Key points are not available for this paper at this time.
This article explores the professional standing of the discipline of human resource management (HRM) in business schools in the post-financial crisis period. Using the prism of the sociological imagination, it explains the learning to be gained from teaching HRM that is sensitive to context, power and inequality. The context of crisis provides ideal circumstances for critical reflexivity and for integrating wider societal issues into the HRM curriculum. It argues for Critical Human Resource Management Education or CHRME, which, if adopted, would be an antidote to prescriptive practitioner-oriented approaches. It proceeds to set out five principles for CHRME: using the ‘sociological imagination’ prism; emphasizing the social nature of the employment relationship; investigating paradox within HRM; designing learning outcomes that encourage students to appraise HRM outcomes critically; and reflexive critique. Crucially, CHRME offers a teaching strategy that does not neglect or marginalize the reality of structural power, inequality and employee work experiences.
Bratton et al. (Thu,) studied this question.