Learning, experienced emotions, relationships and innovation in HRD

Abstract

Purpose – This paper aims to explore the introduction of a new experience‐based learning process in the learning and teaching of human resource development (HRD) within a professionally accredited curriculum in a UK University.Design/methodology/approach – An action enquiry approach is taken, and qualitative data gathered over a full academic year from tutors and students are analysed to examine how those involved made sense of and learned about HRD.Findings – Influences on the experience of an innovative HRD pedagogy are identified as: assessment processes and expectations; relationships and behaviours within the learning and teaching process; the experienced emotions of those involved; and the extent to which students feel clarity about what is expected.Research limitations/implications – The qualitative nature of the data and the focus on one particular UK institutional taught module limits the generalisability; in particular, the experience of full‐time students or those involved in courses that focus...