Full time 12 Month(s)
This programme offers in-depth analyses of human resource management themes such as workforce planning, encompassing recruitment, retention and reward, and conflict management. It acknowledges the centrality of knowledge to organising, and the role of change in contemporary organisations. You will learn about the importance of the human resource in organising, and the conditions necessary for fostering the development of people and knowledge, and you will hone the capabilities and skills necessary to manage the human resource function effectively.
The programme will give you an excellent grounding in the knowledge and skills needed to embark on a career in HR, management and business, and provides an excellent preparation for a professional management career or to further study at PhD level.
The programme is accredited by the Chartered Institute of Personnel and Development (CIPD). Upon successful completion students can gain Associate (Assoc CIPD) level of professional membership of the CIPD.
You will study a range of modules as part of your course, some examples of which are listed below.
The aim of the module is to develop the students' knowledge of the employment context and employment relations in contemporary economies. This will include developing their understanding of the employment market and the inter-relationship between industry context and employment practices. The knowledge and understanding of a range of dimensions of employment, such as contractual relations, remuneration and reward schemes, and diversity, within the context of a changing terrain, will be enhanced (see curriculum design content).
This module introduces the major debates and perspectives on Human Resource Management. It critically examines controversies about the nature of HRM, placing it in context to understand how it developed and what it constitutes in contemporary ‘globalised’ organisations. The module examines those issues that are seen as central to the practice of HRM, such as recruitment and selection, performance management, and remuneration strategies. Karen and Kay will draw on their own research to provide an insight into the HRM process, explored in a way that critiques its taken for granted ‘normality’, and unpacks the assumptions underlying this central organisational function.
This module introduces contemporary organisations as institutional structures in which management functions. We begin by considering the formal organisation (and the role of management) which was developed through the twentieth century, and which provides the basis for much of our present day understanding of organising.
The main part of the module deals with the contemporary situation and it is argued that the present time is one of extraordinary change in organisations, which offers a considerable challenge to orthodox organisational theory. The material presented looks at what seems to be happening to organisations large and small, and examines key issues in contemporary organisation including bureaucracy, managerial control, technological change and leadership. The latest range of organisational theories, such as institutional theory, discourse analysis and critical realism will be introduced to frame the understanding of ‘new realities’ in organisation.
How has management emerged as crucial form of organising work throughout the 20th Century and why is it so important? Where do management ideas come from and why do we see management in the specific ways we do? What counts as management knowledge? This module asks these questions and shows in detail how knowledge about people, work and organisations is produced, how it relies upon certain assumptions and how these assumptions have changed over time.
The aims of this module are to examine the influence of scientific ideologies in the domain of management and organisation studies and to explore the cultural authority of science. On the one hand, we shall examine the ‘downstream’ impacts of scientific knowledge. On the other, we focus upon the ‘upstream’ conditions associated with the production of scientific knowledge. Recently, radically different concepts of the nature of science have been developed, which entails careful consideration of the process involved in the achievement of scientific knowledge. The module introduces important contemporary modes of thought on organising, including the rise of evidence-based management, complexity theory and actor network theory.
HRM II builds upon the foundations of HRM I. We will continue to examine examples of some of the most important current HRM practices. This module aims to build a wide-ranging cultural image of HRM practices today. We will show that the essence of HRM is to govern one of the central questions of all our lives: who are we when we work today? How does HRM seek to take control over this fundamental question?
We will explore areas such as employability, performativity and self-realisation. We will look at the complex apparatus of recruitment today, from job advertisements, CVs, to power words and images of ideal human subjects. We will see how performance control and appraisal systems make their cultural contribution to contemporary management in tight connection with work motivation and the idea of self-actualisation. We will also consider how human resources have become the strategic assets of contemporary organisations in the knowledge economy and try to understand what is implied in central trends in contemporary work, including talent management, employee wellness and happiness at work, ‘play@work’ and workplace architectures in 21st-century organisations.
Whilst 'knowledge' and its 'management' might be of concern for all organisations, global organisations arguably experience the need for and challenge of ‘managing’ knowledge most acutely. At its most fundamental, this relates to one of the core rationales for being a global organisation: to learn, and leverage the benefits of learning, in multiple different contexts. More subtly, this also relates to how global organisations are themselves communities in which relational ties can facilitate the emergence of spaces of collaboration, creativity and innovation. This module examines these issues in a critical and analytical fashion.
With ‘being global’ now taken for granted in many organisations, and the largest organisations in the world such as GE and Wal-Mart having revenues greater than the GDP of many countries, it is crucial to understand why and how knowledge and learning are ‘managed’ in such contexts. The module begins by examining how the globalisation strategies of manufacturing organisations are built around knowledge-based rationales and mechanisms, before proceeding to examine the case of global service organisations, with particular attention paid to the way these organisations use their knowledge and power to shape the structures of the global economy.
What is meant by ‘change’? How can organisational change be analysed? This module to provides students with a broad theoretical and practical understanding of some key concepts and issues in managing organisational changes.
The contemporary world is characterised by a range of social, political, economic, technological, ecological and organisational changes that challenge accepted understandings and practices. This module introduces contributions from the social sciences that are useful in thinking about change. The focus is upon the development of an account of change that steers between reformist tinkering and revolutionary upheaval.
As managers and others seek to engage with change it is important that taken for granted assumptions and simplistic solutions about organisational life are both articulated and rethought. Prevailing assumptions in the managerial literature are compared to contrasting approaches within organisation studies. The contention of the module is that the emerging socio-technical-politico-economic context necessitates a reflexive appreciation of the complexities and uncertainties of change and intervention.
We live in a complex world in which the actions of individuals, groups, organisations and governments are justified or informed by knowledge claims that frequently have their roots in research. Accordingly, this is a module with practical goals as well as academic content. The main purposes are twofold: first, to introduce some of the basic ideas of research methodology and the standard techniques of research relevant to the study of organisational settings; and second, to reach an understanding of research as a process of social communication, one in which knowledge is produced for specific purposes and for the benefit of identifiable audiences.
The module is also a key stage in your preparation for the research project you will undertake for your dissertation.
The purpose of this module is to provide students with key quantitative techniques and their applications within the context of a questionnaire-based survey focusing on an aspect of management research. The main quantitative methods to be covered are: descriptive data analysis, statistical relationships (correlation and regression analysis), hypothesis testing, data reduction analysis (factor analysis) and data classification analysis (discriminant analysis).
The module will be taught via a mixture of lectures, computer workshops and a survey exercise including design, data collection, analysis, interpretation and presentation of results. Examples will be drawn from several research areas across the various departments in the Management School. The computing laboratory sessions are aimed at introducing students to computer-aided data analysis using the relevant statistical packages.
The dissertation represents the culmination of the year's work and students work exclusively on the project between June and September. It allows a student to focus on a specific area of interest and undertake a sustained period of study on that theme. Often, students choose themes that link directly to their career ambitions, which can subsequently be used to showcase their interests and abilities to prospective employers. For most students this period of independent study is an opportunity to hone their research skills and enhance their intellectual powers.
The standard form of the dissertation is an organisational research project in which a student undertakes a case study of a particular organisation, which will involve engaging in live fieldwork. However, this is by no means the only form for the dissertation project, and research projects using a range of different procedures are allowable, including a library-based project.
Students are invited to begin consideration of their dissertation as early as possible and a series of workshops through the year provide support on developing and refining ideas into a coherent proposal. The dissertation work is then supported by an academic supervisor based in the Department and assigned according to area of research interest.
This module is designed to provide you with the resources you need to develop your postgraduate study skills and to have a positive impact on your levels of attainment on the programme. The module is not credit-bearing and is not formally assessed, but remains an important part of the programme that helps you develop and provides an opportunity to reflect upon your skills and strengths.
The module is delivered through a blended study strategy and is based on a series of classroom-based sessions, independent learning tasks and an interactive, online learning environment. You will have access to many resources and will engage in arrange of activities to improve your academic skills and team-working abilities further. We will cover critical reading, essay and report writing, and exam preparation, as well as provide opportunities to develop cohesive learning groups. During the Michaelmas term you will build a portfolio of material that demonstrates your capabilities and will help you complete your formal assessments on other modules.
Information contained on the website with respect to modules is correct at the time of publication, but changes may be necessary, for example as a result of student feedback, Professional Statutory and Regulatory Bodies' (PSRB) requirements, staff changes, and new research.
Duration: 12 months full-time.
Designed for: Graduates from various disciplines building management careers or practitioners seeking deeper understanding of HR and knowledge management. A degree in Management, Business Studies, Social Sciences, History, Philosophy, English, Languages, Arts or other Humanities subjects will be considered. Relevant work experience is beneficial but not essential.
Entry requirements: 2:1 (UK hons) degree or equivalent in various subjects
If you have studied outside of the UK, you can check your qualifications here: http://www.lancaster.ac.uk/study/postgraduate/international-qualifications/
We may consider non-standard applicants, please contact us for further information.
IELTS: Overall score of at least 7.0, with no individual element below 6.0
We consider tests from other providers, which can be found here: http://www.lancaster.ac.uk/study/international-students/english-requirements/requirements-p2/
If your score is below our requirements we may consider you for one of our pre-sessional English language programmes.
Pre-sessional English language programmes available:
10 Week – Overall score of at least 6.0, with no individual element below 5.5
4 Week – Overall score of at least 6.5, with no individual element below 6.0
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