, with... more

- by The Free School
- •
- Sociology of Education, Hidden Curriculum, IELTS, English Language Testing

Some people might think that exploitation belongs to centuries ago and is no longer alive, but if we look deeper into modern social institutions, it turns out as a malicious modern-day phenomenon. While higher education has always been ideally considered as the epitome of lofty intellectual morals, when it comes to reality the sweet dream turns into a bitter thing. This study is based on a grounded theory inquiry to uncover the hidden curriculum in Iran higher education system. To gather the required data, maximum variation strategy has been used for sampling and in- depth interview for delving into the issue. Based on the findings, academic exploitation can be considered as the core phenomenon and hub of hidden curriculum in Iran further education. This malignant
issue can then be categorized into five aspects namely teaching, research, sexual, financial and moral exploitation. Furthermore, findings indicate that the exploitation originates from structural, cultural
and economic factors (causal conditions). This core phenomenon is then encountered by superficial obedience and clandestine protest (strategies) culminating in reproduction of the academic exploitation (consequence). To validate the findings, three strategies have been used namely member check, peer debriefing and prolonged engagement.

- by José Orón and +1
- •
- Philosophy of Education, Higher Education, Teachers' And Students' Interpersonal Relationships, Hidden Curriculum

Hidden curriculum is a concept that refers to a range of things which includes opinions, attitudes and values that students learn, not from a formal curriculum but are unarticulated and unacknowledged and learnt from experience of being in school. These stem from the unspoken messages conveyed through the composition and organization of the institution, the relations between students and teachers, the punitive administration, the appraisal structure and the various subcultures that are present. This presentation will critically evaluate the international concept of the Hidden curriculum in relation to local conditions in Fiji. It will provide an insight of the theorists’ definition of the concept with supporting examples on which they agree that it is a very real phenomenon and is pervasive in the school system and then discuss how hidden curriculum is evident in the local context.

Denmark is among the world’s most competitive nations. It also has a strong tradition of citizenship-oriented higher education, promoted through the widespread Problem-Oriented Project Work (POPW) didactic approach. We argue that recent changes to this tradition have modified the incentives embedded in the hidden curriculum, which made Danish higher education effective at producing graduates with analytical and personal abilities and dispositions, such as reflexivity, curiosity, collaboration and trust that are particularly suitable for today’s globalised, knowledge-based economies. We illustrate this by drawing on examples of changes to an education programme at a Danish business school.

- by Maribel Blasco and +1
- •
- Higher Education, Assessment in Higher Education, Denmark, Citizenship Education

Communicating Futures Studies to graduates steeped in specialized disciplinary domains calls for a well-structured series of thought interventions. To achieve this considerable reflexivity is called for on the teacher’s part. This article looks at futures pedagogy and my personal “hidden curriculum.” These reflections hinge on the teaching of a course titled Business and Media Futures. The skeleton of the course is presented, and an outline of the deeper learning processes is offered as a Causal Layered Pedagogy that incorporates the notion of the five
Futures Senses.

- by Maribel Blasco
- •
- Higher Education, Assessment in Higher Education, Management Education, Denmark

Objective: The American University of Beirut Faculty of Medicine follows the American model of medical education. In 2013-2014, a carefully designed new curriculum replaced the previous, largely traditional curriculum, and aimed to improve student wellbeing, upgrade the learning environment, enhance student empathy, and counter the negative influences of the hidden curriculum. This longitudinal study assessed the effectiveness of the new curriculum in those domains over a period of 7 years. Methods: Three cohorts of medical students anonymously filled a paper-based survey at the end of years 1, 2, 3, and 4 of the 4-year curriculum. These included the Class of 2016, the last batch of students who followed the old curriculum, and 2 cohorts that followed the new curriculum (Class of 2017 and Class of 2019). The perceived learning environment was assessed by the Dundee Ready Education Environment Measurement survey; the student’s empathy was assessed by the Jefferson Scale of Physician ...

This study analysed how Polish medical students are socialised to cooperate with the pharmaceutical industry via informal, hidden, and null curricula. Nine focus groups were run with medical students in their second year and upwards at three Polish medical universities. Initially, most students had difficulty in discerning pharmaceutical companies’ presence in their education, but on reflection they all recognised this presence. Students said that they were surrounded by small medical gifts provided by companies, met pharmaceutical representatives, and took part in events for physicians organised and/or sponsored by the pharmaceutical industry. Nevertheless, they did not think they were the main target of the industry’s marketing activities, saying that these were largely aimed at practicing doctors, and that they were only targeted as opportunities arose. Students’ statements make it clear that their socialisation takes place within a culture which consents to medical professionals’ cooperation with the industry. Medical students come to perceive cooperation with the industry as natural, and benefits from the industry as a privilege of doctors. Medical schools can prevent this by introducing guidelines, conflict of interest polices, and changing the formal curriculum, but the need for such measures is not currently recognised in Poland.

- by Marta Makowska
- •
- Poland, Medical Students, Hidden Curriculum in Higher Education

bjective: The American University of Beirut Faculty of Medicine follows the American model of medical education. In 2013-2014, a carefully designed new curriculum replaced the previous, largely traditional curriculum, and aimed to improve student wellbeing, upgrade the learning environment, enhance student empathy, and counter the negative influences of the hidden curriculum. This longitudinal study assessed the effectiveness of the new curriculum in those domains over a period of 7 years. Methods: Three cohorts of medical students anonymously filled a paper-based survey at the end of years 1, 2, 3, and 4 of the 4-year curriculum. These included the Class of 2016, the last batch of students who followed the old curriculum, and 2 cohorts that followed the new curriculum (Class of 2017 and Class of 2019). The perceived learning environment was assessed by the Dundee Ready Education Environment Measurement survey; the student’s empathy was assessed by the Jefferson Scale of Physician E...

Chapter in Frederic W. Hafferty and Joseph F. O'Donnell, eds., 2014, The Hidden Curriculum in Health Professional Education (Hanover, NH: Dartmouth College Press)