Developing Researcher Independence Through the Hidden Curriculum
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Beschreibung
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.
Dely L. Elliot is SeniorLecturer at the University of Glasgow, UK.
Søren S. E. Bengtsen is Associate Professor at Aarhus University, Denmark.
Kay Guccione is Head of Researcher Development at the University of Glasgow, UK.
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.
Connects the dots between growing interest in the hidden curriculum and doctoral education Facilitates development of researcher agency, a positive research culture and good mental health and wellbeing Promotes a more meaningful experience for doctoral scholars as well as the wider research community
Autor*in
Dely L. Elliot
Themen in »Developing Researcher Independence Through the Hidden Curriculum«
doctoral education empowerment implicit learning institutional leadership researcher trajectories