ISMAT 22543

Current Challenges in Human Resources Management

• ApresentaçãoPresentation

  The Current Challenges in Human Resources Management (DARH) course aims to equip students with the key concepts, theoretical models, and analytical methodologies needed to understand and address contemporary challenges in Human Resources Management (HRM). Its relevance and pertinence within the HRM degree programme are unquestionable, as it enables students to connect the theoretical knowledge acquired throughout the course with the emerging and rapidly evolving issues that shape professional practice, such as digital transformation, talent shortages, diversity and inclusion, workforce ageing, and new ethical and social sustainability demands. This course also develops critical thinking, adaptability, and innovation skills, preparing future professionals to anticipate trends, assess impacts, and design effective strategic and operational responses in complex and rapidly changing organizational contexts.   
• ProgramaProgramme

  In the current academic year, the following programmatic contents will be addressed, all of them related to pressing challenges in current and near-future Human Resource Management: CP1 – Demographic Trends and Talent Management Challenges CP2 – Productivity, Motivation and Incentive Systems CP3 – Diversity, Equity and Inclusion CP4 – Impact of New Technologies and the Future of Work CP5 – Mental Health and Psychological Well-being (individual) CP6 – The Role of Data in Human Resource Management CP7 – Ethics, Organizational Culture and Social Responsibility CP8 – Team Management and Leadership  
• ObjectivosObjectives

  Upon successful completion of this course, students will be able to: OA1 — Describe, compare, and critique the main theories and models applicable to the topics under study, justifying their suitability, limitations, and conditions of use. OA2 — Design and validate an empirical analysis model on one of the topics under study: formulate a research question/hypotheses, operationalize variables, select data/sources, apply appropriate analytical techniques, and interpret results while identifying their limitations. OA3 — Diagnose and intervene in organizational, group, and individual contexts related to the topics under study, by selecting and applying appropriate methods and techniques and proposing feasible improvement measures with monitoring indicators. OA4 — Critically analyze evidence, arguments, and practices in HRM and adapt knowledge to different organizational, sectoral, and cultural contexts, justifying decisions made and adjusting solutions to specific constraints and objectives.  
• BibliografiaBibliography

  Acemoglu, D., & Restrepo, P. (2020). Robots and jobs: Evidence from US labor markets. Journal of Political Economy, 128(6), 2188–2244. Associação Portuguesa para a Diversidade e Inclusão (APPDI). (2023). Guia de boas práticas de diversidade & inclusão. APPDI. Banco de Portugal. (2019). Produtividade aparente do trabalho em Portugal na última década: Uma abordagem ao nível da empresa. Boletim Económico (maio), 97–118. Câmara de Comércio e Indústria Portuguesa. (2023). Recursos Humanos: Desafios e oportunidades dos RH [E-book]. Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627–668. European Commission. (2019). Discrimination in the European Union (Special Eurobarometer 493). Garrido, F., Azambuja, G., & Abrantes, M. (2023). A produtividade das empresas em Portugal: Determinantes intrínsecas e de contexto (Nota de Análise). PlanAPP.
• MetodologiaMethodology

  The course unit adopts a flipped classroom methodology, fostering active participation, collaboration, and the critical application of knowledge in real HRM contexts. In each session, student groups prepare and present a topic pre-defined by the teacher, in line with the syllabus. The session begins with an individual opinion question and an initial digital quiz, serving as formative assessment. Following the group presentation and case discussion, a final debate is held. Each non-presenting student is required to pose at least one relevant question and provide a well-founded critical comment, linking concepts, empirical evidence, or professional experiences. The instructor ensures pedagogical mediation, moderates discussions, clarifies issues, and provides critical framing, while also offering continuous feedback. This methodology enhances participation, collaborative learning, and critical thinking, fully aligned with the intended learning outcomes.
• LínguaLanguage

  Português
• TipoType

  Semestral
• ECTS

  5
• NaturezaNature

  Mandatory
• EstágioInternship

  Não