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A narrative study of the hidden curriculum in a private higher education institution
Thesis (MPhil)--Stellenbosch University, 2021.
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| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2021
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| _version_ | 1867613920001261568 |
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| access_status_str | Open Access |
| author | Rossouw, Nina |
| author2 | Frick, Liezel |
| author_browse | Frick, Liezel Rossouw, Nina |
| author_facet | Frick, Liezel Rossouw, Nina |
| author_sort | Rossouw, Nina |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MPhil)--Stellenbosch University, 2021. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/123818 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:43:48.089Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/123818 A narrative study of the hidden curriculum in a private higher education institution Rossouw, Nina Frick, Liezel Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. Education -- Curricula Private universities and colleges Higher education and state UCTD Thesis (MPhil)--Stellenbosch University, 2021. ENGLISH ABSTRACT: The hidden curriculum is embedded in all levels of education and has proven to be an integral part of the curriculum within higher education. However, the hidden curriculum remains a challenging concept to understand and define. Furthermore, empirical research on the hidden curriculum in higher education, specifically private higher education, and the lecturer dimension of the hidden curriculum, is limited. The hidden curriculum is demonstrated to be flexible, situational, and subjective. Different role players enacting the hidden curriculum, and different educational institutions are therefore relevant dimensions to explore to gain a more holistic understanding of the hidden curriculum. The aim of this study was to understand lecturers’ experiences of the hidden curriculum in their classrooms. This was accomplished by firstly adopting a review of existing literature and concept mapping to enable the development of a conceptual framework of the hidden curriculum. Secondly, through conducting interviews with ten lecturers in a private higher education institution about their stories of teaching. For the conceptual framework, to contextualise the study, specific focus was given to the hidden curriculum in private higher education. The curriculum as the foundation of the hidden curriculum, the influence of the world of work as well as the lecturer on the hidden curriculum, were further dimensions that were considered. The analysed data from the interviews provided valuable information regarding the importance of lecturer reflection, the relevance of private higher education institutions, and the main areas that lecturers enact the hidden curriculum in their classrooms. This study contributes to an enhanced understanding and importance of the hidden curriculum. The conceptual framework outlines the interplay of different elements on the hidden curriculum, thereby demonstrating the relational and dynamic nature of the hidden curriculum. The study furthermore contributes to a more holistic understanding of the enactment of the hidden curriculum in private higher education, and what lecturers experience the hidden curriculum to be. Researching the hidden curriculum was necessary to enable an enhanced understanding of its power and potential so that it can be utilised more effectively and deliberately in higher education. AFRIKAANSE OPSOMMING: Die verskuilde kurrikulum vorm deel van alle vlakke van onderwys en dit word as ‘n integrale deel van die kurrikulum binne hoer onderwys beskou. Die verskuilde kurrikulum bly egter ‘n uitdagende konsep om te definieer en te verstaan. Verder is empiriese navorsing oor die verskuilde kurrikulum beperk binne hoer onderwys, meer spesifiek binne privaat hoer onderwys; asook ten opsigte van die dosent perspektief van die verskuilde kurrikulum. Die verskuilde kurrikulum word verder uitgewys as ‘n buigsame, situasionele en subjektiewe konsep. Verskillende rolspelers wat die verskuilde kurrikulum bekragtig, asook verskeie opvoedkundige instellings, is dus relevante perspektiewe om te verken, ten einde ‘n meer holistiese verstaan van die verskuilde kurrikulum te verkry. Die doel van hierdie studie was om dosente se ondervinding van die verskuilde kurrikulum in hulle klaskamers beter te verstaan. Dit is bereik deur eerstens ‘n oorsig van bestaande literatuur uit te voer en ‘n proses van begripsuiteensetting te gebruik wat die ontwikkeling van ‘n konseptuele raamwerk van die verskuilde kurrikulum moontlik gemaak het. Daar is tweedens onderhoude met tien dosente in ‘n privaat hoer onderwys instansie gevoer oor hulle klasgee stories. Om die studie binne konteks te plaas vir die konseptuele raamwerk is daar spesifiek op die verskuilde kurrikulum in privaat hoer onderwys klem gelê. Die kurrikulum as die fondasie van die verskuilde kurrikulum, die invloed van die werksomgewing asook die dosent se hantering van die verskuilde kurrikulum was verdere perspektiewe wat in oorweging gebring is. Die geanaliseerde data van die onderhoude het waardevolle inligting verskaf rakende die belangrikheid van dosent refleksie, die relevantheid van privaat hoer onderwys instansies, asook die hoofareas waarin dosente die verskuilde kurrikulum in hulle klaskamers uitoefen. Die studie dra by tot ‘n verbeterde verstaan, en beklemtoon die belangrikheid, van die verskuilde kurrikulum. Die konseptuele raamwerk wys op die wisselwerking van verskillende elemente op die verskuilde kurrikulum, wat verder die interafhanklikheid en dinamiese aard van die verskuilde kurrikulum uitwys. Die studie dra verder by tot ‘n meer holistiese verstaan van die uitvoering van die verskuilde kurrikulum in spesifiek privaat hoër onderwys, en wat dosente as die verskuilde kurrikulum ervaar. Navorsing oor die verskuilde kurrikulum was nodig om ‘n verbeterde begrip van die vermoe en potensiaal van die verskuilde kurrikulum te ontdek, ten einde dit meer effektief en doelbewus in hoer onderwys te benut. Masters 2021-11-23T14:26:45Z 2021-12-22T14:23:12Z 2021-11-23T14:26:45Z 2021-12-22T14:23:12Z 2021-12 Thesis http://hdl.handle.net/10019.1/123818 en_ZA Stellenbosch University application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Education -- Curricula Private universities and colleges Higher education and state UCTD Rossouw, Nina A narrative study of the hidden curriculum in a private higher education institution |
| title | A narrative study of the hidden curriculum in a private higher education institution |
| title_full | A narrative study of the hidden curriculum in a private higher education institution |
| title_fullStr | A narrative study of the hidden curriculum in a private higher education institution |
| title_full_unstemmed | A narrative study of the hidden curriculum in a private higher education institution |
| title_short | A narrative study of the hidden curriculum in a private higher education institution |
| title_sort | narrative study of the hidden curriculum in a private higher education institution |
| topic | Education -- Curricula Private universities and colleges Higher education and state UCTD |
| url | http://hdl.handle.net/10019.1/123818 |
| work_keys_str_mv | AT rossouwnina anarrativestudyofthehiddencurriculuminaprivatehighereducationinstitution AT rossouwnina narrativestudyofthehiddencurriculuminaprivatehighereducationinstitution |