Institutional and curricular characteristics of leading graduate HRD programs in the United States
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Abstract
Abstract HRD graduate programs form an important component of the system of human resource education in the United States. This study investigated the institutional and curricular characteristics of fifty‐five leading programs in this country, focusing on three areas: institutional arrangements, student enrollment, and core curriculum content. Findings include a large degree of heterogeneity among program names, departmental affiliations, and specializations. Compared to data from 1991, student enrollment has declined at the master's level while part‐time course taking has increased. Analysis of the core curriculum at these institutions showed a disparity between course offerings and much current writing in the field.