Human Resource Management (HRM) has been in vogue for ...

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… the framing of the thinking performer concept in ways that emphasise a „critically thoughtful approach‟ and the importance of employee well-being in all HR considerations could (emphasis in original) help balance the overly business focussed tendencies noted in business partnership models, but is this happening as the thinking performer moves into practice? (p. 237). In this conceptualisation of the thinking performer, Francis and Keegan suggest that the education of HR practitioners should aim to engage in „critical discussion of the ideology and practice of HRM in ways that allow professionals to develop more skilled approaches to balancing inherent tensions in the employment relationship‟ (p. 246). In sum, there are a number of competing views as to what the HR function should be seeking to achieve and a number of roles that HR professionals could adopt. The evidence increasingly points to HR professionals seeking to become business partners and in the process be seen as more strategic and adding greater value to the organisation. However, more critical accounts suggest that in this headlong rush to professionalise the HR profession has lost sight of its humanist values. It is these tensions which are now considered in relation to aspirant HR professionals drawing upon data collected from full-time students on the CIPD-accredited Postgraduate Diploma/MSc in Human Resource Management at the University of Strathclyde. Methods The paper draws on data from surveys, focus groups and interviews for two student cohorts: 2005/06 (26 students) and 2006/07 (31 students). Focus groups and surveys
were conducted with the students at entry to the course. The survey focused on reasons for studying HRM at postgraduate level and at Strathclyde, immediate career plans on graduating (position sought, location, salary expectations, sector), key factors thought to influence obtaining a job in HR, factors important in choosing a job and career expectations. The focus groups further explored reasons for choosing postgraduate study, perceptions of HRM as a field of study and a business profession, and perceptions and involvement with the CIPD. This entry stage analysis was important for establishing initial expectations, providing a baseline to assess later cohort pedagogical and professional experience - the latter over the course of their career. Each cohort group could be described as diverse in terms of prior experience of HR but more uniform with respect to academic qualifications. All students were required to possess a good social science undergraduate degree which was believed to be an essential grounding for understanding HRM. This background implied a range of prior expectations and understandings of HRM. This diversity also avoided biasing initial perceptions in any particular direction. Surveys and focus groups were conducted again as students exited the course approximately eight months later to determine any change in expectations and perceptions of HRM as a field of study and business profession. Given the consistent academic standards of each cohort recruited, any observed changes could be attributed to changing orientation with respect to HR as a career, rather than to low levels of competence with respect to the course requirements. Another important point to consider is whether the content of the course may have predisposed students towards
Page 1 and 2: ‘Employee champion’ or ‘busin
Page 3 and 4: What are participants‟ experience
Page 5 and 6: term which encompasses all sub-disc
Page 7: aspiring and existing HR practition
Page 11 and 12: work analysis has been done for 200
Page 13 and 14: ecause you‟re working with real p
Page 15 and 16: survey responses. Indeed, it was no
Page 17 and 18: however stated that he had „alway
Page 19 and 20: and educators to think reflexively

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