A conceptual framework for uncovering the hidden curriculum in private higher education

Abstract

The hidden curriculum has proven to be a challenging concept to understand and define. However, it remains an integral part of the curriculum within higher education. The literature reviewed addresses the development and different perspectives of the hidden curriculum. Specific focus was given to the hidden curriculum in private higher education, as the hidden curriculum is subjective and situational. 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, to enable a conceptual framework of the hidden curriculum in private higher education. The conceptual framework was developed by making use of a concept mapping methodology. 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 framework also identifies the need for further research to enable a more holistic understanding of the hidden curriculum within private higher education.