Hidden treasure: Successful international doctoral students who found and harnessed the hidden curriculum
Makara Fuller, K
Oxford Review of Education
Taylor & Francis (Routledge)
Reason for embargo
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.
The work was supported by University of Glasgow Adam Smith Research Foundation Fund 2013/2014 G ASRF1314DE.
This is the author accepted manuscript. The final version is available from Taylor & Francis via the DOI in this record.
Vol. 42, Iss. 6, pp. 733-748