dc.creator | Ferdinand, Debra | |
dc.date.accessioned | 2015-04-08T15:46:15Z | |
dc.date.accessioned | 2019-08-05T18:35:44Z | |
dc.date.available | 2015-04-08T15:46:15Z | |
dc.date.available | 2019-08-05T18:35:44Z | |
dc.date.created | 2015-04-08T15:46:15Z | |
dc.date.issued | 2015-04-08 | |
dc.identifier | http://hdl.handle.net/2139/39882 | |
dc.identifier.uri | http://repositorioslatinoamericanos.uchile.cl/handle/2250/3025979 | |
dc.description.abstract | This study used the mixed methods Follow-up Explanations Model and the Within-Stage Mixed Model design to examine postgraduate students' perceptions of workforce education and development (WED) curriculum responsiveness to culturally and internationally diverse students with respect to:(a)teaching strategies, (b) curriculum inclusiveness, (c) international responsiveness, and (d) curriculum improvement. | |
dc.language | en | |
dc.subject | Technical and vocational education and training | |
dc.subject | Human resources development | |
dc.subject | Education and development | |
dc.subject | Postgraduate students | |
dc.subject | Curriculum evaluation | |
dc.subject | Perception | |
dc.subject | Mixed methods research | |
dc.title | Combining mixed methods designs: Follow-up and within-stage models [PowerPoint] | |
dc.type | Presentation | |