Peer and self assessment and learning teams have recently been used in HRM
courses at the University of Sydney. These initiatives, examined in this paper,
respond to educational research which shows that a student-centred, rather
than teacher-centred, approach has the capacity to improve students' ability
to judge their own performance, develop greater independence in learning,
and enhance lifelong learning. The latter part of the paper addresses the con
nection between subject matter of HRM courses and learning/teaching; that
is, to what extent are key principles of HRM applicable to the learning process
and vice versa—do we practise what we preach? The authors argue that there
is opportunity to draw upon disciplinary and educational expertise to enhance
professional practice in both these realms.
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