Dely L. Elliot – författare

This book explores the concept of the ‘hidden curriculum’ within doctoral education. 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 book explores the concept of the ‘hidden curriculum’ within doctoral education. 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 edited book examines the concept of researcher independence and its various strands and manifestations using the conceptual lens of the hidden curriculum. Contributions highlight, discuss and exemplify the instrumental and formational roles played by the hidden curriculum in promoting and facilitating doctoral scholars’ researcher independence. Contributing to limited scholarly resources on the hidden curriculum, the book stimulates debate concerning its pragmatic and theoretical importance, particularly in pursuit of researcher independence. Including first-hand examples from doctoral scholars, doctoral supervisors, researcher developers and institutional leaders, the book will appeal to doctoral scholars, researchers and students working in the areas of doctoral education, curriculum and pedagogical practices, doctoral supervision, mentoring and coaching, researcher education, learning and development and educational leadership.