This paper examines the objectives, content and methods of Comparative Industrial Relations courses in Australian and New Zealand universities. It identifies changes in the approaches to teaching the subject since a 1990 survey. Using twenty- five course outlines at both undergraduate and postgraduate level from fifteen univer sities, the paper examines some of the cboices lecturers face—selection of countries and themes, the use of theory and the application of effective and innovative teaching strategies. Some new themes have emerged in the past decade, developing Asian countries are increasingly being included in courses, and the theoretical base is broaden ing. Overall, however, comparative industrial relations courses are bigbly diverse in content, reflecting the explicit and implicit objectives of those wbo teach them.
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