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The research goal was to investigate the outcomes of implicit curriculum from university students’ point of view.A purposeful sample of 15 professors and 20 students from shiraz university participated in the study. Data were collected through the research literature and by doing interviews with key experts and then the collected data analyzed by using the thematic network model. The set of 154 coded-common experiences were identified. Findings were classified into three major categories including: 1) basic concepts; 2) organizing themes; 3) inclusive themes. Results generally indicate that the main outcomes that students learned through the implicit curriculum are as follows: 1) authority; 2) discipline behaviors; 3) sense of comfort; 4) self- worth; 5) self-control; 6) social solidarity;  7) value-oriented approach; 8) responsibility;  9) passing exams with the minimum of effort; 10) cheating ; 11) stereotyping; 12) gaining scientific spirit; 13) deep study, and 14) undeep study.

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The purpose of this study was to investigate the training of job competencies appropriate to the approach of creative industries in higher education of Iranian handicrafts, which was done with exploratory sequential mixed methods of tool making model. The qualitative part was performed with a qualitative multi-method approach, using content analysis and descriptive phenomenology. In this part, by purposive sampling method, 17 samples of graduates of this field participated in the interview and 8 themes were extracted. Quantitative part was done by survey method. By cluster and available sampling from the final year students of higher education in handicraft, 147 samples participated in the evaluation. The performance of the Bachelor and Master curriculum in this field in job competencies in all extracted elements was lower than the average standard and it is suggested that in handicraft higher education programs, courses should be planned in accordance with the required job competencies