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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.

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.

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.

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.

The paper complements the very limited literature on the hidden curriculum in higher education, in general, and business education, in particular.

The purpose of this paper is to provide a case study of the use of technology as a hidden curriculum in a youth leadership program (United Future Leaders-UFL).

A description of the UFL program, including theoretical framework and current use of various technology platforms, provide a backdrop to the hidden curriculum implemented by the programming staff. Both intended and unintended outcomes of the use of technology are discussed in the context of UFL values/themes.

A review of technology use in the UFL program resulted in the categorization of realms of influence (Staff ↔ Student Participants, Staff ↔ Staff, Staff ↔ Parents, Participants ↔ Participants) and five categories of technology use (reminders, communication, sharing of resources, reinforcing learning, increased parental involvement).

Examples of emerging patterns of this hidden curriculum, future directions for technology use within the program, and advice for youth program practitioners are included.

This paper adds to the general discussion of types and purpose of technology use, youth programming, and role of technology use as hidden curriculum.

This article aims to examine a particular sub‐set of human information behavior that has been largely overlooked in the library and information science (LIS) literature; how people are socialized to create and use information.

Naturalism and ethnomethodology were used as theoretical frameworks to examine what a group of fifth grade students were taught about documents, how this information was imparted to them, and how social factors were manifested in the construction and form of those documents. Two concepts are shown to be critical in the explication of students as document creators and users: the notion that there is a “stock of knowledge” that underlies human interaction (some of which relates to recorded information), and that this socialization process forms part of a school's “hidden curriculum.”

Students were socialized to be good (in the sense of being competent) creators and users of documents. Part of the role of “being a student” involved learning the underlying norms and values that existed in relation to document creation and use, as well as understanding other norms and values of the classroom that were captured or reflected by documents themselves. Understanding “document work” was shown to be a fundamental part of student affiliation; enabling students to move from precompetent to competent members of a school community.

This research demonstrated that people possess a particular stock of knowledge from which they draw when creating and using information. Competence in this aspect of human information behavior, while partly based on one's own experience, is shown to be largely derived or learned from interaction with others.

This study aims to examine the influence of neoliberalism and managerialism on the recruitment of tourism academics in the UK. The study analyses how sustainable the recruitment and retention of talents are in the tourism industry. Importantly, this study provides particular focus on sustainable tourism roles, as well as the impacts of COVID-19.

Qualitative content analysis focuses on academic jobs in tourism advertised on Jobs.ac.uk between June 2020 and July 2021.

Study findings reveal how, in the case of the UK, current educational ideologies, including neoliberalism and managerialism, significantly influence curriculum and recruitment. Such an approach facilitates the hidden curriculum of undisciplined tourism programmes and significantly constrains the prominence of sustainability principles. The development of curriculum, student life course and recruitment of academics are influenced by several variables (personal, environmental, behavioural), which must be identified to enable decision-makers to engage in efficient planning.

This study provides a unique focus on the recruitment of tourism academics encompassing crucial factors like sustainable tourism and COVID-19. The proposed framework creates the foundation for the investigation and discussion of academics’ recruitment in different contexts. This study also offers several new avenues for future research.

The students’ lived experiences of belongingness in higher education are analysed using an explanatory framework that has been developed from the findings of the Council of Europe’s report on ‘Facets of Interculturality’ (Leclercq, 2003). In this report, interculturality is defined as a process and an outcome of intercultural interactions, aimed at equity and mutual respect. Applied to the higher education context, the framework addresses four core questions that uncover the inclusivity of a curriculum, here understood as the formal, informal and hidden curriculum, and its effect on the students’ experience of belongingness. These questions relate to the acknowledgement of a student’s cultural identity in the curriculum, equity of opportunity to engage in a diverse classroom, while considering a student’s own agency and need for proximity and distance. The student narratives of their lived experiences highlight the opportunities for intercultural dialogue and learning within a diverse classroom, and for interculturality as a student outcome or graduate attribute. For this to happen, however, the ethos of the institution needs to support students and educators to embrace and act with equity and respect on the diversity that they together represent.

This paper aims to identify and investigate barriers to multicultural education in Iran.

This research is a qualitative research that was done using the phenomenological method. Participants included all experts and key informants in the field of multicultural education in the country who were selected as a statistical sample in different stages of the research using purposeful sampling. The semi-structured interview was used to collect information. Two ways, including member checking and external auditing, were used to validate the information. The thematic analysis method (theme analysis), which is based on open and core coding, was used to analyze the data.

The interview data revealed that barriers are generally identified in both structural and executive parts. The structural part had two main obstacles, political and scientific-professional, and the executive part had two technical and socio-cultural barriers. Also, barriers to multicultural education in curriculum design are the ideological education system, lack of a clear framework for multicultural education, etc. Furthermore, barriers to multicultural education in the curriculum implementation are hidden curriculum, the inability of teachers to implement multicultural education, etc. Finally, barriers to multicultural education in curriculum evaluation are misconception of evaluation and limited evaluation methods.

To the best of the authors’ knowledge, this study is the first one that presents the experts' viewpoints and experiences on the barriers to multicultural education in Iran.

The purpose of this paper is to identify how pedagogical mentoring contributed to the transformation of teachers’ pedagogical practices and to the consolidation of a team of autonomous leaders in a Colombian regional university, within the framework of a curricular reform.

The paper is a qualitative research under the methodology of experience systematization. In this methodology, the participants and researchers analyze experiences and generate knowledge about why processes are developed in a particular way. This requires organizing, reconstructing and interpreting facts and experiences. In education, the main actors (teachers) research their own pedagogical practice, developing critical thinking and generating curricular and pedagogical knowledge.

Results show that pedagogical mentoring was effective in achieving the proposed objectives by means of learning conversations. The entire process addressed the curriculum in all its complexity, encouraged reflection about the teachers’ pedagogical practice and empowered them as designers, implementers and evaluators of the curriculum.

Curricular reforms are complex educational phenomena. In this study, the authors limited the analysis to understanding how to generate a new community of practice with teachers to implement curricular changes in all their complexity. Other actors such as principals or students were not included in the process.

The systematization of this experience shows that pedagogical mentoring is a successful strategy to develop a curricular reform in a participative manner. In addition, it provides elements – from both pedagogical practice and theory – to foster communities of reflexive teachers who are ultimately the actual designers and implementers of curricula that can tackle the challenges of education for the twenty-first century.

Considers the need for and importance of integrating lesbian and gay issues in secondary schools. The incidence of homosexuality in society is considered, along with the social and human cost of discrimination – including a high rate of attempted suicide among young lesbians and gay men. Emphasizes that schools which fail to tackle this issue are effectively neglecting their pastoral duties which require them to address the needs of all pupils. Clarifies the current legal situation for schools, emphasizing that there is no legal bar preventing teachers discussing lesbian and gay issues in schools. Suggests that to integrate these issues properly, schools need to consider and examine their policies, their curriculum and the hidden curriculum.

Educational development is increasingly focussed on quality assurance and enhancement. Individual states/countries have their own mechanisms for assuring the student experience, and this has been accompanied by development of tools (including the UK’s National Student Survey) for capturing student opinion of our efforts. Areas where more work is needed include equity and diversity and it is perhaps time for a fresh approach. In other sectors, International Standards ensure safety, reliability and quality of products and services. Such standards also represent a stakeholder-negotiated (and therefore shared) understanding of ‘good quality’, supporting organisations in accessing new markets and permitting a fair global trade, an approach relevant to higher education. Recent publication of ISO (The International Organization for Standardization) Standard 27500 (the International Standard describing the principles and rationales behind becoming a human-centred organization) seems timely. Encouraging educational institutions to adopt this Standard may offer a strategy for addressing several issues, including internationalisation.