The Hidden Curriculum of Doctoral Advising

Hidden treasure: successful international doctoral students who found and harnessed the hidden curriculum

“…3-5). Seemingly, it is the informal tacit learning through socialisation that closely matches other descriptions ascribed to the hidden curriculum (see Harding-DeKam et al, 2012;Leask & Carroll, 2011;Martin, 1976). Yet, it is worth stressing that such a positive view of the hidden curriculum is in sharp contrast with its original conception in the book 'Life in Classrooms' by Philip Jackson (1968) where the hidden curriculum entails negative connotations; it pertains to non-academic aspects of learning or more specifically, trivial classroom events, which collectively form the unwanted class routine and elements of the learning environment.…”

“…Far from it, the customarily isolated route towards becoming an independent scholar implies moving away from regular interactive learning and collaborative activities with structured classes and routine assessments; this mandates considerably enhanced autonomous learning and self-reliance. Comparatively, those who transition from professional employment to doctoral studies report a loss of professional identity and 'belonging' when joining the doctoral programme, even doubting their competence despite previous experience of success (Harding-DeKam et al, 2012). Finally, what makes a PhD journey generally challenging is that this demanding endeavour is often marked by ambiguous encounters and unanticipated challenges (Brydon & Fleming, 2011;Gardner, 2007).…”

Advising Doctoral Students in Education Programs

“…However, in the online documents we studied, mentoring was rarely acknowledged as a valued part of the duties and responsibilities of a faculty advisor. Also, existing literature does not clearly distinguish between the roles of mentors and advisors (Harding-DeKam et al, 2012); this lack of differentiation is revealed in university documents that do not adequately address the importance of both mentoring and advising in doctoral student relationships with their advisors.…”

“…Failure to satisfactorily negotiate implicit expectations can result in strained relationships, misperceptions about the intent of inquiry or advice, and program attrition (McCormack, 2005). In the realm of advisoradvisee relationships, unacknowledged expecta tions-those unarticulated by the doctoral advisees or unmet by the advisor-can create a barrier to positive multiyear relationships (Harding-DeKam, Hamilton, & Loyd, 2012). Therefore, explicit, research-informed role expectations about doctoral advising must be disseminated in the process of developing positive advisor-advisee relationships.…”

“…Effective methods of evaluation related to faculty performance in student advising should communi cate the importance of quality advising. Because doctoral advisors often receive no training, prac tice, or mentoring with regard to advising practices (Harding-DeKam et al, 2012), the leadership may ask seasoned faculty advisors to create professional development sessions that prepare other faculty members for new performance expectations and to instill appropriate attitudes and behaviors that lead to student satisfaction, effective communication, and achievable goals. Creating avenues for students to offer feedback into this process for individual faculty improvement as well as for overall departmental program effectiveness will help target identified goals to improve advisor accountability, and ultimately, the quality of doctoral student advising.…”