Abstract
Australian higher education is contingent to a great extent on its international student base. However, the international student portfolio is widely diverse, with differing cultural backgrounds, learning styles and subjective learning styles. This can, in turn, impact on the teaching and learning outcomes and as a whole, on the quality of education.
The hidden curriculum embodies the elements of socialization that take place in an institution which are not an integral part of the formal curricular content. The central ideology of the theory posits ‘what do students learn’ and ‘how do they learn’. However, research exploring this facet of the curriculum in higher education is scanty and non-existent in an Australian perspective.
The present review highlights the theories underpinning the concept of hidden curriculum, surfaces some of the other related studies and recommends some of the enormous prospects of the exploration of a hidden curriculum in Australian higher education.
The hidden curriculum embodies the elements of socialization that take place in an institution which are not an integral part of the formal curricular content. The central ideology of the theory posits ‘what do students learn’ and ‘how do they learn’. However, research exploring this facet of the curriculum in higher education is scanty and non-existent in an Australian perspective.
The present review highlights the theories underpinning the concept of hidden curriculum, surfaces some of the other related studies and recommends some of the enormous prospects of the exploration of a hidden curriculum in Australian higher education.
| Original language | English |
|---|---|
| Pages (from-to) | 19-31 |
| Number of pages | 13 |
| Journal | Learning and Teaching: An international journal in classroom pedagogy |
| Volume | 6 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 2013 |
| Externally published | Yes |
Keywords
- hidden curriculum
- higher education
- quality education