Human Resource Management (CIPD Accredited) MSc
- Programme duration: Full-time: 12 months Part-time: 24 months
- Programme start: September 2023
- Entry requirements: You will need a 2:1 Honours degree or international equivalent in any discipline. Non-graduates with very extensive professional experience and/or other prior qualifications may also be considered.

Module details
Programme Structure
This 12-month programme consists of nine compulsory modules, including HRM: Academic and Practitioner Perspectives (ULMS550), which runs over both semesters.
Over the summer, students undertake the Human Resource Management Research Project (ULMS840).
Students are required to complete 180 credits to achieve a full MSc.
Compulsory modules
Hrm: Strategy and Practice (ULMS786)
Level | M |
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Credit level | 15 |
Semester | First Semester |
Exam:Coursework weighting | 70:30 |
Aims | This module aims to: Equip students with an understanding of HRM from a strategic perspective and the ability to link HR practices with HR strategy and organisation strategy; Teach students to critically review the implications of strategic HRM for different stakeholders and its associated risks; Enhance students’ skills on how to implement and translate HR strategies into day-to-day work; Update and extend students’ knowledge on employee motivation and engagement at work from a strategic HRM point of view. |
Learning Outcomes | (LO1) Students will be able to critically appraise a range of people practices, and how to design them in an integrated way. (LO2) Students will be able to critically appraise and develop people practices for a hybrid workforce that enhances performance and engagement. (LO3) Students will have in-depth knowledge of basic theories relating to motivation and employee engagement at work, the drivers and enablers of engagement and how to apply different engagement approaches. (LO4) Students will be able to demonstrate in-depth knowledge of how to create a people plan and proposal through reviewing and developing insight that align with organisation strategy. (LO5) Students will be able to critically analyse how people practices create value for different stakeholders, and the associated risks. (LO6) Students will be able to critically appraise how an organisation's strategy translates to their work and how different issues in the organisation are connected. (S1) Problem solving (S2) Commercial awareness (S3) Teamwork (S4) Organisation skills (S5) International awareness (S6) Lifelong learning (S7) Ethical awareness (S8) Leadership (S9) Communication skills |
Strategic Learning, Training and Development (ULMS522)
Level | M |
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Credit level | 15 |
Semester | First Semester |
Exam:Coursework weighting | 0:100 |
Aims | This module aims to: Provide students with knowledge of the principles and current issues and trends relevant to strategic learning, training and development; Support students’ development of subject specific and key transferable skills necessary for employment positions related to the management of human resources and occupational psychology; Provide opportunities for students to acquire a range of analytical techniques required for the effective operational and strategic design of learning, training and development using online, face-to-face or hybrid approaches. |
Learning Outcomes | (LO1) Students will have a critical understanding of the strategic importance of learning, training and development and how it impacts employee engagement, motivation, well-being, organisational performance, innovation and creativity. (LO2) Students will be able to critically evaluate psychological and HRM learning theories and trends to understand their relevance to the ongoing development of people and a learning culture. (LO3) Students will be able to explain the importance of micro-level activities, systems and processes that influence the development of learning in a dynamic and complex organisational context. (LO4) Students will have a critical understanding of integrated approaches to learning and development, including succession planning and talent planning. (LO5) Students will be able to demonstrate knowledge, understanding and application of the training cycle, including how to engage with stakeholders to identify learning needs; training design and current engaging methods of delivery, e.g. face-to-face, online or hybrid methods, social collaborative learning etc., creation and curation of learning content; transfer of learning and impact; and evaluation. (LO6) Students will be able to describe and evaluate individual and organisational enablers and barriers to learning, training, and development in a variety of contexts. (LO7) Students will be able to apply and adapt different models of learning facilitation, consulting, coaching and mentoring across a range of contexts. (LO8) Students will recognise the importance of acting ethically and professionally with a demonstrated commitment to equality of opportunity and diversity and to continuous personal and professional development. (S1) Adaptability (S2) Problem solving skills (S3) Teamwork (S4) Organisational skills (S5) Communication skills (S6) International awareness (S7) Lifelong learning skills (S8) Ethical awareness |
Workforce Planning, Resourcing, and Talent Management (ULMS895)
Level | M |
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Credit level | 15 |
Semester | First Semester |
Exam:Coursework weighting | 0:100 |
Aims | This modules aims to: Equip students with the fundamental skills, knowledge and understanding needed to enable sourcing, recruitment, and management of talent; Provide students with an understanding of how HR professionals can attract and recruit individuals into the right role at the right time and cost; Enable students to develop skills on how to use relevant workforce planning data, the right sourcing approaches, and digital tools to tap into diverse candidate pools; Expose students to the need for resourcing activities to be focused on understanding the candidate experience, designing effective assessment and selection approaches and how to make effective recruitment decisions; Develop students’ knowledge on how to use workforce data, succession, and contingency planning tools to understand, attract and retain talent; Provide students with an understanding of the role of technology in aiding recruitment and talent management. |
Learning Outcomes | (LO1) Students will be able to integrate wider people data to create workforce planning approaches including assessing current and future capability needs. They will also be able to use workforce planning data to inform resourcing approaches, other people practices and wider business planning. (LO2) Students will be able to critically analyse and evaluate the major features of national and international employment markets from which organisations source staff, assess the values of different sourcing channels, the ways in which these markets evolve or change, and demonstrate the use of different approaches to candidate pipelines. (LO3) Students will be able to design appropriate recruitment and selection approaches to appeal to different candidates, and select assessment approaches for all levels in the organisation using the concepts of reliability, validity, utility and performance criteria. (LO4) Students will be able to demonstrate the use and impact of technology and social media in recruitment and selection processes. (LO5) Students will be able to design flexible approaches to succession and contingency planning in a constantly changing environment. (LO6) Students will be able to design talent differentiation and assessment tools to identify and review talent with the aim of attracting, identifying, developing and retaining high-performing talent across all areas. (LO7) Students will be able to use psychological, motivation and engagement tools to retain talent through differentiated talent offerings. (LO8) Students will be able to track and review the value of different talent populations and how diverse talent pools contribute to the talent strategy. (LO9) Students will be able critically appraise the importance of diversity and fairness in selection and assessment design as well as the importance of considering candidate perceptions and experiences in ethical decision making. (S1) Ethical awareness (S2) Teamwork (S3) Problem solving (S4) Communication skills (S5) Numeracy (S6) Digital literacy (S7) Adaptability (S8) Commercial awareness |
Diversity Management and Inclusion (ULMS794)
Level | M |
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Credit level | 15 |
Semester | First Semester |
Exam:Coursework weighting | 70:30 |
Aims | This module aims to: Examine the diverse nature of the current workforce across the dimensions of age, race, disability, gender, religion and belief and sexual orientation and the advantages this diversity can offer to employers and employees; Examine psychological perspectives on the impact of work group diversity on group dynamics and performance; Consider the policies and practices that support the effective management of diversity and inclusion in the workplace; Think critically about individual and organisational approaches to equality, diversity and inclusion; Understand the underpinning social concepts such as stereotyping, discrimination, unconscious bias etc. and how these operate within the workplace; Critically appraise the competing drivers for diversity influencing organisational strategy and policy in this area; Examine the theoretical perspectives of Diversity and Inclusion, whereupon they look at data on D&I and consider how D&I is applied in the workplace; Provide students with an understanding of the importance of creating an inclusive and safe work environment where employees can thrive. |
Learning Outcomes | (LO1) Students will be able to demonstrate critical awareness of the terms ‘equality’, ‘diversity’ and ‘inclusion’ and what these mean for HR professionals and Occupational Psychologists. (LO2) Students will be able to demonstrate critical understanding of issues related to age, race disability, gender, religion and belief, and sexual orientation in the workplace. (LO3) Students will be able to critically appraise the benefits and challenges of managing diversity and inclusion in the workplace, from the perspective of both HR professionals and Occupational Psychologists. (LO4) Students will be able to demonstrate critical awareness of the legal framework for managing diversity and inclusion in the UK. (LO5) Students will be able to demonstrate critical awareness of the organisational strategies to develop effective management of diversity and inclusion. (LO6) Students will be able to demonstrate an ability to critically apply knowledge of diversity management and inclusion issues to work situations. (LO7) Students will be able to demonstrate critical awareness of demographic, social and technological trends and how they shape and impact on organisational and HR strategies and HR practices. (LO8) Students will be able to critically appraise government policy and legal regulation and how these shape and impact on organisational and HR strategies and HR practices. (LO9) Students will be able to demonstrate knowledge and understanding of collecting D&I data, performing systemic bias and inequality reviews, and interpreting D&I data to effect change. (LO10) Students will be able to demonstrate a critical understanding of the role of cultural intelligence in enabling group and team performance. (S1) Problem solving (S2) Commercial awareness (S3) Teamwork (S4) Organisation skills (S5) Communication skills (S6) IT skills (S7) International awareness (S8) Lifelong learning (S9) Ethical awareness (S10) Leadership |
Human Resource Management: Academic and Practitioner Perspectives (ULMS550)
Level | M |
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Credit level | 30 |
Semester | Whole Session |
Exam:Coursework weighting | 0:100 |
Aims | This module aims to: Support students’ continuous professional development as HRM practitioners. Professional developmental learning includes both personal and professional skills development; Develop students’ ability to effectively use data (including finance data) and data analytics, to support HR decision making and develop the professional courage and integrity to bring about positive organisational change. Students will learn to effectively communicate how they bring strategic value to their role as HR practitioners; Prepare students for a career within the HR field by equipping them with what it takes to be effective people professionals in a rapidly changing world-of-work; Equip students with core behaviours that will enable them create value for people, organisations, society and the people profession; Engage students with contemporary HR issues such as hybrid working, use of technology and social media etc.; Develop students’ core behaviours and skills required to be effective people professionals as identified in the CIPD Profession Map. |
Learning Outcomes | (LO1) Students will be able to demonstrate critical awareness of contemporary HR issues and their changing roles as HR professionals. (LO2) Students will be able to critically appraise the organisational and environmental context in which they work, explore business and key stakeholders' needs and know how to develop strategies to ensure HR supports organisational strategy and sustainability. (LO3) Students will be able to demonstrate critical awareness of how to engage in continuous professional development for self and others including demonstrating professional integrity and ethical practice. (LO4) Students will be able to demonstrate enhanced knowledge of regulation and law relevant to their work as HR professionals, how to apply it, and how to mitigate risk. (LO5) Students will be able to demonstrate critical awareness of how to create an inclusive workforce. (LO6) Students will be able to demonstrate competence in financial decision making in HRM practice can contribute to organisational performance and effectiveness. (LO7) Students will be able to critically appraise the use of technology and social media at work and its impact on the workforce and people practices. (LO8) Students will be able to critically appraise how technologies can be used to support the delivery of people practices and to make organisations more agile. (LO9) Students will be able to demonstrate an understanding of evidence-based decision making and relevant analytical skills for HR professionals. (LO10) Students will be able to demonstrate the core behaviours and skills required to be effective HRM professionals as identified in the CIPD Profession Map. (S1) Adaptability and flexibility for situational decision making (S5) Communication skills (S2) Problem solving skills using evidence-based approaches (S3) Commercial awareness (S4) Organisation skills (S6) IT skills (S7) International awareness (S8) Lifelong learning skills (S9) Ethical awareness (S11) Teamwork (S10) Leadership, professional courage and influence |
Change and Conflict Management (ULMS785)
Level | M |
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Credit level | 15 |
Semester | Second Semester |
Exam:Coursework weighting | 0:100 |
Aims | This module aims to: Provide students with an understanding of how to build a case for change, including an understanding of how to engage people for that change to be effective; how to choose the right approach that supports a change culture; how to involve the right people and listen to their views; how to continuously innovate and deliver change at pace, and knowing what else needs to be in place to enable that change for the long-term; Provide students with knowledge of the principles and current issues relevant to conflict resolution in contemporary organisations in order to support students' development of subject specific and key transferable skills necessary for employment in positions related to the management of human resources and occupational psychology; Provide an opportunity for students to acquire a range of analytical techniques required for the effective tactical and strategic negotiation for successful employee relations development. |
Learning Outcomes | (LO1) Students will be able to understand and practically appraise key models and theories of organisational and individual conflict and change management. (LO2) Students will know how to develop change management approaches that align with the organisation’s culture and objectives. (LO3) Students will have a critical understanding of engaging and mobilising a range of stakeholders to enable sustained change and effective conflict management. (LO4) Students will be able to critically appraise theoretical and practical aspects of conflict management across various levels – organisation, group and individual. (LO5) Students will know how to apply different dispute resolution techniques to resolve workplace conflict to enable sustainable change. (LO6) Students will be able to adapt and apply a range of innovation methods, e.g. user research, prototyping and iteration, to enable change at pace. (LO7) Students will be able to understand and practically appraise how to drive effective working relationships through consultation, mediation and negotiation. (LO8) Students will be able to critically evaluate the strategies used for planning, managing and delivering organisational change, identifying risks involved, those that are effective for sustaining it, and how to evaluate it. (S1) Problem solving (S2) Teamwork and interpersonal skills (S3) Organisation skills (S4) Communication skills (S5) IT skills (S6) International awareness (S7) Lifelong learning (S8) Ethical awareness (S9) Leadership (S10) Critical reflection skills |
Hr Research and Analytics (ULMS875)
Level | M |
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Credit level | 15 |
Semester | Second Semester |
Exam:Coursework weighting | 0:100 |
Aims | This module aims to: Help prepare students for both their academic and management careers by providing an appreciation of the collection, analysis and interpretation of information in order to inform and achieve both academic and future professional activities; Develop students’ skills in the acquisition, analysis and management of both qualitative and quantitative information for both academic and professional purposes for which the effective utilisation of information in order to inform decision-making is a key managerial skill; Orientate students around the sources of extant information that can be used to inform academic and managerial decisions; Consider the nature of research both in an applied managerial and more overtly academic context, before moving on to consider more specifically the nature and methodologies of both qualitative and quantitative data derived from both secondary and primary sources; Equip students with data analytic and data visualisation skills; Provide students with formative opportunities to begin the development of ideas for their research proposal which will be used as the basis for developing their own research project for ULMS840. |
Learning Outcomes | (LO1) Students will be able to critically analyse the quality and relevance of evidence available, by identifying sources of bias and using evidence-based questioning models. (LO2) Students will be able to use people analytics and problem -solving techniques to explore stakeholder needs and concerns, identify and formulate a research problem and translate issues into answerable questions. (LO3) Students will be able to use data and analytics to provide insight, answer questions and make decisions, using a range of data analysis software. (LO6) Students will have a critical appreciation of the importance of adhering to relevant ethical standards in the design, conduct and dissemination of research. (LO7) Students will be able to distinguish between primary and secondary information and develop a critical awareness of research methods and techniques relating to the collection and analysis of both qualitative and quantitative data. (LO8) Students will be able to evaluate, select, and justify appropriate research methods in a chosen area of study, define outcomes for people practices, ensure that the evidence generated, its analysis and conclusions drawn are valid, reliable, ethical, and impactful. (S2) Problem solving (LO4) Students will be aware of the variety of available information research sources (published or commissioned) and be able to assess their utility in informing both academic and applied management research. (LO5) Students will be able to report results and create data visualisation strategies in a clear, concise and credible way. (S1) Adaptability (S3) Numeracy (S4) Commercial awareness (S5) Teamwork (S6) Organisational skills (S7) Communication skills (S8) IT skills (S9) Lifelong learning (S10) Ethical awareness (S11) Data Analytics and Visualisation Skills |
Strategic Leadership and Effective People Management (ULMS700)
Level | M |
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Credit level | 15 |
Semester | Second Semester |
Exam:Coursework weighting | 0:100 |
Aims | This module aims to: Provide students with an understanding of how a leader’s role in influencing organisational systems and human behaviour is integral to developing a positive culture and healthy working environment; Provide students with an understanding of how different leadership and people practices, along with ethical perspectives, impact on behaviour and culture; Provide students with an understanding of the development of leadership theory together with a critical appreciation of its applicability in a range of organisational contexts; Provide students with an understanding of how giving people a meaningful voice enables people professionals to influence behaviour, unlock potential and shape organisational culture; Provide students with an understanding of how to enable high levels of people engagement, promote learning, and select appropriate approaches in different situations for individuals and teams; |
Learning Outcomes | (LO1) Students will be able to define leadership and explain how it differs from management, the different theoretical perspectives that underpin leadership and how they can be applied across different cultures. (LO2) Students will be able to critically appraise responsible leadership, how leaders contribute to ensuring corporate social responsibility and how these impact on employer brand, reputation and management of different stakeholders. (LO3) Students will be able to apply behavioural science theories, e.g. fight-or-flight response, thinking biases, to how leaders shape people practices and create the conditions in which people can thrive and perform. (LO4) Students will be able to critically analyse different ethical perspectives on leadership, and how different mindsets and values influence internal and external decision-making. (LO5) Students will be able to demonstrate critical awareness of the relationship between culture and voice, and how leaders can apply tools and methods that give a diverse range of people a voice within the organisation. (LO6) Students will be able to identify the different approaches to culture development and how to align people practices to the organisations culture using systemic thinking. (LO7) Students will be able to critically appraise the role and purpose of governance, its structure in the area of work, and the broader regulatory environment. (LO8) Students will have developed their business acumen through an understanding of the organisation, the commercial context, the external environment and the wider world of work, and how they impact people and organisations. (LO9) Students will have developed their personal leadership skills and critically appraise coaching and mentoring in relation to leadership development. (S1) Adaptability. Students will consider different perspectives from two nations and hence demonstrate adaptability in the approach to leadership considerations. (S2) Problem solving skills. The challenges of discussing cross-cultural leadership is key to resolving leadership issues. (S3) Commercial awareness. This is a real ‘theory to practice’ module and students need to apply theory to two leaders in their assignment and also use a commercial example in their presentation. (S4) Teamwork. Reflection on group discussions. (S5) Organisational skills. Planning as a group can be a challenge and is a key skill that is developed, hence improving organisational skills. (S6) Communication skills. Written assignment needs strong communication skills. (S7) IT skills. Developed through the hybrid teaching model. (S8) International awareness. Cross-cultural awareness via two different examples from nations. (S9) Leadership. The focus of the module is leadership. |
Managing Performance, Development, Reward, and Well-being (ULMS784)
Level | M |
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Credit level | 15 |
Semester | Second Semester |
Exam:Coursework weighting | 0:100 |
Aims | This module aims to: Equip students with a critical awareness of the strategic and operational implications for managing performance and development, reward, and workplace well-being within organisations. It will consider recent developments in the sector and wider environment, the role of technology, and international perspectives; Enable students to design and evaluate the effectiveness of evidence-based approaches to performance management and development, reward including benefits and executive remuneration packages as well as workplace well-being. |
Learning Outcomes | (LO1) Students will be able to demonstrate critical awareness of the strategic and operational implications for managing performance, development, reward and workplace well-being within organisations. (LO2) Students will be able to design evidence-based performance management and development approaches to facilitate engagement and continuous improvement, and evaluate their effectiveness. (LO3) Students will be able to design evidence-based reward and benefit approaches to attract, motivate and retain workers including executive remuneration packages and reporting, and evaluate their effectiveness. (LO4) Students will be able to design evidence-based wellbeing approaches to enable a resilient workforce and healthy working environment and evaluate their effectiveness. (LO5) Students will be able to demonstrate critical awareness of international perspectives and recent trends in the sector and wider environment on managing performance and development, reward and workplace well-being, and evaluate their effectiveness. (LO6) Students will be able to demonstrate critical awareness of current and future technology for improving performance and evaluate its impact on the workforce and people practices. (S1) Problem solving (S2) Commercial awareness (S3) Organisation skills (S4) Communication skills (S5) International awareness (S6) Lifelong learning skills (S7) Ethical awareness (S8) Teamwork and leadership |
Human Resource Management Research Project (ULMS840)
Level | M |
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Credit level | 30 |
Semester | Whole Session |
Exam:Coursework weighting | 0:100 |
Aims | This module aims to: Enable students to develop strategic awareness, business orientation and a concern with adding value through human resource (HR) practice, all linked to HR professional competence; Support students in researching relevant topics and writing a business report that can persuade key stakeholders in the organisation to change or adopt a particular policy and practice; Provide students with the skills to demonstrate the ability to diagnose and investigate a contemporary business issue from an HR perspective, to locate the work within the body of academic knowledge, to collect and analyse data, to derive supportable conclusions and to make practical and actionable recommendations for change, improvement or enhancement of current practice. The applied nature of the report requires a critically evaluative approach, empirical investigation and analysis and a combination of academic research and business report writing skills; Enable students to further develop and embed their conceptual skills, data analytical skills, ethical awareness, critical evaluation skills, as well as their ability to effectively communicate their research findings to both an academic and practitioner audience; Provide students with an opportunity to reflect on the implications for professional practice from an ethical, professional and continuous professional development standpoint. |
Learning Outcomes | (LO1) Students will be able to plan, design, and execute a significant individual research project. (LO2) Students will be able to identify and justify a HR/business issue that is of strategic relevance to an organisation. (LO3) Students will be able to search, synthesise, critically analyse and discuss existing literature, contemporary HR policy and practice relevant to the chosen issue. (LO4) Students will be able to compare and contrast the relative merits of different research methods and their relevance and applicability to different situations. (LO5) Students will be able to undertake a systematic analysis of quantitative and/or qualitative information and present the results in a clear and consistent format. (LO6) Students will be able to draw realistic and appropriate conclusions and make recommendations. (LO7) Students will be able to develop and present a persuasive business report in a coherent and structured manner. (S4) Commercial awareness (S1) Adaptability and flexibility (S2) Problem solving (S3) Numeracy (S5) Organisation skills (S6) Communication skills (S7) Critical writing and analysis (S8) Critical reflection skills (S9) Life-long learning (S10) Ethical awareness |