MSc Human Resource Development (International Development) / Course details

This module examines HRD theory and practices at three different levels: the macro (Global), meso (state) and micro (organizations) and their intersections.

The unit aims to foster a critical and nuanced understanding of the essential concepts and theories that form the foundation of Human Resource Development (HRD). It will delve into the diverse geopolitical contexts in which these processes unfold, highlighting the importance of strategic and innovative utilization of human capacities within and across organizations. The unit also contextualizes HRD and skill development within the broader socio-economic environment, thereby illuminating the broader context within which HRD policies are formulated and implemented. In doing so, the course unit extends its analysis beyond the traditional organizational focus, critically examining contemporary HRD theories for their relevance and impact at the societal level. This approach is integral to understanding how HRD contributes not just to organizational efficiency, but also to the broader goals of human and institutional development. 

The delivery of this course unit will be facilitated through a blended learning approach, integrating various synchronous and asynchronous methods to create a dynamic and interactive learning environment. Please see details below: 

Lectures (20 hours, Synchronous): 

Traditional face-to-face lectures will be conducted for 2 hours per week. 

These sessions will introduce key concepts, theories, and frameworks within HRD. 

Lectures will be supported by PowerPoint presentations, which will be made available on the e-learning platform for review. 

Tutorials (12 hours, Synchronous): 

Seminars will be held for 1 hour per week, encouraging in-depth discussion and analysis of lecture topics. 

Students will engage in group activities, debates, and case study analyses to apply theoretical knowledge to practical HRD scenarios. 

Workshops (4 hours, Synchronous): 

Interactive workshops will focus on developing specific skills such as critical analysis, data evaluation, and effective communication.

These sessions will include hands-on activities and peer-to-peer learning opportunities. 

E-Learning (Asynchronous): 

Blackboard will provide access to additional reading materials, online discussions, and quizzes to reinforce learning. 

Students will participate in discussion forums to discuss weekly topics, share insights, and engage with peers and the instructor outside of scheduled class times. 

Blackboard will also host a repository of digital resources, including recorded lectures, seminar materials, and workshop recordings for students to access at any time. 

Guest Lectures/Webinars (2 hours, Either Synchronous or Asynchronous): 

Subject matter experts will be invited to deliver guest lectures or webinars, which may be offered live or as recorded sessions to accommodate different time zones and schedules. 

Online Tutorials (Asynchronous): 

Short video tutorials will be available to clarify complex theories or demonstrate practical HRD tools and techniques. 

Independent Study (Asynchronous): 

Students will be expected to undertake independent study, including reading assigned texts and preparing for seminars and workshops. 

This will be supported by guided reading lists and self-directed learning tasks provided on Blackboard. 

Feedback Sessions (2 hours, Synchronous): 

Dedicated sessions will be provided to discuss feedback from the formative assessment, with the aim of enhancing learning outcomes and academic performance. 

Assessment Support Sessions (4 hours, Synchronous): 

These sessions will offer guidance on approaching assessments, understanding criteria, and developing academic writing skills. 

In sum, the course unit will employ a range of teaching and learning methods to cater to diverse learning styles and to ensure that students can engage with the material both in and outside the classroom. A mix of synchronous and asynchronous e-learning methods will be used to e

At the end of this module, students should be able to:

Understand and critically analyse the intricate relationship between globalization and HRD, focusing on the role of various institutions in skills planning and development, particularly in the context of developing countries. 

Demonstrate a comprehensive understanding of core HRD concepts and theories, including learning, development, capacity building, human development, knowledge management, talent management, national HRD, and the political economy of skills formation. 

Develop an in-depth understanding of the roles, competencies, and responsibilities of HRD practitioners in diverse contexts. 

Evaluate the interplay between HRD and the Sustainable Development Goals (SDGs), assessing their implications for global and national HRD strategies, and human development. 

Critically assess and understand the contribution of HRD to advancing knowledge and skills within organizations, as well as its impact on broader social and economic development objectives. 

Provide students with knowledge of the principles and current issues relevant to HRD in contemporary contexts to support their development of subject specific and key transferable skills necessary for employment in positions related to human resources and organizational development. 

Understand and articulate the complex connections between HRD, globalization, and international development, recognizing their mutual influences and impacts. 

Develop a critical appreciation of the roles and contributions of multiple stakeholders in HRD planning, including HRD professional associations, governments, international organizations, multinational corporations, and non-governmental organizations. 

Acquire foundational knowledge in HRD that will complement advanced study in HRD, equipping students for more specialized learning in subsequent course units. 

Gain proficiency in evaluating and utilizing data and reports from the United Nations, World Bank, and other relevant international bodies on skills development, and applying this knowledge to regional or country-specific contexts. 

Develop effective communication skills, both written and verbal, for diverse professional settings in HRD. This includes the ability to articulate complex HRD concepts clearly and persuasively to varied audiences, ranging from organizational stakeholders to community groups. 

Individual Case Analysis: 3,000-word individual case analysis. Students will be presented with a real-life case study related to the HRD themes discussed in the course unit to critically analyse and produce a professional case report. 

Students who fail this assessment will be reassessed via a 3.000-word individual assignment, adopting a similar case analysis approach to the original assessment but without the need for Assignment 2. However, re-sit students would be provided a different case scenario from the one initially attempted

Written feedback will be provided to students in-line with the University’s guidelines via Turnitin®UK GradeMark. 

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Bierema, L., & Callahan, J. L. (2014). Transforming HRD: A framework for critical HRD practice. Advances in Developing Human Resources, 16(4), 429-444. 

Carbery, R., & Cross, C. (2017). Human resource development: A concise introduction. Bloomsbury Publishing. 

Collins, J. C., & Callahan, J. L. (Eds.). (2022). The Palgrave handbook of critical human resource development. Springer Nature. 

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Fukuda-Parr, S., Lopes, C. and Malik, K. (2002). Capacity for development: New Solutions to old problems. London: Earthscan Publications.  

Fukuda-Parr, Sakiko and Shiv Kumar. (2009). Handbook in human development: Concepts, measures, and policies. Delhi, IN: Oxford University Press. 

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Jabarkhail, S. (2023). The state of theorizing human resource development (HRD) in extended context: A review. Human Resource Development Review, 22(3), 451-469. 

King, E. (2011). Learning for all. Washington, D.C.: World Bank. 

Little, A. W., & Green, A. (2009). Successful globalisation, education, and sustainable development. International Journal of Educational Development,29(2), 166-174. 

McGoldrick, J.,Stewart, J.,Watson, S. (2002). Understanding HRD: A research based approach. London: Routledge. 

McGuire, D. (2014). Human Resource Development. 2nd ed. London: SAGE 

Nussbaum, M. (2003). Capabilities as fundamental entitlements: Sen and social justice. Feminist Economics, 9(2-3), pp.33-59. 

Randev, K. K., & Jha, J. K. (2023). Promoting decent work in organisations: a sustainable HRD perspective.

Study hours

Teaching staff

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