Abstract
The economic development profession has called for expanding college degree programs to prepare practitioners for tomorrow's challenges. However, the nature and effectiveness of the academy's response will be determined by market-related issues of demand and supply, the degree of congruence between the academy and the profession about the content of program curricula, and the level of participation by all appropriate stakeholders in curriculum development, to ensure its relevancy for practice. This study of graduate economic development education in the Great Lakes region reveals that (1) market demand may be limited, (2) congruence in curriculum content is lacking, and (3) some stakeholders, capable of providing valuable feedback for program efficacy and relevancy, do not participate in curriculum development. Consequently, this approach to expanding the economic development education network may not be as promising as the profession might hope. Several action principles to enhance prospects for success are recommended.
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