Human resource management professional talent development: A comparative analysis of undergraduate talent cultivation curricula at QS universities in China and north America

Yu-Shen  Fang

doi:10.59400/fes2329

Human resource management professional talent development: A comparative analysis of undergraduate talent cultivation curricula at QS universities in China and north America

Yu-Shen Fang College of Economics and Management, Zhaoqing University, Zhaoqing 526061, China

Article ID: 2329

Keywords: human resource development; talent cultivation; comparative education; world-class universities; curriculum system

Abstract

The development of world-class universities is a key strategy for advancing higher education globally. Universities are increasingly focusing on designing and optimizing their curricula to cultivate talent that can meet the evolving demands of economic and social development. This study analyzes and compares the undergraduate curricula for Human Resource Management (HRM) at five QS-ranked universities in China and North America (the United States and Canada). The research highlights the following key findings: (1) In terms of total graduation credits, Sichuan University in China requires 155 credits, which is higher than the four North American universities; (2) the HRM curricula at these five universities are distinct, with Ohio State University, Michigan State University, and the University of Saskatchewan placing greater emphasis on core business courses related to HRM; (3) the HRM courses offered at the four North American universities are rarely found in HRM curricula at other Chinese universities, which may limit students’ international perspectives and their global competitiveness in the HRM field.

Published

2025-04-23

How to Cite

Fang, Y.-S. (2025). Human resource management professional talent development: A comparative analysis of undergraduate talent cultivation curricula at QS universities in China and north America. Forum for Education Studies, 3(2), 2329. https://doi.org/10.59400/fes2329

Download Citation

Issue

Vol. 3 No. 2 (2025)

Section

Article

This work is licensed under a Creative Commons Attribution 4.0 International License.

References

[1]Wang XY, Liu BC, Li J. Definition, evaluation and research of world class university: An interview with Dr. John Vaugh, the executive vice president of AAU. International and Comparative Education. 2010; 32(1): 13-19.

[2]Tian L. An analysis of differences and influencing factors in function performance of first-class universities in China, the United States and Europe. Journal of Higher Education Management. 2022; 3(5): 80-90.

[3]Zhang KK, Du J. Comparative study and its inspiration of talent cultivation system of late developed world’s first-class universities in foreign countries. Heilongjiang Researches on Higher Education. 2021; 10(3): 74-80.

[4]Fang YS. Current situation and challenges in undergraduate professional talent cultivation curricula in human resources management. Frontiers in Educational Research. 2021; 4(7): 37-44. doi: 10.25236/FER.2021.040708

[5]Trowler V, Trowler P. Student engagement evidence summary. York: Higher Education Academy; 2010.

[6]O’Callaghan C. QS TopUniversities. Available online: https://www.qschina.cn/qs-world-university-rankings/methodology (accessed on 10 October 2024).

[7]Liu SX. The “Secrete” of Chinese top universities to be world-class: Based on their performance on the Academic ranking of world universities. Journal of Higher Education. 2022; 1(1): 29-36.

[8]Liu L, Zhong Z, Coates H. Challenges and strategies for global talent governance in Chinese universities under the background of “Double First-Class” construction. China Higher Education Research. 2019; 9(9): 42-47.

[9]Liu JW. The development of American world-class universities and its enlightenment. China Higher Education Research. 2019; (10): 47-52.

[10]Wen W. Reference and transcendence: Reflections on the comparative study of higher education between China and the U.S. China Higher Education Research. 2021; (6): 57-64.

[11]Zhang GH, Wang YL. Characteristics of American higher education and implications for China’s higher education. Journal of Jinan Vocational College. 2020; 5(10): 76-78.

[12]Huang YH, Fang J, Xing Y. Characteristics of talent cultivation in Canadian colleges and universities and their implications--The university of Toronto as an example. Forestry Education in China. 2019; 6(11): 68-71.

[13]Guo SB, Liu JZ. Internationalization of Canadian higher education: Policy, strategy and emerging challenges. International and Comparative Education. 2020; (12): 11-20+29.

[14]Wu JH, Wu GB. Research on the innovation problems of practical teaching of human resource specialties in provincial colleges and universities. Education and Vocation. 2015; 15(5): 98-100.

[15]Liu, H. T. (2014). Problems and solutions in the teaching of human resource management. Theory and Practice of Education, 34(24), 54-55.

[16]Zhao FQ, Xiao J, Chen Y. Research on cultivating model optimization of internationalized talents of human resources management in university. Contemporary Economic Management. 2018; 40(2): 66-71.

[17]Fang YS. An analysis of the quality planning of human resources education in colleges and universities from the perspective of talent cultivation in Guangdong and Taiwan: Comparative analysis of Zhaoqing University and Kaohsiung University of Science and Technology. In: Proceeding of the 16th Cross-Strait Higher Education Forum (Guangdong and Taiwan), Department of Education of Guangdong Province; 2021; Guangzhou: Guangzhou University. pp. 25-27.

[18]Wang WF, Jing YP. Research on the practical teaching problems and countermeasures with the positioning of high-quality application-oriented talents——A case study of undergraduate economics and management major. Journal of National Academy of Education Administration. 2018; (3): 56-62.

[19]Zhao FQ, Huang HY, Chen Y. An international comparison of cultivating internationalized talents for the human resources management of university and its reference. Contemporary Economic Management. 2017; (2): 66-72. doi: 10.13253/j.cnki.ddjjgl.2017.02.012.

[20]Kuang M, Qu LL. Exploration on the training mode of professional ability of human resource management students from the perspective of employment. The Theory and Practice of Innovation and Entrepreneurship. 2020; 3(3): 150-151.

[21]Fang YS, Jing L. The HRM major from the perspective of talent training on educational quality and difference analysis: A case study of Zhaoqing university and Jinan university. In: Proceeding of the 17th Conference on Inovation of Industry Management (2020); 12 June 2020; Taichung: Hsiuping University of Science and Technology.

[22]Bereday GZF. Comparative method in education. Published by Oxford & IBH Publishing Company; 1964.

[23]Wang ML. Comparative research. Available online: https://terms.naer.edu.tw/detail/551e838cd845979b6350467baa9eabe0/?seq=1 (accessed on 10 September 2024).

[24]Academic Affairs Office, Sichuan University. Sichuan University Undergraduate Teaching Program (2018 Edition). Available online: https://jwc.scu.edu.cn/info/1057/8019.htm (accessed on 10 October 2024).

[25]Purdue University. Human resource development, BS. Available online: https://catalog.purdue.edu/preview_program.php?catoid=15&poid=23449 (accessed on 10 September 2024).

[26]The Ohio State university. Fisher college of business. undergraduate programs, specializations & minors. Available online: https://fisher.osu.edu/undergraduate/academics/curriculum/minors-specializations (accessed on 10 September 2024).

[27]Michigan State University. Core curriculum requirements, requirements beginning fall 2022. Available online: https://broad.msu.edu/undergraduate/curriculum/ (accessed on 10 September 2024).

[28]University of Saskatchewan. Bachelor of commerce (b.comm.). Available online: https://www.edwards.usask.ca/undergrad/ (accessed on 10 September 2024).

[29]University of Saskatchewan. Edwards school of business - student site. 2022-23 program planning guide. Available online: https://students.edwards.usask.ca/planner/index.aspx?_ga=2.21717759.598718100.1596616480-2130347210.1590217719 (accessed on 10 September 2024).

[30]University of Saskatchewan. University catalogue 2022-2023, bachelor of commerce (b.comm.) - human resources. Available online: https://programs.usask.ca/edwards/human-resources/index.php#Year130creditunits (accessed on 10 September 2024).

[31]MOE. 2018 National report on teaching quality in undergraduate programs of regular HEIs. Beijing: Higher Education Press; 2018.

[32]CRS. Made in China 2025 and industrial policies: Issues for congress. Congressional Research Service. Available online: https://crsreports.congress.gov/product/pdf/IF/IF10964/11 (accessed on 10 October 2024).

[33]Zhang XL, Wang RX, Yang Y. A review of top stone programs at U.S. colleges and universities and implications. China University Teaching. 2017; (5): 93-96.

[34]Emerging Group Global employability university ranking and survey. Emerging Group. Available online: https://www.emerging.fr/geurs/ranking (accessed on 10 October 2024).

[35]Bridgestock L. New graduate employability ranking of universities. Available online: https://www.qschina.cn/student-info/university-news/new-graduate-employability-ranking-universities (accessed on 10 October 2024).

[36]Ministry of Education of China. National Standard for Teaching Quality of Undergraduate Specialized Categories in General Colleges and Universities. Higher Education Press; 2020.

Editor-in-Chief

Dr. Surapati Pramanik

Nandalal Ghosh B.T. College, India

eISSN

3029-2956

Publication Frequency

Quarterly

Indexing

Polish Scientific Bibliography

About the Publisher

Academic Publishing insists on taking academic exchange and publication as the main line, carrying out comprehensive management based on science and technology, and fully exploring excellent international publishing resources. Within 5 years, it will form a strategic framework and scale with science (S), technology (T), medicine (M), education (E), and humanities and arts (H) as the main publishing fields. Academic Publishing is headquartered in Singapore and based in Malaysia, with the United States and China providing the main scientific and academic resources. At the same time, it has established long-term good cooperative relations with other publishing companies, scientific research communities, and academic organizations in more than a dozen countries and regions. Academic Publishing uses English and Chinese as its main publishing languages, mainly publishing books, journals, and conference papers in print and online. The vast majority of publications follow the international open access policy, providing stable and long-term quality and professional publications. With the joint efforts of the expert team and our professional editorial team, our publications will gradually be indexed by international databases in stages to provide convenient and professional retrieval for various scholars. At the same time, manuscripts we accept will be subject to the peer review principle, and cutting-edge and innovative research articles will be preferentially accepted for peer reference and discussion. All kinds of our publications are welcome for peer to contribute, access, and download.

more

Volume Arrangement

2025

2024

2023

Featured Articles

Diachronic analysis of Spanish scientific production on teaching methodologies in Primary Education: A scientometric and conceptual perspective (2000–2023)

The evaluation of science is essential to ensuring the quality, validity, and reliability of scientific results. Science needs to undergo a review process to ensure the rigorousness of scientific output. This evaluation provides a solid basis for political and economic decisions related to the design and execution of research projects, the establishment of new lines of research, or the identification of areas of specialization. This paper analyses diachronically the Spanish scientific production related to the implementation and development of teaching methodologies in primary education and indexed in the Scopus and Web of Science databases during the period 2000–2023. This analysis is carried out on the one hand, from a scientometric perspective, based on the analysis of indicators such as diachronic production, the journals with the highest scientific productivity, and the most productive institutions, and, on the other hand, from a conceptual perspective, trying to define its relationship with other areas of education. The general results of this study reveal two clear stages: the first, up to 2010, with little scientific production; and the second, from 2011 onwards, characterised by a general growth. The relationship between this field and others such as initial teacher training, ICT, and didactics is also evident.

The relationship between teachers’ self-efficacy and classroom management practices in secondary schools

This study explores the intricate relationship between teacher self-efficacy and classroom management practices in secondary schools in the Mansehra district of Pakistan. Teacher self-efficacy, defined as the belief in one’s ability to manage and influence classroom environments effectively, has been identified as a critical factor influencing both teaching performance and student outcomes. The research employed a mixed-method approach, gathering data from 62 teachers and 310 students using both online surveys (via Google Forms) and physical questionnaires to ensure a diverse and inclusive participant pool. Data analysis was conducted using two complementary tools: SPSS and Smart PLS. SPSS was used for descriptive statistics and inferential analyses, such as t-tests, chi-square tests, and measures of central tendency, to offer an overview of group differences and relationships between variables. Meanwhile, Smart PLS was employed for Partial Least Squares Structural Equation Modeling (PLS-SEM), a technique suited for complex models and smaller sample sizes. This method allowed for the analysis of both direct and indirect relationships between the study variables—teacher self-efficacy, teaching practices, and classroom management. The findings reveal a significant positive correlation between teacher self-efficacy and classroom management practices. Additionally, teaching practices were found to mediate this relationship, indicating that higher levels of self-efficacy not only directly improve classroom management but also enhance teaching performance, which in turn contributes to better-managed classrooms. These results suggest that interventions aimed at enhancing teacher self-efficacy can have far-reaching effects on educational outcomes. The study highlights the need for focused teacher development programs that foster self-efficacy, thereby improving classroom management, student engagement, and overall academic success.

Artificial Intelligence in education: A comprehensive study

This comprehensive study delves into the multifaceted role of AI in education, exploring its applications, benefits, challenges, and future implications. The purpose of the study is to show how AI in education helps educators identify gaps in student knowledge and provide targeted feedback to improve learning outcomes. As a methodology, the library method and the study and review of various documents have been used in this research. The study examines the diverse range of AI technologies employed in educational settings, including intelligent tutoring systems, personalized learning platforms, educational chatbots, and virtual reality simulations. Furthermore, the study delves into the numerous benefits that AI brings to education. It highlights how AI-powered analytics and data-driven insights enable educators to gain deeper insights into student learning patterns, identify areas for improvement, and tailor instructional strategies accordingly. Additionally, AI-driven tools promote inclusivity by providing personalized support to learners with diverse needs and learning styles. Despite its transformative potential, the study also acknowledges the challenges and ethical considerations associated with integrating AI into education. Data privacy, algorithmic bias, and the digital divide are examined in detail, emphasizing the importance of responsible AI deployment and ethical guidelines. Looking ahead, the study explores the future implications of AI in education and the evolving role of educators in AI-enabled classrooms. It discusses how AI technologies will continue to evolve, offering new opportunities for collaborative learning, skill development, and lifelong education. In conclusion, this comprehensive study underscores the profound impact of AI on education and the need for thoughtful implementation strategies that prioritize equity, inclusivity, and ethical considerations. By harnessing the potential of AI, education systems can better prepare learners for the challenges and opportunities of the future.

Enhancing adult learner success in higher education through decision tree models: A machine learning approach

This article explores the use of machine learning, specifically Classification and Regression Trees (CART), to address the unique challenges faced by adult learners in higher education. These learners confront socio-cultural, economic, and institutional hurdles, such as stereotypes, financial constraints, and systemic inefficiencies. The study utilizes decision tree models to evaluate their effectiveness in predicting graduation outcomes, which helps in formulating tailored educational strategies. The research analyzed a comprehensive dataset spanning the academic years 2013–2014 to 2021–2022, evaluating the predictive accuracy of CART models using precision, recall, and F1 score. Findings indicate that attendance, age, and Pell Grant eligibility are key predictors of academic success, demonstrating the strong capability of the model across various educational metrics. This highlights the potential of machine learning (ML) to improve data-driven decision-making in educational settings. The results affirm the effectiveness of Decision Tree (DT) models in meeting the educational needs of adult learners and underscore the need for institutions to adapt their strategies to provide more inclusive and supportive environments. This study advocates for a shift towards nuanced, data-driven approaches in higher education, emphasizing the development of strategies that address the distinct challenges of adult learners, aiming to enhance inclusivity and support within the sector.