Date of Conferral

4-2-2025

Date of Award

April 2025

Degree

Ph.D.

School

Public Policy and Administration

Advisor

Gregory Campbell

Abstract

International education programming plays a critical role in developing workforce readiness skills necessary for today’s global economy and diverse local communities. The purpose of this qualitative case study was to explore the experiences of Wisconsin technical college graduates and leadership administrators regarding workforce readiness, international education programming, and policy. While previous research had focused on the outcomes of university or community college graduates, there has been no study that specifically examined the experiences of technical college graduates or leadership administrators as it relates to international education programming and workforce readiness. The research problem addressed the need for international education programming as a graduation requirement for students pursuing an associate of applied science degree in the Wisconsin Technical College System. Becker’s human capital theory was used to assess higher education outcomes that impact workforce readiness. Data collection involved 12 interviews with graduates and leaders of Wisconsin technical colleges. Key findings include international education programs that significantly contribute to the development of workforce readiness skills and positively influence hiring outcomes. Leadership administrators acknowledged the benefits of these programs but expressed concerns about student access and hoped policy building would improve access. Findings might be used to enhance workforce readiness skills through the integration of global competency criteria into graduation requirements, which might benefit Wisconsin technical college students as they enter the workforce.

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