Providing the structure for the teaching and learning of international human
resource management is a complex task of balancing content areas of cog
nitive knowledge, and non-cognitive (e.g., attitudinal) material, with the edu
cational process designed to achieve optimal personal learning as well as meet
institutional objectives.
This paper presents a model for educational design which allows for flexible
and multiple approaches to student learning, and applies it to an existing
undergraduate course in IHRM at an Australian university. The course is
examined for effectiveness of process and curriculum, and recommendations
are made for the development of similar courses in IHRM.
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