INDU1130 International Human Resource Management Module Handbook 2025-2026

Contents

1. Welcome message from your Module Leader
2. Key contacts (academic queries)
3. Module details and learning outcomes
4. Employability
5. Schedule of teaching and learning activities
6. Assessment
7. Resit assessments
8. Resource recommendations
9. Additional module information
10. Changes to the module

1 Welcome message from your Module Leader

Welcome to the ‘International Human Resources Management’ module (INDU 1130) at the University of Greenwich Faculty of Business. International Human Resources Management is an optional 30-credit module for students on the BA Business Management programme and other programmes. It assumes no detailed prior knowledge of the field of human resources management. 

In this globalised world, whether it is the larger multinational corporations or smaller domestic enterprises who are seeking to take first steps in internationalisation, human resources management plays pivotal role in achieving competitive advantage. This module introduces relevant concepts and theories in the field of International Human Resource Management (IHRM) and provides students with the knowledge of HR professionals and all People Managers. 

This module is designed for those on a generalist Business Management degree without prior exposure to any specialist HR modules. The module covers both fundamental human resources concepts, as well as contemporary issues facing companies operating in an international context.

This module is structured into three topics. The first topic covers the theoretical aspects of IHRM, which forms the basis for comprehending the second topic that addresses the functions in IHRM. Finally, the third topic examines the broader contemporary issues and challenges in IHRM. 

This is a rigorous, conceptually informed module which is designed to provide you with comprehensive understanding of the theory and practice of IHRM. This knowledge will be developed through three learning activities:

Core reading. Each week you will be expected to complete a small amount of reading prior to participation in the tutorials. This is often a single journal paper or a book 

1.chapter. However, additional readings will be available each week should you wish to further expand your knowledge in specific aspects of IHRM theory and practice. 

2.Lectures. Each week there will be a lecture on a specific topic. The lectures will draw on readings and illustrate academic concepts with real-life examples. 

3.Tutorials. Each week there is a tutorial which incorporates interactive activities, class discussion. These sessions often require preparation prior to the workshop. Please do ensure you do this to get the maximum out of these sessions.  

This handbook provides essential information about this module including the aims and learning outcomes, the schedule of teaching and learning activities, assessment tasks, resource recommendations and, if applicable, any additional resources that you will need. Please read it at the start of term so you are aware of key details and important dates.

I hope you will find this module enjoyable, and I eagerly anticipate working with you. Should you have any inquiries or concerns during the term, please feel free to reach out to me without hesitation.

3.Module details and learning outcomes

Host faculty: Faculty of Business
Host school: Greenwich Business School
Number of credits: 30-credits
Term(s) of delivery: Term 1 & 2 
Site(s) of delivery: Greenwich 

Module Aim:

The course focuses on contemporary HRM topics within a cross-cultural, comparative, and international context, such as HRM in multi-nationals, global mobility, and global talent management. This course aims to outline the background and the main theoretical frameworks for the study of IHRM; and introduce the broad functional areas of HRM, and how they interact through strategy. 

Learning Outcomes:

On successful completion of this course a student will be able to: 

1. Describe and analyse the three main perspectives to studying international HRM: cultural approaches, institutional approaches, and global HRM approaches.
2. Articulate and assess the convergence-divergence debate within IHRM, recognising the tensions between competing societal, institutional, and cultural forces which shape HRM at the national and global levels.
3. Critically evaluate empirical research evidence in key strategic areas of HRM: resourcing; reward; performance management; training and development; employee relations.
4. Apply knowledge of the theory and practice of international HRM to contemporary issues in HRM such as multi-nationals, global mobility, global talent management.

Glossary:

• A pre-requisite module is one that must have been completed successfully before taking this module. 
• A co-requisite module is one that must be taken alongside this module. 
• A learning outcome is a subject-specific statement that defines the learning to be achieved through completing this module.

4. Employability

This module is intended to develop students’ knowledge on the important topic of international human resource management by giving students opportunities to develop both topic-specific and general employability skills. The underlying approach is one which seeks to consolidate academic practice at level 6 study by encouraging both collaborative and independent study / research skills needed for job readiness and sustained professional development. The module also aims to impart generic study skills and knowledge of sectoral issues within a global context. 

The module focuses on developing cognitive skills by providing multiple opportunities for independent problem-solving. You will be engaging with real-life organisational cases, making sensible assumption based on course readings and applying that knowledge to practical solutions. You will develop critical thinking skills which is a core component of the module. The module will encourage to you analyse complex issues, evaluate different perspectives, and construct logical arguments relevant to IHRM. The process of preparing for assessments will enhance your research skills, ability to assess source credibility, and capacity to draw evidence-based conclusions.

The module will also expose you to generic competencies that will be fostered through various activities throughout the course. Group work, including debates and presentations in seminars will allow you to develop teamwork, collaboration, and communication skills. Technical ability will be cultivated by providing you with opportunities to apply IHRM knowledge to specific organizational challenges and contexts. This goes beyond mere problem-solving, extending to problem analysis of the constantly changing nature and contexts of IHRM. Your learning of these skills will prove fruitful in professional settings, particularly in the field of IHRM.

You can find out more about the Greenwich Employability Passport at: Identify your skills | Careers | University of Greenwich

You can also use LinkedIn Learning to gain access to thousands of expert-led courses to support your ongoing personal development. More information can be found at: LinkedIn Learning | IT and Library Services | University of Greenwich

5.Schedule of teaching and learning activities

6. Assessment

Assessment schedule:

Your assessment brief: 

6.1 Guidance: 

Assessment 1: Essay

This essay counts for 50% of the overall module mark and has a 2000-word limit. The essay has two questions and focuses on the theoretical aspects of IHRM. The questions you are required to address are: 

• Question 1: What are the different conceptual approaches International Human Resource Management (HRM) takes when examining HRM in an international context. Illustrate your answer with references to conceptual ideas and empirical evidence from the literature. (1,000 words)
• Question 2: “Globalisation means that eventually HR policy and practice will converge into a single ‘best practice’ everywhere in the world”. Discuss and evaluate this claim. Illustrate your answer with reference to conceptual ideas and empirical evidence from the literature. (1,000 words)

The first questions will form part first of the essay. To answer the first question, you are required to briefly outline the three approaches to IHRM: cultural, institutional, and global. You must illustrate this with critically analysing the specific theories, by means of outlining the strengths and weaknesses of these approaches to exploring HR policies and practices. This critical examination should be supported by empirical evidence from the literature. 

The second question forms the second part of the essay and is a convergence-divergence debate. In this section, you will evaluate the statement “Globalisation means that eventually HR policy and practice will converge into a single ‘best practice’ everywhere in the world”. This statement should examine two views. The first view should examine and discuss that globalisation, technology, and competition will eventually force similar HR policy towards a single ‘best practice’. You should find a journal article/paper which shows the evidence for this view. The second view should consider the opposing view examining and discussing that cultural, institutional, and other national differences mean there will always remain a divergence between difference countries and companies in how they do HR. Again, this will be evidenced with a journal article/paper.  

Marking Criteria for the Essay

Assessment 2: Report 
 
This report counts for 50% of the final module mark/grade and has a 2500-word limit

Task 

You hare tasked with writing a report to the Board of Directors of the Macdonald Hotels and Resort Group Ltd. The details of the case are presented in the ‘Macdonald Hotels and Resort case study’ document on Moodle. Macdonald Hotels and Resorts is a British hotel and resort chain that plans to internationalise beyond Spain by acquiring a small hotel chain in a country of your choice. The board of directors have commissioned you, as a HR consultant, to give then advice and recommendations of their questions: 

1. What should their long-term strategic approach (internationalisation strategy) be for resourcing their management team within the new acquired hotels? What are the advantages and disadvantages of this approach?
2. What differences in HR policy and practice should the board consider when expanding their business to the country of expansion (Consider TWO of the HR functions such as performance management/appraisal, employee relations/trade unions, pay & reward, recruitment & selection which may be different in the chosen country than Britain).  
3. What are the wider socio-political and cultural circumstances which the board should consider? (This is an open question where you can discuss things that interest you. You may talk about cultural differences, regulatory differences; you may wish to talk about global mobility issues and how this may impact on the free movement of people/managers; or sustainable HRM, its implications and how this may have an impact on employees, their work, and their interactions with each other).
     
   The report should focus on the practical HRM aspects of Macdonald Hotel’s plans to acquire a small hotel chain in another country. You will draw, critically and analytically, on evidence (empirical studies) that reflect the kinds of issues companies might face in this situation (from cultural, institutional, regulatory perspectives). You should make practical recommendations which will provide the Board of Directors with a sound basis for decisions and action.

You are required to read the detailed case brief document on Moodle under the Assessment Information section.

Use of AI: AI technologies can be valuable tools to enhance your academic skills, such as refining your English language use, summarising complex materials such as journal articles, supporting critical thinking, and deepening your conceptual understanding. These resources should be used responsibly as part of your learning journey. It is important to uphold academic integrity by ensuring that all submitted work is your own original effort therefore, AI tools must not be used to generate assignments or any content that you submit for assessment. Adhering to these principles helps maintain fairness and the value of your qualification. Please view the AI guidance here.

Marking criteria for the report

6.2 Formative assessments:

You will be supported towards the summative assessments through weekly tutorials that includes case discussions as well as a poster presentation. 

Poster Presentation:

• Time Limit: Each student/group will have 10 minutes to present their poster and 5 minutes feedback/Q&A
  Presentation Date: Presentations will take place during tutorials on Tuesday, 10 March 2026.
• Weighting: This is a formative assessment (0%). It will not contribute to your final grade but is intended to provide constructive feedback to support your learning and preparation for Report.
• Format: Posters should be produced and printed at A1 or A0 size and presented in exhibition style. 

To help prepare for your final report, you will be asked to prepare a Poster. Your teaching team and peers will act as the Board of Directors of the MacDonalds Hotels & Resorts Group. The full briefing of the case study is available on the Moodle site.  

This formative assessment has three purposes:  

1. An opportunity to simulate a consultancy presentation to a company, developing skills in verbal and visual communication. 
2. Develops knowledge of producing a poster (using PowerPoint).  
3. Provides an opportunity for your peers and the tutor to offer you feedback and suggestions which you can consider for your final report. 

This is not an academic presentation, so descriptive listings of academic theories are not required. Your task is to show how you can put academic theories to use to explore the issues and come up with good, well-researched options and recommendations based on the evidence. Please also remember, although MacDonald’s plans to internationalise may raise issues and concerns, it is not a ‘problem’ (otherwise they would not bother expanding!) Try to think about what a Board of Directors would expect in this kind of context from a team of consultants and frame the case study as a positive opportunity. While this is a simulation, as a group of HR consultants you would always hope that your presentations would impress a Board sufficiently so that they may contract you again in the future.   

6.3 Feedback for summative coursework:

Written feedback will be provided for each assessment. There will be in-text comments as well, and this in-text commentary will provide specific feedback relative to the assessment content.

6.4 Marking rubric:

The first assessment (Essay) will be graded using the following rubric. 

The second assessment (Report) will be graded using the following rubric:

The marking rubric can also be found on the module Moodle page under the “Assessment Information” section. 

Coursework is marked on the understanding that it is the student’s own work on the module and that it has not, in whole or part, been presented elsewhere for assessment. Where material has been used from other sources, this must be properly acknowledged in accordance with the University’s regulations regarding Assessment Misconduct.

Marking, feedback and next steps

To pass this module, you must achieve an overall mark of 40+ and a mark of 40+ for all assessments.  

For coursework, the marks and feedback will normally be provided to students within seventeen working days of the submission deadline. In exceptional circumstances, where there is a delay in providing feedback, you will be informed by the module leader.

If you do not pass a module at the first attempt, you will likely be eligible for a resit opportunity on the failed assessments. The Progression and Award Board (PAB) will decide whether you will be offered an opportunity to resit. Note that marks on resit assessments are capped at 40% unless extenuation has been applied for and granted. 

External Examiner

The External Examiner for this module is:
Name: Christina Anderl
Institution: London South Bank University

Please note that the role of the External Examiner is to evaluate the overall standard of assessments on the module. They are unable to correspond with individual students about their work. If you need to discuss your marks or feedback, please contact the module leader.

7. Resit assessments

Assessment schedule:

The re-sit for this module would require you to revise and resubmit your submission, taking on board the advice, guidance and feedback provided by the tutor. Before submitting you should seek feedback from your tutor to ensure that the new submission will pass. A support session will be arranged by the module leader which will give you the opportunity to ask any questions that you may have. Your resubmission should be prefaced with a short (200 word) commentary outlining how the resubmission has been revised.

8. Resource recommendations

The following are suggested readings for the module. Additional, more detailed reading recommendations will be provided for the module topics. 

Additional Reading: 

9.Additional module information

Activities:

There are no additional activities involved in this module.

Resources:

There are no additional specialist resources required for this module.

Costs:

There are no additional costs associated with this module. 

10.Changes to the module

At the University of Greenwich, we value feedback from students as well as External Examiners and other stakeholders and we use this information to help us improve our provision. For example, due to feedback directly received from the students, the content of this module are now timely updated to reflect examples from global context and play-based activity have been included in a tutorial. Your feedback and suggestions are warmly received. Please contact the module leader if you have any recommendations.

Important note: The University of Greenwich will do all that it reasonably can to deliver the module and support your learning as specified in our handbooks and other information provided. However, under some circumstances, changes may have to be made. This may include modifications to the: 

• content and syllabus of modules, including in relation to placements
• timetable, location and number of classes
• content or method of delivery of your module 
• timing and method of assessments.

This might be because of, for example:

• academic changes within subject areas
• the unanticipated departure or absence of members of university staff
• where the numbers expected on a module are so low that it is not possible to deliver an appropriate quality of education for students enrolled on it
• industrial action by university staff or third parties
• the acts of any government or local authority 
• acts of terrorism.

In these circumstances, the university will take all reasonable steps to minimise disruption by making reasonable modifications. However, to the full extent that it is possible under the general law, the university excludes liability for any loss and/or damage suffered by any applicant or student due to these circumstances.