Human resource development teaching and learning in South African higher education: a practitioner perspective

Abstract

This research study is devoted to exploring the critical alignment between Human Re-source Development (HRD) education in higher institutions and the practical require-ments of HRD professionals in the South African workforce. As the significance of HRD grows in higher education (HE), especially in today’s rapidly evolving “new-world” economy, there is a rising demand for specialised HRD academic programmes. This demand underscores the utmost importance of ensuring that HRD programmes effec-tively prepare students to thrive in the ever-changing world of work. The HRD field, while growing, faces several formidable challenges. Foremost among these challenges is the absence of a universally accepted HRD definition, com-pounded by its multidisciplinary nature and continually expanding boundaries. This lack of a clear definition presents a significant hurdle for educational institutions striv-ing to design pertinent and effective HRD curricula. Furthermore, HRD curriculum de-velopment is increasingly becoming a focal point within HRD education, yet research in this domain remains limited. Recent statistics underscore this gap, revealing a dearth of peer-reviewed articles focused on university-based HRD courses and pro-grammes. Prominent organisations like the University Forum for Human Resource De-velopment (UFHRD) have turned their attention to curriculum design and the teaching and learning of HRD qualifications, emphasising the need for curriculum content that adequately prepares HRD graduates for real-world HRD roles. In the South African context, the government’s prioritisation of skills development through initiatives such as the Human Resource Development Strategy for South Af-rica (HRDS-SA) and the National Skills Development Plan 2030 (NSDP 2030) under-scores the urgency for South African universities to equip HRD programme graduates with the knowledge, skills, and attributes required to effectively implement HRD strat-egies in workplaces. This aligns with global trends where undergraduate programmes increasingly focus on cultivating students’ career readiness and skill acquisition. This study is guided by three central objectives: To assess the alignment between HRD education and the needs of HRD professionals, to explore perceptions of HRD viii as a field of study within the South African workforce and its impact on the expectations placed on HRD practitioners, and to compare the content and methods of HRD edu-cation at undergraduate level with the practical application of HRD by professionals in South African workplaces. Through an extensive literature review to establish a theoretical foundation and em-pirical research methods to gather data, this study uncovers substantial insights into the potential disconnect between HRD education and practice. It reveals a paucity of research addressing the academic preparation of HRD professionals and the chal-lenges faced by HRD educators in ensuring curriculum relevance. The research employed a case-study approach, focusing on an empirical investigation of HRD phenomena within real-world contexts. Purposeful sampling was used to se-lect participants for focus group interviews, based on specific criteria reflecting their experience richness. Purposive sampling also extended to documents related to HRD curriculum, focusing on a registered qualification and articles addressing the under-graduate HRD curriculum. The study employed two methods for data analysis: docu-ment analysis and interpretation of focus group interviews. These methods allowed for a comprehensive examination of HRD teaching and learning documents alongside insights from HRD practitioners' experiences in the workplace, providing a nuanced understanding of the alignment between HRD education and practice. In light of these findings, several recommendations emerge. Foremost among them is the pressing need for extensive research on the academic preparation of HRD profes-sionals and the challenges faced by HRD educators. HRD curricula must be adapted to align more closely with rapidly changing workplace realities. Initiatives like the UFHRD can play a pivotal role in guiding curriculum content to meet industry needs. A more robust partnership between HRD academics and practitioners is essential to ensure that HRD curricula resonate with the voices of both scholars and practitioners. In conclusion, this research represents a significant step towards bridging the gap be-tween HRD education and practice in the South African context. The findings offer invaluable insights into the challenges and opportunities involved in aligning the HRD ix curriculum with workplace realities. By addressing these issues, South African univer-sities can better equip HRD graduates to navigate the demands of today’s ever-evolv-ing world of work, thereby contributing to the professionalisation and maturation of HRD as an academic discipline harmoniously integrated with its practical application.