HRD Programs in the United Kingdom

Stewart, Jim; Mills, Sophie; Sambrook, Sally

doi:10.1177/1523422315572619

Cited by 8 publications

(9 citation statements)

References 21 publications

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“…Morse ( 2006 ) outlined the perceived value of work-placements for postgraduate HRD students by arguing that work-based learning helped them to understand better all underlying HRD theories by putting them into practice. As such, UK universities offer in-company programmes and apprenticeships programmes which are designed and delivered to meet the particular training and learning needs of the partnering company (Stewart et al 2015 ; Stewart and Sambrook 2012 ). The teaching and learning methods vary with case studies, student-led seminars, guest lectures, consultancy projects and presentations included to offer an outstanding learning experience to students (Lawless et al 2012 ).…”

Section: Human Resource Development Educational Provision In British mentioning

confidence: 99%

Digital Competence Revolution and Human Resource Development in the United Kingdom and Switzerland

Hubschmid-Vierheilig

Rohrer

Mitsakis

2020

The Future of HRD, Volume I

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In today’s digitalised world, the number of routine/low-skilled jobs has been reduced with rising demand for digitally equipped graduates/employees. Technological advancements heavily impact the way people work while most recent socio-political and demographic changes (e.g. ‘Brexit’, economic instability, higher education reforms, generation attitude changes and a pandemic crisis) increase the need for critical insights on how digital competences of the workforce can improve and sustain business competitiveness. While some organisations remain reluctant to foster their workforce’s digital qualifications, many view digitalisation as an opportunity to enhance employees’ skillsets with company-specific competences for competitive advantage, further being supported by educational institutions which offer tailored human resource development (HRD) programmes (Gartner Co, Gartner identifies three megatrends that will drive digital business into the next decade , 2017). As the UK and Switzerland are non-EU members they are not in charge of implementing the European Digital Strategy; therefore, the chapter aims to describe and compare their ‘special way’ regarding HRD education provision in the era of digitalisation to inform HRD professionals and policymakers on possible future actions.

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Section: Human Resource Development Educational Provision In British mentioning

confidence: 99%

Digital Competence Revolution and Human Resource Development in the United Kingdom and Switzerland

Hubschmid-Vierheilig

Rohrer

Mitsakis

2020

The Future of HRD, Volume I

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“…This paper is concerned with professional education for HRD in the UK, following the example of previous research into HRD education that has taken single country focus (Stewart, Mills, and Sambrook 2015;Zachmeier, Cho, and Kim 2014;Watkins and Marsick. 2016), or a two-country focus in the case of Maclean and Akaraborworn's (2015) identification of HRD programmes in Thailand and Malaysia.…”

Section: Background: Hrd In the Ukmentioning

confidence: 99%

“…Such shifts in professional education are potentially significant since they may be indicative of changes in the professional landscape in which HRD participates. However, to our knowledge, no comprehensive database of HRD programme provision in the UK (or elsewhere) exists (Stewart, Mills, and Sambrook 2015;Stewart and Sambrook 2012). Nor has any systematic and deep review relating to UK HRD programmes and qualifications been published more recently than the `Qualifications and Mapping Project' (Walton, Moon, McGoldrick, and Sambrook 1995), which was concerned principally with the equivalence between qualifications and progression routes in the area of Training and Development.…”

Section: Introductionmentioning

confidence: 99%

HRD professional education provision in the UK: past, present and future

Harrison

Tosey

Anderson

et al. 2020

Human Resource Development International

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The professionalization of occupations has led to the increased demand for specialised knowledge in many fields, in response to which Higher Education (HE) institutions have provided professional education programmes. The purpose of this paper is to address a need for research into the history and current position of professional education in Human Resource Development (HRD) in the UK and to consider the problem of the extent to which HRD can be regarded as a profession. The paper reports findings from a mixed methods study comprising an audit of the postgraduate HRD programme provision in UK universities and a symposium at which the perspectives of key informants were captured. There is evidence of declining use of the term `HRD' in programme titles, and of contestation and 2 conflict between the professional education of HRD and Human Resource Management (HRM). The paper argues for regarding HRD as symbiotic in relation to HRM, rather than as a distinct profession. It identifies the implications of this conceptualisation for professional education in the field and discusses the relevance of experience in the UK for HRD internationally.

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“…CIPD fosters an environment that supports extensive research, effective leadership, professional development, and HR professional standards to enhance and improve capabilities and experience of organizations through studying how they operate, perform, and manage their people. (See more in Stewart, Mills, & Sambrook, 2015).…”

Section: Chartered Institute Of Personnel and Development (Cipd)mentioning

confidence: 99%

Enriching HRD Education Through Professional Organizations

McLean

Akdere

2015

Advances in Developing Human Resources

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The Problem. Human resource development (HRD) education does not take place only in academic institutions. There are hundreds of global professional organizations or associations that are designed to give professionals in the field of HRD opportunities to share their knowledge. Yet, there has been little research to determine what such organizations anticipate contributing to professionals' education. Particularly problematic is the large number of professional organizations at global, regional, country, and local levels, all of which claim to add to professionals' expertise. The Solution. There is little literature focusing on specific HRD professional organizations. In this article, we explore samples of both academic and practitioner professional organizations globally and on each populated continent. We have identified educational outcomes that are part of the educational missions of professional organizations and associated modes. Data were gathered through websites, interaction with professional networks, and our personal experiences. The Stakeholders. HRD practitioners and academics need to be aware of the significant contributions made by professional organizations to HRD education. This is especially important in countries where there is little to no formal HRD education offered in universities, as well as for all professionals, academics and practitioners, who desire to expand their global knowledge. Greater intentionality of this mission may improve the outcomes experienced by professional organizations and help others select appropriate organizations with which to affiliate.

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HRD Programs in the United Kingdom

Cited by 8 publications

References 21 publications

Digital Competence Revolution and Human Resource Development in the United Kingdom and Switzerland

Digital Competence Revolution and Human Resource Development in the United Kingdom and Switzerland

HRD professional education provision in the UK: past, present and future

Enriching HRD Education Through Professional Organizations

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