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- W3013230038 abstract "International learners’ background, learning orientation, language, practices, and values can inform experience of studying abroad, making it more exciting as well as challenging. These experiences can be intensified by such factors as experiencing a dual sense of loneliness, enormous pressure to succeed, or physical distance from important social connections. Unsurprisingly, this group is seemingly more vulnerable to developing poor mental health. By contrast, multiple learning opportunities and support, albeit at times hidden, are also distinctively available to all educational sojourners. These learning opportunities enable distinct engagement that fosters development of scholarly knowledge and research skills—although not via the conventional route, that is, the formal curriculum. This chapter focuses on how educational sojourners can specifically maximise their experience and even turn missed opportunities into advantages." @default.
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- W3013230038 date "2020-01-01" @default.
- W3013230038 modified "2023-10-16" @default.
- W3013230038 title "Recognising the Hidden Curriculum Within International Doctoral Education" @default.
- W3013230038 cites W2017003654 @default.
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- W3013230038 doi "https://doi.org/10.1007/978-3-030-41497-9_3" @default.
- W3013230038 hasPublicationYear "2020" @default.
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