Hidden treasure: successful international doctoral students who found and harnessed the hidden curriculum

Elliot, D. L. , Baumfield, V., Reid, K. and Makara, K. A. (2016) Hidden treasure: successful international doctoral students who found and harnessed the hidden curriculum. Oxford Review of Education, 42(6), pp. 733-748. (doi: 10.1080/03054985.2016.1229664)

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This paper draws from an institutionally-funded phenomenological study of international PhD students’ academic acculturation, which focuses on the distinctive strengths, challenges and hidden opportunities facing this cohort within the context of their transition from one academic culture to another. The first section introduces the theoretical base employed in the study and is then followed by exploring the conceptualisations of the hidden curriculum and its associated concepts: ‘the third space’ and ‘darkness in higher education’. Drawing upon our study findings, the second section illustrates practical exemplars of finding and harnessing the hidden curriculum. Without discounting the wide range of formal and informal institutional support provision designed to facilitate international PhD students’ acculturation to a new academic setting, our study findings strongly endorse that students themselves have a crucial role to play in their complex transitional journey. Our study also offers a unique insight, i.e. if found, the hidden curriculum, is an effective tool not only for international PhD students’ coping and survival but even more importantly, in thriving in new societal and academic contexts.

Item Type:Articles
Glasgow Author(s) Enlighten ID:Baumfield, Professor Vivienne and Reid, Dr Kate and Elliot, Dr Dely and Makara Fuller, Dr Kara
Authors: Elliot, D. L., Baumfield, V., Reid, K., and Makara, K. A.
College/School:College of Social Sciences > School of Education > Creativity Culture and Faith
College of Social Sciences > School of Education > People, Place & Social Change
Journal Name:Oxford Review of Education
Publisher:Taylor and Francis
ISSN (Online):1465-3915
Published Online:17 October 2016
Copyright Holders:Copyright © 2016 Informa UK Limited, trading as Taylor and Francis Group
First Published:First published in Oxford Review of Education 42(6): 733-748
Publisher Policy:Reproduced in accordance with the publisher copyright policy

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