"If It Ain't Broke, Don't Fix It": Internationalisation and the Erosion of the Positive Hidden Curriculum in Danish Higher Education

    Research output: Contribution to journalJournal articleResearchpeer-review

    Abstract

    Denmark is among the world's most competitive nations. It also has a strong tradition of citizenship–oriented higher education, promoted through the widespread Problem–Oriented Project Work (POPW) didactic approach. We argue that recent changes to this tradition have modified the incentives embedded in the hidden curriculum, which made Danish higher education effective at producing graduates with analytical and personal abilities and dispositions, such as reflexivity, curiosity, collaboration and trust that are particularly suitable for today's globalised, knowledge–based economies. We illustrate this by drawing on examples of changes to an education programme at a Danish business school.

    Original languageEnglish
    JournalInternational Journal of Management in Education
    Volume7
    Issue number4
    Pages (from-to)341-359
    ISSN1750-385X
    Publication statusPublished - 2013

    Bibliographical note

    CBS Library does not have access to the material

    Cite this