Human Resource Education in the Middle East Region

Autor/inn/en	Dirani, Khalil M.; Hamie, Christine Silva
Titel	Human Resource Education in the Middle East Region
Quelle	In: European Journal of Training and Development, 41 (2017) 2, S.102-118 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2046-9012
DOI	10.1108/EJTD-06-2015-0040
Schlagwörter	Foreign Countries; Labor Force Development; Professional Education; Qualitative Research; Interviews; Constructivism (Learning); Cultural Influences; Literature Reviews; Higher Education; Educational Philosophy; Access to Education; Bahrain; Egypt; Iraq; Jordan; Kuwait; Lebanon; Oman; Saudi Arabia; Qatar; Syria; United Arab Emirates; Yemen + Suchen Sie Ihr Suchwort? Ausland; Arbeitskräftebestand; Berufsausbildung; Qualitative Forschung; Interviewing; Interviewtechnik; Cultural influence; Kultureinfluss; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsphilosophie; Erziehungsphilosophie; Education; Access; Bildung; Zugang; Bildungszugang; Ägypten; Irak; Libanon; Saudi-Arabien; Katar; Syrien; Vereinigte Arabische Emirate; Jemen
Abstract	Purpose: The purpose of this paper is to provide an overview of human resource development (HRD) education in Middle Eastern countries. In particular, the authors discuss the current state of HRD education, country readiness and challenges that hinder HRD progress in Middle Eastern countries. They argue that HRD programs need to prepare young employees for leadership roles through adapting constructivist pedagogy, including problem-solving, critical thinking and creativity. Design/methodology/approach: The design of this paper followed a qualitative approach. The authors conducted in-depth interviews with five HRD experts in Middle Eastern countries and conducted integrative literature review and secondary data analysis. Findings: Data analysis provided an overview of HRD education, looked at options individuals interested in HRD education might have, provided views on constructivism vs instructivism as education pedagogies and discussed cultural factors that impede critical reflection in the workplace. Research limitations/implications: To understand how to introduce constructivist elements to instructivist learning cultures, and to sustain it, HRD scholars in the Middle Eastern countries need to diminish the misalignment between instructional philosophies of trainers, trainees and national or institutional systems. Practical implications: Understanding how policy, resources, infrastructure and culture influence learning expectations is vital to introducing innovative training activities or scaling them up to other workshops and systems. Originality/value: This research sheds light on HRD education in the Middle Eastern countries; provides an overview of employment challenges and opportunities to improve workplace learning; and provides scholars, practitioners and other stakeholders interested in HRD with suggestions to develop successful workforce education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01