Making HRM curriculum relevant – a hypothetical practitioners’ guide

Abstract

Purpose Despite business schools teaching human resources management (HRM) for several decades, the skill set of graduates today fails to match the requirements of the industry. Although some attempt has been made to make the HRM curricula relevant, in most cases, a large gap exists between the subject, its assessment and the industry demands. The purpose of this paper is to illustrate the changing trends in the field of HR and present ideas that will guide modern HRM curriculum development. Design/methodology/approach The paper draws on professional experience of the authors in teaching and developing HR curricula as well as literature illustrations from work-based learning. Findings To achieve relevancy, HR curricula need to focus more on professional work-based skills that are pertinent to the contemporary workplace and re-structure exam formats to be in line with skills required in the HR profession. Research limitations/implications There is an opportunity to test the ideas expressed in this paper empirically; this can normally be done through a triad focus group including employers, students and teachers. Originality/value The paper is predicated on the mismatch between the teaching and assessment of some HR subjects and the needs of the contemporary HR profession.

Factors affecting virtual employee engagement in India during Covid-19

“…Engaged – The employee has faith in the company, wants to better his job and his work, is prepared to do what it takes to support the company successfully and is inspired by its representatives. The hallmarks of a committed worker are effectiveness and excitement [4] .…”

A Study of Bachelor's Degrees in Human Resource Management in Three Sri Lankan Leading State Universities

“…Majority of the textbooks were written by authors from North America and Europe. The practice of HRM dates back to several decades although its shape and systems have been determined by industrial activities in Europe and North America [5].…”

“…A careful attempt was made to examine aspects given by all the authors mentioned in the Exhibit for identifying common aspects by avoiding repetitions. Consequently following common aspects can be listed: [33,34]; e-HRM or HR information system [5,22]; and sustainable HRM [35,36,37]. All together identified aspects were 17, and these aspects were considered as evaluation criteria for the purpose of assessment of the curriculum of the bachelor's degree in HRM.…”

Commentary: ChatGPT use in higher education assessment: Prospects and epistemic threats

“…Conclusion: consequences of AI on the future of assessments Utilitarian ethicists will find no reason to reject the revolution of AI even if it limits the veracity of higher education assessment; however, consequentialists will argue that the spread of AI and questions surrounding the ethics of their use will constitute the future of research in many areas, including the long-term purpose and utility of higher education (Benuyenah and Boukareva, 2018). To suggest that AI will have no impact on the evolution of higher education is not only denial but existentially dangerous.…”