Book Description
This descriptive study sought to examine students' perceptions on workforce education and development (WED) curriculum responsiveness to culturally and internationally diverse graduate students at a midwestern university on four dimensions: teaching strategies (to include delivery), curriculum inclusiveness, international responsiveness, and curriculum improvements. Based on study findings of students' perceptions, WED curriculum responsiveness to culturally and internationally diverse graduate students at a Midwestern university appeared to be inadequate. This was evident in the resulting overall weak correlation in the most used and most responsive teaching strategies to students' learning style preferences in its WED program. All student groups (U.S. majority, U.S. minority, and international) found a limited representation of international perspectives on WED course topics. These findings imply that students experienced much intellectual and cultural bondage with a U.S.-centric curriculum in their graduate studies that does not fully prepare them for today's global marketplace.