Purpose – The purpose of this paper is to provide a comprehensive review of peer-reviewed literature on university-based human resource development (HRD) courses and programs. Design/methodology/approach – The methods used in this paper are integrative literature review and content analysis. Findings – Only 71 peer-reviewed articles that address university-based HRD courses and programs in any way were found. Forty-six were empirical studies and 25 were either conceptual or editorial in nature. The majority of articles focused on HRD courses and programs in the USA and the UK. Perspectives from other countries were nearly absent. Many of the claims about the content and quality of HRD courses and programs were not supported by empirical evidence. Research limitations/implications – HRD courses and programs are offered in universities around the world. Almost nothing is known of their content, quality or methods. Future research on these courses and programs should focus on the relevance of curriculum to the needs of organizations. Originality/value – While HRD research and practice are concerned with learning and development, topics related to the learning and development of future HRD scholars and practitioners are rarely addressed in the HRD literature. This is the only comprehensive review of the small-body peer-reviewed literature on university-based HRD courses and programs. It provides a summary of the findings of empirical research on HRD courses and programs, and an analysis of the warrant for the claims about these courses and programs.

In this study, we examined the curricular and institutional characteristics of HRD master's programmes in the United States. Our sample included 108 programmes in 100 institutions that were self-identified as HRD programmes. Among our findings: (1) fewer programmes were located in schools of education (44%) and more were located in schools of business (28%) than indicated by previous research; (2) there was greater homogeneity in curriculum among programmes in the same institutional locations (e.g. schools of education or schools of business) and greater variation among programmes in different institutional locations; (3) the curriculum of programmes located in schools of education tended to focus on traditional educational topics such as adult learning and instructional design, while the curriculum of programmes located in school of business tended to focus on management topics such as organization development, staffing and employment law. Our findings suggest that the nature of HRD as an academic subject varies with institutional location, as do the skill sets of students who graduate from HRD programmes. Future research should take these differences into account.

The Problem. The development of human resource development (HRD) practitioners and scholars in university-based courses and programs is a significant but underexplored area of research. No recent scholarship has addressed the views of those who teach HRD subject matter, the methods they use, or the challenges they face in their work. Moreover, although HRD is recognized as an international field, HRD education has not been examined with an international perspective. The Solution.

Research has identified that pre-service teachers have concerns about technology integration (e.g., their future school would lack technology resources; technology is not applicable in their subject areas). Mentoring has been highlighted as a means of overcoming these concerns. In this study, we present and investigate one strategy -an asynchronous video mentoring session between a class of 199 pre-service teachers and four exemplary award-winning technology-using in-service teachers. A small group of the pre-service teachers (n = 31) voluntarily expressed their concerns. The four in-service teachers were videotaped as they responded to these concerns. All 199 pre-service teachers watched the videos and described how the in-service teachers' responses either alleviated or increased their concerns. A majority of the pre-service teachers (58%) reported that their primary concerns regarding technology integration were less acute after they watched the teachers' presentation. Teacher education programs might consider the use of digital technologies to support student voices and increase the opportunities for interaction between pre-professionals and practising professionals. Inclusion of technology integration in teacher education programsIn most classrooms in the United States, teachers and students have access to a wide variety of technology resources (e.g., laptops, tablets, video recorders, and interactive whiteboards) (Hall, 2010). According to a recent report conducted by the Pew Research Center (Lenhart, 2015), nearly 75% of US teens have (or have access to) a smartphone. The availability of smartphones has increased dramatically (Project Tomorrow, 2013). Although only 24% in middle school and 28% in high school reported their availability to smartphones in 2008, in 2012 these numbers jumped to 65% and 80% respectively. This increase followed a similar pattern for personal digital readers (from 17% in 2011 to 39% in 2012) and tablets (from 26% in 2011 to 52%) among middle school students (Project Tomorrow, 2013). However, this enormous increase in technology resources among students and teachers does not guarantee teachers' effective use of technology in classrooms (Ertmer & Ottenbreit-Leftwich, 2010).Technology preparation has become a common feature in teacher education programs (Ottenbreit-Leftwich et al., 2012), as teachers are expected to have sufficient technology skills (ISTE, 2014). However, several metaanalysis studies (Mims, Polly, Shepherd, & Inan, 2006;Polly, Mims, Shepherd, & Inan, 2010) have found mixed results as to whether technology coursework in teacher education programs improved pre-service teachers' technology skills or encouraged technology use in the classroom. Pellegrino, Goldman, Bertenthal, and Lawless (2007) suggested that this could result from lack of sufficient modelling of appropriate uses of technology in the classroom by teacher education faculty, and suggest it may be accompanied by the minimal exposure to appropriate uses of technology that pre-service teachers receive dur...