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020 _a9783030414979
_q(electronic bk.)
020 _z9783030414962
035 _a(MiAaPQ)EBC6147543
035 _a(Au-PeEL)EBL6147543
035 _a(OCoLC)1147889886
040 _aMiAaPQ
_beng
_erda
_epn
_cMiAaPQ
_dMiAaPQ
050 4 _aLB2386
_b.E45 2020
082 0 _a378.2
100 1 _aElliot, Dely L.
_eauthor
245 1 4 _aThe Hidden Curriculum in Doctoral Education /
_cDely L. Elliot, Søren S. E. Bengtsen, Kay Guccione and Sofie Kobayashi.
264 1 _aCham :
_bSpringer International Publishing AG,
_c2020.
264 4 _c©2020.
300 _a1 online resource (166 pages)
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
500 _aALA COVID Relief Fund
505 0 _aIntro -- Overview of the Book -- Whom Is This Book For? -- Why Write a Book on the Hidden Curriculum? -- How We Structured This Book -- References -- Contents -- List of Figures -- List of Tables -- List of Boxes -- Part I: The Hidden Curriculum in Doctoral Contexts -- Chapter 1: What Is the Hidden Curriculum? -- What Do 'Learning' and 'Hidden Curriculum' Mean in the Doctoral Studies Context? -- Scenario 1 -- Scenario 2 -- Scenario 3 -- What Makes Unofficial Mechanisms for 'Learning' Crucial Among Doctoral Researchers? -- How Are the Formal and the Hidden Curricula Interlinked in Doctoral Studies? -- What Framework Can Facilitate the Harnessing of the Hidden Curriculum? -- Unconscious Incompetence -- Conscious Incompetence -- Conscious Competence -- Unconscious Competence -- What Are the Final Key Messages? -- References -- Chapter 2: Exposing the Hidden Curriculum in the Context of Doctoral Education -- What Is the Contemporary State of Play in Doctoral Education? -- What Are the Added Expectations Among Contemporary Doctoral Researchers? -- What Are the Implications of Differing Models in Doctoral Education? -- How Can the Formal and Hidden Curricula Address the Learning Goals in Doctoral Education? -- How Are Formal and Hidden Curricula Similar and Different? -- Academic- or Institution-Led vs Doctoral Researcher-Led -- Academic Staff and Non-Academic Staff as Mediators of the Curriculum -- Instrumental Roles and By-Products of Formal and Hidden Curricula -- What Are the Final Key Messages? -- References -- Chapter 3: Recognising the Hidden Curriculum Within International Doctoral Education -- Is There a Warrant for Focusing on International Doctoral Researchers? -- How Can the 'Educational Sojourn' Create a Novel Experience? -- What Can the Hidden Curriculum Arising from the Co-Existing Ecological Systems Offer?.
505 8 _aHow Can International Doctoral Researchers Harness the Hidden Curriculum? -- The REPAIRS Model -- Receptivity -- Embrace -- Passion -- Active Engagement -- Innovation -- Routine -- Self-Reflection -- What Might Be Examples of Opportunities and Pitfalls When International Doctoral Researchers Draw Upon the Lessons of the Hidden Curriculum? -- What Are the Final Key Messages? -- References -- Part II: The Hidden Facets and Players in the Formal and Informal Doctoral Curriculum -- Chapter 4: Navigating the Hidden Curriculum: A Person-Centred Approach to Developing Doctoral Researchers -- A Collaborative Framework for Doctoral Development -- Navigating a Rich Tapestry of Opportunity -- Negotiating Learning from the Outset: Transition to Doctoral Study -- A Person-Centred Approach for Navigating the Formal and the Hidden Curricula -- Embedding Personal Development Within Professional Development -- What Are the Final Key Messages? -- References -- Chapter 5: Personal Pursuit of the Hidden Curriculum, Value, Choice, and Ownership -- Exploring Doctoral Values -- 'Tour Guides' on the Route to Research Independence -- Enabling 'Agents' to Choose Their Own Adventure -- Approach to Personal Development Planning -- A Doctoral Researcher's Personal Reflection -- References -- Chapter 6: Harnessing the Hidden Curriculum, Adopting and Adapting -- Training and Development for Doctoral Researchers -- The Hidden Curriculum of Attending 'Training and Development' -- Coaching and Mentoring Doctoral Researchers -- Harnessing the Hidden Curriculum Through Dialogic Initiatives -- Visual Expression of Transitions to Doctoral Studies -- Doctoral Peer Mentoring -- Thesis Mentoring -- Shared Experience Networks -- Writing Retreats -- Creative Writing and the Journal of Imaginary Research -- Backstage Seminars -- Amateur Journal Club -- 'Coffee and Cake' Mentoring.
505 8 _aA Doctoral Blog -- Post-PhD Profiles -- Community Gardening -- Worry Club: Getting Fears Out in the Open -- References -- Part III: The Hidden Curriculum and Wider Doctoral Learning Ecology -- Chapter 7: A 'Doctoral Learning Ecology Model' -- What Is a Doctoral Learning Ecology? -- Scenario 1: The Disciplinary/Knowledge Context -- Scenario 2: The Institutional/Systemic Context -- Scenario 3: The Workplace/Cultural Context -- Scenario 4: The Person/Lifeworld Context -- How Do the Four Domains of the Doctoral Ecology Model Intersect and Influence Each Other in Doctoral Education Practice? -- (Un)Conscious (In)Competences as a Framework for Conceptualising Support Within the Doctoral Ecology -- (Un)Conscious Incompetence -- (Un)Conscious Competence -- What Are the Final Key Messages? -- References -- Chapter 8: The Hidden Curriculum: Educational Pillars for Doctoral Researchers' Meaningful Experience and Successful Completion -- An Expanded Doctoral Pedagogy -- Scenario 1: Professional Support -- Scenario 2: Moral Support -- Scenario 3: Practical Support -- Scenario 4: Emotional Support -- (Un)Conscious (In)Competences as a Framework for Conceptualising Support Within Doctoral Pedagogies -- (Un)Conscious Incompetence -- (Un)Conscious Competence -- What Are the Final Key Messages? -- References -- Chapter 9: Beyond Surviving: Towards Thriving in Doctoral Education -- Aiming for a Holistic Picture of the Hidden Curriculum in Doctoral Education -- Towards Thriving! -- Constituting Elements of Thriving -- Thriving in Graduate Schools -- Researcher Identity -- Academic Identity -- Moral Identity -- Social Identity -- Leading the Hidden Curriculum -- Being Visible -- Shaping the Culture -- Participating -- Being an Active Researcher -- Distributed Leadership -- Final Questions for Reflection -- References -- Glossary -- Index.
520 _aThis 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.
588 _aDescription based on publisher supplied metadata and other sources.
590 _aElectronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2021. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
650 0 _aUniversities and colleges
_9192864
_xGraduate work.
650 0 _aDoctor of philosophy degree
_987636
655 4 _aElectronic books.
700 1 _aBengtsen, Søren S. E.
_eauthor
700 1 _aGuccione, Kay.
_eauthor
700 1 _aKobayashi, Sofie.
_eauthor
776 0 8 _iPrint version:
_aElliot, Dely L.
_tThe Hidden Curriculum in Doctoral Education
_dCham : Springer International Publishing AG,c2020
_z9783030414962
797 2 _aProQuest (Firm)
856 _uhttps://login.ezproxy.pucpr.edu/login?url=https://ebookcentral.proquest.com/lib/pucpr-ebooks/detail.action?docID=6147543
_yAcceso Remoto
856 4 0 _uhttps://ebookcentral.proquest.com/lib/pucpr-ebooks/detail.action?docID=6147543
_yAcceso en el Campus PUCPR
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_c7
999 _c297257
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