The organizational significance of the move from 'personnel to human
resource management' has been extensively debated; but what implications
does such a shift carry for teaching? This article tackles this question by exam
ining four main aspects: competing value systems and perspectives; the man
agement and business course contexts within which HRM is taught; the
interface between teaching and research; and curriculum design. It is con
cluded that while tutors still have considerable room for manoeuvre, HRM is
merely one manifestation of a more powerful set of forces which will continue
to impact upon educators and students in this area of study.
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