Purpose -The principal aim of this paper is to present the case for securing greater affinity between the formal curriculum and the hidden curriculum with respect to integration in business education. Design/methodology/approach -Consideration is given to the concept of the hidden curriculum, as manifested in the compartmentalised nature of academia and the need for this to be offset by business educators. A number of principles for configuring the hidden curriculum in ways that support the goal of integration are suggested. Findings -Some of the literature on the hidden curriculum emphasises the need for consistency in the learning culture so that students' understanding of what their course is seeking to achieve is underpinned by the structures and processes that play an important part in shaping their learning experience. Practical implications -If integration is the goal of business education then attention should be given to creating a learning environment in which its virtues are clearly demonstrated and the vices of compartmentalisation are eschewed. Originality/value -The paper complements the very limited literature on the hidden curriculum in higher education, in general, and business education, in particular.

The authors critique the commonly accepted notions of "digital native" students and the widening generation gap between them and "technophobic" faculty. Their case studies, from UK higher education, demonstrate that attempts to introduce new models of learning are inhibited by 1) prevailing structure and culture within universities and 2) expectations (or even a stated preference) for traditional delivery and assessment of knowledge by the students themselves. The authors recommend a strategy for more systemic integration of social technologies and new learning styles into the curriculum to help ensure that universities remain relevant and add value to learners and employers in the digital age.Keywords: digital native; technophobic; higher education; social technologies; learning styles

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