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Introduction With the developing phenomenon of globalization, advances in information technology, and managerial innovation, the boundaries, scope, and concerns of business education have broadened its horizons (Escobar- Rodriguez & Monge-Lozano, 2012). As they are undergoing a globalization process, higher education institutes worldwide are seeking new business curriculum design which is aligned with the needs of contemporary teaching and learning as well as with the competencies and protocols of workplaces (Avis, Fisher, & Thompson, 2014; Conrad & Dunek, 2012). As the curriculum is highly influenced by its social, economic, and cultural environment, the abilities to look for necessary information, share knowledge, and work collaboratively with others for problem solving in teamwork are particularly desired. Thus, universities nowadays are expected to, and have an urgent need to provide transitional education that highlight these issues and help students face today's complex changing world (Pellegrino & Hilton, 2013). In today's digital age, it is clear that not only is the creation of curriculum innovation and structures important, but it is also evident that so is the way we deliver course content. The transformation of curriculum design makes a difference regarding learners' acquisition of relevant knowledge, competence, skills and other characteristics (Beetham & Sharpe, 2013) for applying to their professional work domains. Business schools that have incentive schemes using the new pedagogical concept known as a flipped approach and web technology intensively have become more innovation-oriented in order to exhibit much higher incidences of structured training across various coursework (Butt, 2014; Findlay-Thompson & Mombourquette, 2014; O'Flaherty & Phillips, 2015). The purposes of flipping the younger generation's learning attitudes and habits, as well as linking education closer to the world of work, is of great significance in educational practice (Bergmann & Sams, 2014; Berrett, 2012). In this study, we are concerned about business education in Human Resource Management (HRM) because quality courses provide opportunities for students to conceptualize relevant topics in the evolving functions of HRM within today's organizations and business environment. To achieve this goal, we propose an instructional design grounded in team-based learning in a flipped learning scenario, which provides students with valuable opportunities for quality learning. The expected benefits to learners who participated in this approach include promoting student-centered learning and collaboration, as well as improving their engagement in their own education and learning achievement. This article first assesses the advantages and limitations of the existing flipped classroom and the rationale for incorporating of team-based learning in business training and development from the perspective of HRM curriculum design, development and assessment. We intend to flip students' learning in HRM, with the hope of constructing their learning experience in a way that will be conducive for workplaces and also for society as a whole. Experimenting with innovative business curriculum in HRM helps facilitate integrated growth of business students through meaningful and interactive activities in a flipped learning fashion. This study aims to provide visibility of curriculum design, implementation and assessment and to enable more evidence-based educational research toward a better understanding of how students learn and how they engage in the course. Flipped classrooms overview Pedagogical practice Traditionally, in order to facilitate large-class communication, most courses are transmitted in a lecture approach so as to deliver relevant course content that allows the instructor to precisely determine the aims, content, organization, pace and direction of a presentation (Struyven, Dochy, & Janssens, 2010). …
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