Organisation Studies and Human Resource Management: An Educator's Handbook

This book advances educational understanding and practice in Organisation Studies and Human Resource Management (OSHRM). It develops new theoretical perspectives on learning in OSHRM and introduces and evaluates a range of educational approaches, methods and techniques to advance teaching and assessment and student learning in the field. Chapters are evidence-based and provide practical advice for enhancing the effectiveness of OSHRM programmes and courses in universities, colleges and human resource development settings globally. With contributions from leading educators in OSHRM, the book both advances understanding and provides practical guidance for the design of programmes, courses and classes. Importantly, it illustrates innovative classroom and virtual learning experiences that will secure student engagement; cultivate critical and creative thinking; and enhance students’ employability, leadership and enterprise capabilities. A distinctive contribution of the book lies in the inclusion of student viewpoints on the understandings and educational advances proposed by the authors. Significantly, the book demonstrates how recent changes affecting higher education, such as globalisation, mass participation and marketisation, and, most recently, the pandemic crisis, can be embraced as opportunities to advance both educational understanding and educational policy and practice in OSHRM. This book will be invaluable for university educators internationally in the fields of OSHRM and for HR developers working in management and leadership development, and the book has relevance to both groups whatever their career stage, from absolute beginners through to advanced practitioners.

Table of Contents:
1. Introduction: professionalising education in Organisation Studies and Human Resource Management PART I Practising differently: OS and HRM learning, teaching and assessment in physical and virtual space 2. Engaging and enthusing students in the physical and virtual classroom 3. It’s a game of skill: playful learning through board game design 4. Giving it a go: introducing authenticity into Human Resource Management assessments 5. The experiential approach to undergraduate OHRM 6. Module design, delivery and assessment for large student numbers Student opinion pieces A. Bringing learning to life through stories: the shoemakers’ tale B. Engendering real learning through practice C. Strategic interpretation of lectures PART II Conceptualising differently: reframing OS and HRM learning, teaching and assessment 7. Enriching learning through interactive technologies in the online, blended and face-to-face contexts 8. Problem-based learning: is it possible to transplant teaching practice between countries? 9. Classroom experience as an open system 10. Developing praxis through active blended learning and authentic assessment 11. The HR consultant – an experiential learning approach: a case study approach of HR students working on live client projects 12. Developing entrepreneurial talent through pedagogical innovations: insights from three international case studies Student opinion pieces D. The challenges of student cross-cultural integration E. Enabling knowledge sharing in culturally diverse teams F. Peer learning within the multi-cultural classroom PART III Educating differently: directions in OS and HRM education towards a new normal post-pandemic 13. Failing better: learning from failure and learning to fail in the Doctorate of Business Administration 14. Designing learning and technology spaces for educating Gen-Z university students 15. An exercise for evaluating virtual team member performance 16. Mind the gap: conceptualising and experiencing the space between academic and practice communities in HRM/D education 17. It takes a team: student-staff partnerships in learning and teaching in higher education 18. Developing graduates as critical professionals: professional development ++ Student opinion pieces G. Peer-assisted learning approaches to enabling multicultural integration and learning H. Forming professionals instead of graduates: the value of experiential learning for future employment I. The value of partnership: a constructive dialogue J. Differing curriculum foci at top and mid-tier academic institutions K. Liberated or detained in remote learning? Conclusion 19. Conclusion: the future for OS and HR educational excellence

About the Author :
Kate Black is Associate Professor at Northumbria University, UK. Kate is a qualified teacher, Principal Fellow of the UK’s Advance HE, and has over thirty years’ experience as an educator and experience within organisational human resource development (HRD). As Director of Education, Kate leads on learning, teaching and the student experience. Russell Warhurst is Associate Professor at Northumbria University, UK. Russell is a highly experienced educator and HR developer, having been teaching and researching in higher education and working in adult education roles for four decades. Russell has published widely in the fields of adult education, human resource development (HRD) and managerial learning.