مقاله انگلیسی برنامه درسی مربوط به مدیریت منابع انسانی (2018 امرالد)

The business world is changing exponentially and so is the practice of human resources management (HRM). Some of the key changes in the business field over the past two decades include the diversity of digital platforms available to educators and students of HRM. In the fast changing business world, methods, tools and processes used in recruitment and selection, training and development are vastly different compared to just three decades ago. It is apparent that business schools will be better off if they can adapt their teaching and course offering to the changing needs of industry. In the field of HR practice, changes have occurred in the recruitment, selection, training and appraisal methods and the processes used in ensuring that these core functions of HR are strategically fit for purpose. Possibly, a long list of changes occurring in the business world exists albeit this is not the focus of this paper. In some sectors, educational transformation has been embraced particularly in the field of teaching and learning although such a change is mainly in approaches to pedagogy and less so in content. Recently, Helyer (2015) carried out a study that calls for reflective thinking in work-based learning (WBL) emphasising that such an approach promotes adaptable behaviours that can address the changing roles in today and future jobs market. Such a radical move to incorporate hitherto unpopular methods of assessing learning is defensible, and has been supported by others including Garnett and Cavaye (2015) and Morris and Blaney (2014) who advocated for the recognition of prior learning (RPL) practiced widely by Teesside University, University of Lancaster and Middlesex University. Still, there are gaps in the curricula of several other universities. As the gap between subject matters, current HRM practices, teaching practices and assessment methods continue to widen, a number of scholars in HR (Herman, 2007; Martin-Rios et al., 2017) and in other educational work (Garnett et al., 2016; Graham, 2017) have expressed their concern, calling for a review of the approach taken in educating the modern HRM graduate. One area in particular that lags behind in educational practice is the method by which students of HRM are assessed—this is not exclusive to HRM; several higher educational institutions including, high-ranking universities in the UK, Australia as well as several government institutions in Vietnam and most of the developing world, continue to still assess their students in the traditional way—typically, a 3-h final exam aimed sometimes, and unintentionally, at regurgitation of semestral course material that features theories often formulated five decades ago. A quick scan through the website and academic calendars of these universities will reveal evidence of scheduled examinations for courses that are not necessarily theoretical in nature, for example, a formal exam for a course in recruitment and selection or training and development raises questions about what skills are being measured through these formal exam-based summative assessments. This practice in itself has some academic merits; however, in contrast, Harvard Faculty of Arts and Sciences adopted a motion in support of eradicating final exams except in cases where the faculty makes a request to the registrar to end a course with a formal, seated exam.