Human resource education in the Middle East region Academic Article uri icon


  • © 2017, © Emerald Publishing Limited. Purpose: The purpose of this paper is to provide an overview of human resource development (HRD) education in Middle Eastern countries. In particular, the authors discuss the current state of HRD education, country readiness and challenges that hinder HRD progress in Middle Eastern countries. They argue that HRD programs need to prepare young employees for leadership roles through adapting constructivist pedagogy, including problem-solving, critical thinking and creativity. Design/methodology/approach: The design of this paper followed a qualitative approach. The authors conducted in-depth interviews with five HRD experts in Middle Eastern countries and conducted integrative literature review and secondary data analysis. Findings: Data analysis provided an overview of HRD education, looked at options individuals interested in HRD education might have, provided views on constructivism vs instructivism as education pedagogies and discussed cultural factors that impede critical reflection in the workplace. Research limitations/implications: To understand how to introduce constructivist elements to instructivist learning cultures, and to sustain it, HRD scholars in the Middle Eastern countries need to diminish the misalignment between instructional philosophies of trainers, trainees and national or institutional systems. Practical implications: Understanding how policy, resources, infrastructure and culture influence learning expectations is vital to introducing innovative training activities or scaling them up to other workshops and systems. Originality/value: This research sheds light on HRD education in the Middle Eastern countries; provides an overview of employment challenges and opportunities to improve workplace learning; and provides scholars, practitioners and other stakeholders interested in HRD with suggestions to develop successful workforce education.

author list (cited authors)

  • Dirani, K. M., & Hamie, C. S.

citation count

  • 7

publication date

  • February 2017