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Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title HR & Training in a Globalised World
Module Code EDU1107 (ITS: ES340)
Faculty DCU Institute of Education School Policy & Professional Practice
NFQ level 8 Credit Rating 5
Description

The module explores and critiques a range of policies and conceptual frameworks concerning work and community based learning in both industry and community education and training settings in the globalized context. The module draws on the international literature to consider the limits and possibilities of further education. It also explores the area of Human Resource Management (HRM) and Human Capital Theory.

Learning Outcomes

1. 1D75DB67-9A91-0001-10AB-11565FF51359
2. Identify human capital frameworks and globalisation for the analysis of current and future forms of work and of community-based organisations
5. 1
6. 1D75DB67-A24E-0001-B885-147759301A56
7. Describe the strategic context of current and future work and community-based learning environments with regard to globalisation
10. 2
11. 1D75DB67-AA1B-0001-A7DB-1C52F5C4F1D0
12. Develop approaches to integrating solutions emerging from analysis and synthesis into their own further education, practice and learning environments
15. 3
16. 1E0320CE-9D4B-0001-B7B1-6E7FCB007DE0
17. Understand the goals and modus operandi of Human Resource Management and its link with globalised contexts and Human Capital Theory
20. 4
21. 1DBCA83C-6E92-0001-9D54-1E9019901A2E
22. Build understanding of the limits and possibilities in own learning trajectory, both formal and informal.
25. 5


WorkloadFull time hours per semester
TypeHoursDescription
Lecture22Content Presentation
Seminars10In-Class reflection and debate
Assignment Completion50Independent work on case study
Independent Study43Online discussion and research
Total Workload: 125
Section Breakdown
CRN10554Part of TermSemester 1
Coursework100%Examination Weight0%
Grade Scale40PASSPass Both ElementsN
Resit CategoryRC1Best MarkN
Module Co-ordinatorOrna FarrellModule TeacherJane O'Kelly, Peter Tiernan, Sophie Butler
Section Breakdown
CRN21248Part of TermSemester 2
Coursework100%Examination Weight0%
Grade Scale40PASSPass Both ElementsN
Resit CategoryRC1Best MarkN
Module Co-ordinatorOrna FarrellModule TeacherJane O'Kelly, Peter Tiernan, Sophie Butler
Assessment Breakdown
TypeDescription% of totalAssessment Date
AssignmentCase study of own formal and informal post-compulsory education and training.80%Sem 1 End
Report(s)Report on allocated reading.20%Every Week
Reassessment Requirement Type
Resit arrangements are explained by the following categories;
RC1: A resit is available for both* components of the module.
RC2: No resit is available for a 100% coursework module.
RC3: No resit is available for the coursework component where there is a coursework and summative examination element.

* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment

Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Theory and policy in further education and training: the pursuit of the learner worker
Two sessions

From apprenticeship to communities of practice including social justice
Two sessions

Human Resource management and Human Capital Theory
Two sessions

Competency based learning and frameworks of qualifications including the Irish NFQ
Two sessions

Getting inclusive - work and community education for social inclusion
Two sessions

Indicative Reading List

Books:
  • Karen Evans... [et al.]: 2006, Improving workplace learning, Routledge, New York, 0415371198
  • edited by David Boud and John Garrick: 1999, Understanding learning at work, Routledge, New York, 0415182298
  • Paulo Freire: 1998, Teachers as cultural workers, Two, Westview Press, Boulder, Colo., 17-26, 0813323045
  • Myles Horton and Paulo Freire; edited by Brenda Bell, John Gaventa, and John Peters: 1990, We make the road by walking, Temple University Press, Philadelphia, 0877227756
  • Etienne Wenger: 2006, Communities of practice, Cambridge University Press, Cambridge, 0521663636
  • Kelly, P. & Harrison, L.: 2009, Working in Jamie's kitchen, Palgrave MacMillan, London, 0230515541
  • Foley, G.: 1995, Understanding Adult Education & Training, 16, Allen & Unwin, St Leonards, 1863739017
  • Patrick Gunnigle, Noreen Heraty, Michael J. Morley: 2017, Human Resource Management in Ireland, 5th, Institute of Public Administration, Dublin, 9781910393178


Articles:
  • James & Simmons: 2007, Alternative assessment for learner engagement in a climate of performativity: lessons from an English case study, Assessment in Education, 14 (3), 353-71, 0969-594X, 525687
  • 2007: Constructing identities and making careers: young people's perspectives on work and learning, International Journal of Lifelong Education, 26 (5), 495-511, 0260-1370, 525688, 1
  • The learning worker, organizations and democracy: International Journal of Lifelong Education, 22 (6), 620-34, 0260-1370, 525689, 1, Billett & Pavlova
  • International Journal of Lifelong Education: 24 (3), 195-11, 0260-1370, 525690, 1, Wenger, 2000
  • 7 (2): 225-46, 525691, 1, Young, 2007, Qualifications Frameworks: some conceptual issues
  • 445-57: 525692, 1, Raffe, 2012, What is the evidence for the impact of National Qualifications Frameworks?, Comparative Education
  • 0305-0068: http://dx.doi.org/10.1080/03050068.2012.686260, 525693, 1, Kamp, 2003, Mature Women and the New Zealand Qualifications Framework, International Education Journal, 4 (1)
  • 525694: 1, Pratt, 2002, Good teaching: one size fits all?, New Directions for Adult and Continuing Education, 93, 5-15,
  • 1: Billett, S, 2010, Lifelong learning and self: work, subjectivity and learning, Studies in Continuing Education, 32 (1), 1-16,
  • Appleby and Bathmaker: 2006, The new skills agenda: increased lifelong learning or new sites of inequality, British Educational Research Journal, 32(5), 703-17, 525697
  • 2006: Lifelong learning to labour: apprenticeship, masuculinity and communities of practice, British Educational Research Journal, 32 (5), 687-701, 525698, 1
  • Safety in stereotypes? The impact of gender and 'race' on young people's perceptions of their post compulsory education and labour market opportunities: British Educational Research Journal, 32 (5), 667-86, 525699, 1, Holst, J
  • Adult Education Quarterly: 59 (4), 318-34,
Other Resources

None
Final version of ES340 for commencement in 2014 within BET. Please approve.

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