Human Resource Management (HRM) strategies and academic engagement in UK universities: Reflections on an academic-practitioner study
In this paper we present and discuss findings from a small-scale mixed methods study exploring Human Resource Management (HRM) strategies and academic engagement in six universities in England. A collaborative academic-practitioner model of research was adopted, with the explicit intention of generating research findings of interest and value to HR practitioners, managers, and researchers. Key findings included: a) some recognition by HR directors that the profession has been slow to provide metrics to evaluate/demonstrate HR ‘added value’; and b) a perception by academic staff of HR as part of ‘management armoury’, and the means by which unpopular initiatives are implemented; rather than a strategic driving force. Our identities and synergies as reflective practitioners and reflexive researchers are an important aspect of our academic-practitioner model. We will therefore reflect upon the meaning of these findings with regard to evidence-based HR practice. We argue that reflective practice is important both for the role of HRM in the management of toxic emotion in the workplace, and the potential for the development of ethical HRM practice and organizational compassion.
How to Cite
Waddington, K. & Lister, J., (2013) “Human Resource Management (HRM) strategies and academic engagement in UK universities: Reflections on an academic-practitioner study”, EWOP in Practice 5(1), 12–25. doi: https://doi.org/10.21825/ewopinpractice.87075