| Zdroj: |
Bengtsen, S S, Elliot, D, Guccione, K, Kobayashi, S, Trolle, O, Guerin, C & Pyhältö, K 2019, ' The hidden curriculum in doctoral education ', Thinking Tomorrow's Education: Learning from the past, in the present and for the future, Aachen, Germany, 12/08/2019-16/08/2019 . < https://earli.org/sites/default/files/2019-05/EARLI2019-MAY2019_0.pdf > |
| Popis: |
The symposium presents the results from four different cross-national studies on the hidden curriculum of doctoral education. The hidden curriculum in doctoral education includes the informal learning challenges that doctoral students are expected to overcome without being directly supported by their supervisors and institutional leaders: Receiving the rightly matched, and rightly timed, practical, moral, and emotional support crucial to timely completion and the development of academic resilience, research momentum, and personal growth. The results conclude that such forms of support are provided not by the formal doctoral programmes and Graduate School initiatives, but are provide by institutionally unrecognised and unacknowledged feedback and support systems such as guardian supervisors, professional networks beyond the institution, peer groups, friends, and family. The symposium discusses how to better integrate such central forms of support into the institutionally sanctioned and approved doctoral curriculum and pedagogies. The contributions present findings on the hidden doctoral curriculum in relation to: international doctoral students’ learning trajectories, unexploited possibilities for mentoring schemes and peer group support within the institutional infrastructure, and the wider societal and cultural supporters helping doctoral students to develop researcher identity and integrating researchers into a doctoral ecology bridging institutional, societal and cultural domains. The presenters and discussant come from four different countries: Denmark, United Kingdom, Australia, and Finland and provide a cross-national, and global, perspective on the challenges, but also unexploited possibilities that await doctoral supervisors and students, but also Graduate School leaders, in the coming decade. The symposium presents the results from four different cross-national studies on the hidden curriculum of doctoral education. The hidden curriculum in doctoral education includes the informal learning challenges that doctoral students are expected to overcome without being directly supported by their supervisors and institutional leaders: Receiving the rightly matched, and rightly timed, practical, moral, and emotional support crucial to timely completion and the development of professional resilience, research momentum, and personal growth. The results conclude that such forms of support are provided not by the formal doctoral programmes and Graduate School initiatives, but are provide by institutionally unrecognised and unacknowledged feedback and support systems such as guardian supervisors, professional networks beyond the institution, peer groups, friends, and family. The symposium discusses how to better integrate such central forms of support into the institutionally sanctioned and approved doctoral curriculum and pedagogies. The contributions present findings on the hidden doctoral curriculum in relation to: international doctoral students’ learning trajectories, unexploited possibilities for mentoring schemes and peer group support within the institutional infrastructure, and the wider societal and cultural supporters helping doctoral students to develop researcher identity and integrating researchers into a doctoral ecology bridging institutional, societal and cultural domains. The presenters and discussant come from four different countries: Denmark, United Kingdom, Australia, and Finland and provide a cross-national, and global, perspective on the challenges, but also unexploited possibilities that await doctoral supervisors and students, but also Graduate School leaders, in the coming decade. |
