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Studying Hidden Curriculum beyond Schools: A Method for Tracing Workplace Learning through Valuation Practices

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Title: Studying Hidden Curriculum beyond Schools: A Method for Tracing Workplace Learning through Valuation Practices
Language: English
Authors: Zhenhua Guo (ORCID 0009-0005-6622-0756), Yang Zhou (ORCID 0009-0009-0683-2573), Beiyi Chen (ORCID 0000-0002-1174-3315), Jingyu Huang (ORCID 0009-0003-6181-7778)
Source: European Journal of Education. 2026 61(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 11
Publication Date: 2026
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Hidden Curriculum, Workplace Learning, Evaluation Methods, Decision Making, Governance, Accountability
DOI: 10.1111/ejed.70644
ISSN: 0141-8211
1465-3435
Abstract: Hidden curriculum research has traditionally focused on schools, universities and professional training settings. Yet many contemporary workplaces also function as pedagogic environments in which tacit norms, evaluative standards and forms of accountability are learned through participation rather than explicit instruction. This paper proposes a method for studying such processes by conceptualising valuation practices as a hidden curriculum of professional judgement. Rather than treating financial valuation in medical innovation investment primarily as a technical tool for estimating future returns, the paper reframes it as an evaluative infrastructure through which actors learn what counts as relevant evidence, defensible assumptions and legitimate decision-making. Methodologically, it develops an artefact-sensitive and practice-proximate framework for tracing implicit learning across four dimensions: modelling, commensuration, dispute and justification and stabilisation. The framework is illustrated through de-identified valuation episodes from medical innovation investment, a setting in which clinical, regulatory, policy and market knowledge must be translated into organisationally recognisable judgements. The paper contributes to education research by extending hidden curriculum analysis beyond formal educational institutions, by offering a transferable method for studying workplace learning in evaluative environments and by reframing valuation infrastructures as sites of educational governance and professional formation.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507196
Database: ERIC
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  Data: Studying Hidden Curriculum beyond Schools: A Method for Tracing Workplace Learning through Valuation Practices
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  Data: <searchLink fieldCode="AR" term="%22Zhenhua+Guo%22">Zhenhua Guo</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-6622-0756">0009-0005-6622-0756</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yang+Zhou%22">Yang Zhou</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-0683-2573">0009-0009-0683-2573</externalLink>)<br /><searchLink fieldCode="AR" term="%22Beiyi+Chen%22">Beiyi Chen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1174-3315">0000-0002-1174-3315</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jingyu+Huang%22">Jingyu Huang</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-6181-7778">0009-0003-6181-7778</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(2).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 10.1111/ejed.70644
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  Data: Hidden curriculum research has traditionally focused on schools, universities and professional training settings. Yet many contemporary workplaces also function as pedagogic environments in which tacit norms, evaluative standards and forms of accountability are learned through participation rather than explicit instruction. This paper proposes a method for studying such processes by conceptualising valuation practices as a hidden curriculum of professional judgement. Rather than treating financial valuation in medical innovation investment primarily as a technical tool for estimating future returns, the paper reframes it as an evaluative infrastructure through which actors learn what counts as relevant evidence, defensible assumptions and legitimate decision-making. Methodologically, it develops an artefact-sensitive and practice-proximate framework for tracing implicit learning across four dimensions: modelling, commensuration, dispute and justification and stabilisation. The framework is illustrated through de-identified valuation episodes from medical innovation investment, a setting in which clinical, regulatory, policy and market knowledge must be translated into organisationally recognisable judgements. The paper contributes to education research by extending hidden curriculum analysis beyond formal educational institutions, by offering a transferable method for studying workplace learning in evaluative environments and by reframing valuation infrastructures as sites of educational governance and professional formation.
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        Value: 10.1111/ejed.70644
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      – Text: English
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        PageCount: 11
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      – SubjectFull: Hidden Curriculum
        Type: general
      – SubjectFull: Workplace Learning
        Type: general
      – SubjectFull: Evaluation Methods
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      – SubjectFull: Decision Making
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      – SubjectFull: Governance
        Type: general
      – SubjectFull: Accountability
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      – TitleFull: Studying Hidden Curriculum beyond Schools: A Method for Tracing Workplace Learning through Valuation Practices
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            NameFull: Zhenhua Guo
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            NameFull: Yang Zhou
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            NameFull: Beiyi Chen
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            NameFull: Jingyu Huang
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