Using critical analysis, self-reflection and problem-solving techniques, the MSc Human Resource Management (HRM) degree provides students with the opportunity to learn how to develop and implement creative and strategic HRM solutions that drive organisational performance.
Professional accreditation, industry links and a business focus make this programme ideal if you are currently involved in human resources or are interested in pursuing a career in this area.
With distinct academic and practitioner perspectives you will have the chance to discover new ways of managing people in the modern workplace, taking into consideration people development and employee relations and understanding the broader business concerns of senior management. You will be challenged to think critically upon matters of organisational management and self-reflection.
This programme provides the opportunity to gain a professionally recognised qualification that will assist in meeting the increasing requirement of HRM practitioners to hold a Chartered Institute of Personnel and Development (CIPD) qualification.
As well as entitling you to the CIPD membership level of Associate, this programme provides the necessary supporting evidence of professional knowledge to apply for upgrading CIPD Chartered Membership, subject to concomitant work experience.
Professor Matthijs Bal - workplace dignity, individualization, workplace flexibility, psychological contract, fictional narratives and critical approaches to HRM and Management studies. Matthijs is developing a theory on workplace dignity in a book which will be published during the summer of 2017.
Dr Deirdre Anderson - flexibility, work and family (especially in different cultures), gendered careers, and women’s management pipeline, all considered through a lens of inclusion and diversity.
Dr Dieu Hack-Polay - economic performance of migrants in host countries and international human resource management. Dieu is currently working on a book entitled ‘African diaspora direct investment – economic and socio-cultural rationality’ which is expected to be published by Palgrave Macmillan in October 2017.
Dr Rochelle Haynes - the role of internationally-assigned managers in multinational enterprises, how the roles of these managers evolve during transitional periods and how their roles are shaped by institutional factors within their company’s country-of-origin.
Muhammad Khan is undertaking a PhD on ‘The Role of Ethics in HRM and its impact on stakeholder engagement’.
Jan Mehmet’s areas include Human Resource Development, Leadership and Management, Coaching and Mentoring, Action Learning, Wellbeing at work and she is currently doing a PhD on an ‘exploration of the experiences of gynaecological cancer survivors at work, with a view to improving the support HR can provide to enable such women to stay in work’.
Dr Igor Menezes - matching modern techniques from machine learning and psychometrics in order to provide predictive solutions to businesses and individuals has motivated him to continuously hone existing skills while developing new ones.
Dr John Mendy - research, HRM and Organisational Behaviour, organisational improvement, organisational culture and change, change management, the management of working relationships between international, home graduates and other employees, smart cities as learning cities and developing HRM policies and practices to support people on the autism spectrum. John is currently working on a book on the teaching of HRM and OB which is expected to be published by IGI Global in September 2017.
Contact Hours and Independent Study
Weekly contact hours on this programme may vary depending on the individual module options chosen and the stage of study.
Postgraduate level study involves a significant proportion of independent study, exploring the material covered in lectures and seminars. As a general guide, for every hour in class students are expected to spend at least four - five hours in independent study.
Optional modules will run as far as minimum student numbers are met. Timetabling arrangements may limit the availability of modules to some students. As the options reflect staff research interests, they may alter over time due to staff availability.>
Business Ethics and Corporate Social Responsibility (Option)†
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This module aims to critically appraise and analyse the major ethical challenges that HR faces from an international perspective while discussing the cultural differences and the varying contexts that impact HRM. The module will also explore how the quality of leadership determines congruence between the various aspects of the business ethics, organisation, its strategy and structures; and the varying cultures, regions and contexts in which they operate.
It will explore this from the perspective of the individual (manager /agent and stakeholder), of individual firms and of wider society, by combining a rigorous theoretical and a strong applied foundation on the topic. The need for a firm to fit social performance to its international stakeholder environment (business and non-business) is explored (business and society perspective). Furthermore, this module will follow the PRIME principles for Responsible Management and Responsible Business. The module will utilise both theory and case studies.
Coaching and Mentoring for the Human Resource Professional (Option)†
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Interest in and the use of coaching and mentoring in organisations, and as methods of personal, professional and management development have grown significantly. Both processes are more popular and prevalent in professional practice and have been subject to much academic and professional research and writing which suggest many issues and problems, as well as features of effective practice, that need to be taken into account when using the processes and methods.
The research and writing also signals many unanswered questions about current practice and this module promotes an evidence-based approach to enable the development of intellectual, social and professional skills necessary to design, apply and practise coaching and mentoring programmes and services in work organisations and their application in supporting personal and performance development.
The module encourages a questioning of simplistic and prescriptive accounts of coaching and mentoring in order to develop a critical awareness and understanding of the potential and limitations of coaching and mentoring models, frameworks and associated theories. It explores the implications for professional practice and requires learners to reflect critically on theory and practice from an ethical and professional standpoint and provides opportunities for applied learning and continuous professional development.
Comparative Human Resource Management (Option)†
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This module is designed to introduce students to the principal issues underlying international and comparative human resource management (IHRM) in a global context. Such issues have risen in prominence due to increasing trade liberalisation, ‘globalisation’, spread of multinational corporations (MNCs), outsourcing to Asia, developmental focus on Africa and economic integration within the European Union.
As firms increasingly internationalise, suitable strategies for managing human resources have become critical to competition between the MNCs. Students can develop an insight into managing human resources in different national contexts and examine those global and national factors that impact approaches taken to international human resource management. More specifically, the module aims to discuss and analyse those factors which result in variations in HRM practices and policies across national business systems.
Developing Skills for Business Leadership (Core)
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This module is designed to encourage students to develop a strong sense of self-awareness and of their own strengths and weaknesses as managers and colleagues. The module is primarily concerned with the development of skills, and specifically seeks to develop and improve a range of definable skills that are pivotal to successful management practice and to effective leadership.
Dissertation (Human Resource Management) (Core)
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In order to demonstrate professional competence students will be required to undertake a dissertation during the final stage of the course. The dissertation must be linked to an HRM issue which is of relevance to an organisation. The dissertation should be 15,000 – 18,000 words.
Human Resource Management in a Global Context (Core)
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This module aims to provide learners, first, with an understanding of the principal internal and external environmental contexts of contemporary organisations. Second, the module examines how those leading organisations respond to these dynamic environmental contexts. Third, the module indicates how leaders in organisations, and those in the HR function, and line managers with HR responsibilities, need to recognise and acknowledge that corporate decisions and HR choices are not always shaped by managers alone.
Human Resource Strategy (Core)
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This module aims to build on the operational and procedural skills and knowledge developed at earlier levels and present HR as a function that should be inextricably located in the strategic management of an organisation. Students have the opportunity to explore internal and external strategic influences, with particular emphasis on the culturally diverse nature of organisations and the environments in which they operate. The module will focus on organisational strategy and organisational development to consider how HR both informs and contributes to the implementation of organisational strategy and organisational change. The module is built around the processes of diagnosis, planning and implementation, and offers students the chance to develop and apply consultancy skills.
International Resourcing and Talent Management (Core)
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This module focuses not just on the practical aspects of recruitment, selection, employee retention and dismissal, but also on the strategic and the international aspects to equip learners with the knowledge and skills required for Resourcing and Talent management within a global context. The module also requires learners to reflect critically on theory and practice from an ethical standpoint.
Leading, Managing and Developing People (Core)
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This module aims to provide learners with a rigorous framework of knowledge and understanding concerning people management and development. The module seeks to familiarise learners with major contemporary research evidence on employment and effective approaches to human resource (HR) and learning and development (L&D) practice.
Research focusing on the links between people management practices and positive organisational outcomes is covered, as is research that highlights major contemporary changes and developments in practice. Learners are also introduced to major debates about theory and practice in the specific fields of leadership, flexibility and change management, the aim being to help them become effective managers as well as effective HR specialists.
Learning and Talent Development (Core)
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Learning and Talent Development is a term associated with the recent rise in interest in the notion of talent.
As a concept it is derived from historical notions of learning and development, training and development, training, and human resource development (HRD). In this module we explore how the introduction of the word talent impacts upon a study of how workers might be developed and develop themselves.
In doing so we consider how organisations might benefit from improved performance/productivity, how the workers themselves might benefit by improving their employability and therefore enhance their position within the labour marketplace, and additionally how government socio-political and macro-economic objectives might be facilitated.
After an introduction to HRD from a critical perspective, the module progresses by examining different strategic approaches to HRD and the political and ethical dimensions implicit in identifying and selecting specific ‘talent’ for development.
The module requires students to reflect critically on theory and practice from an ethical and professional standpoint, explores the implications for professional practice, and provides opportunities for applied learning and continuous professional development.
Managing Employment Relations (Option)†
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The cornerstone of all human resource (HR) management activity is the employment relationship – as a legal, social, economic and psychological exchange. This module will is designed to provide students with the chance to develop a comprehensive understanding of employment relations perspectives and debates, both national and international, from a theoretical and behavioural competency perspective.
It will look to enable students to understand, analyse and evaluate competing theories and perspectives associated with managing employment relations strategies and their outcomes on organisational climate, employees and management. The module provides opportunities to critically apply the activities, knowledge and behavioural competencies required for managing employment relations practices in union and non-union, small and large, private, public and indigenous and multinational organisations and aims to enable students to review and critically evaluate the roles and functions of different stakeholders in employment relations and the structures and processes required to manage the employment relationship effectively.
Performance Management (Option)†
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This module provides students with the opportunity to develop knowledge and understanding of the role of performance management in supporting the strategic objectives of an organisation in different business environments; how the performance of people can be enhanced and inspired by leadership and direction and how it contributes to high-performance work organisations.
The module examines the design of performance management systems that aim to transform organisational objectives and performance outcomes and identifies the knowledge and skills needed for effective performance review processes that are fair, ethical and improve people performance in modern organisations.
It aims to equip students with the necessary skills and a critical understanding of the performance review process that combines challenge and support and places a focus on personal, team and organisational learning and accountability. Furthermore, it recognises the importance of communication skills in the performance review process and evaluates the need for employee involvement as well as transparent, ethical and justifiable rewards for performance.
Students are expected to reflect critically on theory and practice from an ethical and professional standpoint and have opportunities for applied learning and continuous professional development.
Research Methods in Action (Core)
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Strategic awareness, business orientation and a concern for adding value through human resource practice, among other things, are considered key elements of professional competence. Using these perspectives, this module aims to introduce research issues and methods to post graduate students from a variety of backgrounds. The module seeks to enable students to formulate an appropriate research question and develop a research proposal. The module will also encourage reflection on various research methodologies so that students develop a research design appropriate to their research question.
This module also provides the opportunity for students to demonstrate the ability to investigate a student centred, small scale individual qualitative investigation. All work undertaken for both the proposal and live project would be located within a body of contemporary HR knowledge. Students are encouraged to appreciate the rich variety of available research methods and the inevitable ethical, political and technical problems associated with their usage. They are also advised to derive supportable conclusions after making practical and actionable recommendations for change through improving or enhancing current practice. All of this entails reflection on the implications for professional practice from an ethical, professional and continuous professional development standpoint.
The University of Lincoln's policy on assessment feedback aims to ensure that academics will return in-course assessments to you promptly – usually within 15 working days after the submission date.
|2017/18 Entry*||2018/19 Entry*|
(including Alumni Scholarship** reduction)
(Including International Alumni / Global Postgraduate Scholarship** £2,000 reduction)
|Part-time Home/EU||£42 per credit point||£42 per credit point|
|Part-time International||£72 per credit point||£85 per credit point|
* Academic year September- July
** Subject to eligibility
As a postgraduate student you may be eligible for scholarships in addition to those shown above.
To complete a standard Master's Taught programme, you must complete 180 credit points.
Full time students will be invoiced for the programme in full upon initial enrolment.
For part-time students, tuition fees are payable each credit point enrolled. To calculate your part-time fees, multiply the part-time fee per credit point by the number of credits you intend to complete within that academic year. This is usually between 60 and 90 credit points per year.
For example, if the fee per credit point for your programme is £38, and you enrol on 60 credits, the tuition fee payable for that academic year will be £2280.
Tuition fees for additional activity are payable by the student/sponsor and charged at the equivalent £ per credit point rate for each module. Additional activity includes:
- Enrolment on modules that are in addition to the validated programme curriculum
- Enrolment on modules that are over and above the full credit diet for the relevant academic year
- Retakes of modules as permitted by the Board of Examiners
Exceptionally tuition fees may not be payable where a student has been granted a retake with approved extenuating circumstances.
For further information and for details about funding your study, scholarships and bursaries, please see our Postgraduate Fees & Funding pages [www.lincoln.ac.uk/home/studyatlincoln/postgraduateprogrammes/feesandfunding/].
For each course you may find that there are additional costs. With regards to text books, the University provides students who enrol with a comprehensive reading list and you will find that our extensive library holds either material or virtual versions of the core texts that you are required to read. However, you may prefer to purchase some of these for yourself and you will be responsible for this cost.
For those without a degree who have equivalent professional qualifications or experience, please contact our Admissions tutor in the first instance - Dr John Mendy firstname.lastname@example.org.
The University of Lincoln offers international students (non EU/UK) who do not meet the direct entry requirements for an postgraduate degree course the option of completing a degree preparation programme at the university’s International Study Centre. To find out more please visit www.lincoln.ac.uk/isc
International Students will require English Language at IELTS 6.0 with no less than 5.5 in each element, or equivalent. http://www.lincoln.ac.uk/englishrequirements
Throughout this degree, students may receive tuition from professors, senior lecturers, lecturers, researchers, practitioners, visiting experts or technicians, and they may also be supported in their learning by other students.
Dr John Mendy
John is a Senior Lecturer at Lincoln International Business School. He has published in, and continues to review, for a range of national and international refereed journals and other publication outlets. His research interests include research, HRM and Organisational Studies, migration studies, organisational improvement, organisational culture and change, change management, the management of working relationships between a diverse range of employees, autism and HRM and smart cities as learning cities.
Graduates frequently move on to work within the Human Resources or Development departments of organisations. Alumni from our MSc HRM programme have gone on to become Human Resources advisors, business partners and managers in international and multinational companies all over the world. Some students go on to careers in research or academia.
At Lincoln, we constantly invest in our campus as we aim to provide the best learning environment for our students. Whatever the area of study, the University strives to ensure you have access to the specialist equipment and resources you need to develop the skills you may need in their future career
Students can study and research in the University's Great Central Warehouse Library, which provides more than 250,000 printed books and approximately 400,000 electronic books and journals, as well as databases and specialist collections. The Library has a range of different spaces for shared and individual learning.
This course is taught in the award-winning David Chiddick Building, which is situated in the centre of the city of Lincoln on the Brayford campus. It provides dedicated teaching and learning spaces and comprises lecture theatres, workshop rooms, IT laboratories and a café. Software including SAGE is available for you to use, as well as SPSS, Datastream (the source of financial and economic data), and FT.com.