A Systems Model Comparing Australian and Chinese HRM Education

Y

10

Systems Approach; Comparative Education; Human Resources; Labor Force Development; Professional Associations; Instructional Design; Elective Courses; Curriculum Design; Educational Change; Industry; Work Environment; International Cooperation; Program Descriptions; Masters Degrees; Accreditation (Institutions); Foreign Countries

Australia; China

1832-8342

This paper explores the implications for learning design in HRM education in the 21st century. An open systems perspective is used to argue the importance of establishing productive relationships between academia, professional associations, regulators and industry (resource inputs) to support the creation of optimal learning environments (the transformation process) to generate work-ready HR graduates (the product output). A comparison of Australian and Chinese curricula indicates similarities in terms of approximate programme weightings of general business units, core HRM, and elective units. It is recommended that curriculum design take into account the need to remain research-based academically, yet industry-focused, in the context of an international workplace. A key to this is the collaboration among the resource inputs. The curriculum formulation process is examined, with implications for 21st century HRM education design.

As Provided

28

2017

EJ1127715