Integration and the hidden curriculum in business education

Abstract

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.

Invisible or Clichéd: How Are Women Represented in Business Cases?

“…One form of informal curriculum is the hidden curriculum (Margolis, Soldatenko, Acker, & Gair, 2001;Ottewill, McKenzie, & Jean, 2005;Valieance, 1983). This hidden curriculum contains implicit assumptions and stereotypes about men's and women's management abilities (Margolis et al, 2001), reproducing cultural and social aspects of society, through teaching of behaviors (Giroux, 2001; Jackson, as cited in Margolis et al, 2001), ideology (Bowles & Gintis as cited in Margolis et al, 2001), and values (Apple as cited in Margolis et al, 2001).…”

“…One form of informal curriculum is the hidden curriculum (E. Margolis, Soldatenko, Acker, & Gair, 2001; Ottewill, McKenzie, & Jean, 2005; Valieance, 1983). This hidden curriculum contains implicit assumptions and stereotypes about men’s and women’s management abilities (E.…”

Decoupling Responsible Management Education

“…Furthermore, full-range integration is likely to require questioning the messages implicitly contained in educational experiences and often passed on unconsciously to students (e.g., the worth of business functions) and aligning these experiences with the values promoted through responsible management education (e.g., seeing management more holistically). Such alignment reflects a process of cultural change that deserves much management attention and hence resources (Ottewill, McKenzie, & Jean, 2005).…”

Exploring Student Perceptions of the Hidden Curriculum in Responsible Management Education

“…A number of studies have discussed the HC in higher education (e.g., Bergenhenegouwen, 1987;Hafferty & Franks, 1994;Trevino & McCabe, 1994;Sambell & McDowell, 1998), while only a few studies have researched the HC in the business school context (Blasco, 2012;Ehrensal, 2001;Ottewill et al, 2005;Orón Semper & Blasco, 2018).…”