Game of Knowledge: Grounded Theory of Hidden Curricula in Iranian higher Education

This study is examined the hidden curricula in Iranian higher education via Grounded Theory method. For studying hidden curriculum, two approaches of micro and macro can be used. According to the centralized attitude in Iranian higher education and the key and pivotal role of policymakers, planners, implementers and researchers of curriculum in it, at first macro and then micro approach was employed so that the influential hidden and unwritten values and attitudes in designing and implementing curricula in higher education of the country were identified. To achieve this goal, via snowball sampling, the experience of twenty-seven experts in higher education in three groups including the experts in Curriculum Studies Association, the researchers in Research and Planning Institute in higher education, as well as faculty members and curriculum experts in the Ministry of Science was explored. Data was gathered via unstructured interviews. The results revealed that the central phenomenonin the grounded theory of the hidden curriculum of higher education is a phenomenon known as “Game of Knowledge” that it is against the truth of academic knowledge. Again, the various factors have led to its formation were examined. Then, based on micro-approach, structured interviews were conducted with thirty-one senior students at Ferdowsi Universityof Mashhad.These students were selected in a purposeful manner. The analysis of the conducted interviews with students confirmed the results of the obtained findings.