What does researcher independence and the hidden curriculum mean for postdocs? Collaborative autoethnographic dataset

[favorite_button]

Creator(s) (alphabetical)

El Crabtree, Kay Guccione, Rhoda Stefanatos

Organisation(s)

Trinity College Dublin, University of Glasgow

Discipline(s)

Education

Topic(s)

Other

License

CC BY-NC-ND

Media Format

Word document

Date Submitted

Submitted by

Export Resource Data

Description

Dataset originating from collaborative autoethnographic study "What does researcher independence and the hidden curriculum mean for postdocs?". It comprises individual narratives written by the three authors, and the transcript of an online discussion.

Benefit of this resource and how to make the best use of it

This dataset is intended to be used in conjunction with our paper submitted to Innovations in Education and Teaching International.

Creative Commons Attribution-NonCommercial-NoDerivatives (CC BY-NC-ND)

This work is licensed under a CC BY-NC-ND license, permitting redistribution for non-commercial use with proper attribution but prohibiting modifications.

https://creativecommons.org/licenses/by-nc-nd/4.0/
? This citation is automatically generated and may require adjustment. Always verify it against your style guide.
Crabtree, E., Guccione, K., & Stefanatos, R. (30/06/2025). What does researcher independence and the hidden curriculum mean for postdocs? collaborative autoethnographic dataset. National Resource Hub (Ireland). Retrieved from: https://hub.teachingandlearning.ie/resource/what-does-researcher-independence-and-the-hidden-curriculum-mean-for-postdocs-collaborative-autoethnographic-dataset/ License: Creative Commons Attribution-NonCommercial-NoDerivatives (CC BY-NC-ND).

Adapting this resource? Share your version!

If you have modified or adopted this resource, share your version here. Tracking adaptations helps us measure impact and connects others with useful updates.

Related OER

A video that explains how social media recommender algorithms work. It will help learners be more aware of how their social media content is delivered. The content is relevant to third level students, adult education and older secondary school students.

The video examines the impact of digital technology on the wellbeing of children and young people. It highlights ethics and legislation relating to social media platforms and Gen AI. It will be of interest to educators in third level, adult education and older school children. Content warning: it includes references to upsetting examples.

Slides for a digital wellbeing workshop that enables effective navigation of the digital world by
– exploring research on problematic internet use,
– offers workshop participants an opportunity to reflect on their own technology use
– uses the science of habits and the tiny habits methodology to promote more mindful use of digital technology