This book explores the concept of the hidden curriculum within doctoral education. It highlights the unofficial channels of genuine learning typically acquired by doctoral students independent of the physical and metaphorical walls of academia. The doctorate is a huge and complex undertaking which requires a range of support beyond academic foundations. The exchange between official and hidden curricula is therefore key, not just for achieving the qualification, but to also achieve transformative growth. This book offers a framework for a doctoral learning ecology model to scaffold learning and sustain wellbeing by leveraging both formal and hidden curricula. This illuminating book will be of interest and value to doctoral researchers, supervisors, and mentors.

Dely Lazarte Elliot is Senior Lecturer in the School of Education at the University of Glasgow, UK. With an interdisciplinary background in education, counselling psychology and psychology of education, her research specialises in the experiences of international doctoral researchers. 
Søren S.E. Bengtsen is Associate Professor in Supervision and Mentoring in Higher Education at Aarhus University, Denmark. He also serves as the Deputy Director at the Centre for Higher Education Futures, a research centre at Aarhus University. 
Kay Guccione is Senior Lecturer at Glasgow Caledonian University, UK. Her research specialises in mentoring for academic development, and she has published on trust, early supervisor development, the value of the doctorate and supporting research writing through mentoring. 
Sofie Kobayashi is Researcher in higher education research at the University of Copenhagen, Denmark. She specialises in PhD education and supervision, and her research is both informed and informs her teaching and development work. 

Part I. The hidden curriculum in doctoral contexts.- Chapter 1. What is the hidden curriculum?.- Chapter 2. Exposing the hidden curriculum in the context of doctoral education.- Chapter 3. Recognising the hidden curriculum within international doctoral education.- Part II. The hidden facets and players in the formal and informal doctoral curriculum.- Chapter 4. Navigating the hidden curriculum: a person-centred approach to developing doctoral researchers.- Chapter 5. Personal pursuit of the hidden curriculum, value, choice and ownership.- Chapter 6. Harnessing the hidden curriculum, adopting and adapting.- Part III. The hidden curriculum and wider doctoral learning ecology.- Chapter 7. A 'doctoral learning ecology model'.- Chapter 8. The hidden curriculum - educational pillars for doctoral researchers' meaningful experiences and successful completion.- Chapter 9. Beyond surviving: Towards thriving in doctoral education.