Towards Critical Human Resource Management Education (CHRME): a sociological imagination approach

John A. Bratton · Jeff Gold

36 citations0/0 files storedWork Employment and Society

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Management and Marketing Education Human Resource and Talent Management Management and Organizational Studies

Abstract

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.

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1991Firm Resources and Sustained Competitive Advantage 2004Firm resources and sustained competitive advantage 1985Competitive Advantage: Creating and Sustaining Superior Performance 2014Capital in the Twenty-First Century 1985Competitive advantage, creating and sustaining superior performance 1998Competitive advantage: creating and sustaining superior performance 2023Modernity and Self-Identity 1960The Sociological Imagination

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