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HRM Dissertation Topics

Published by Carmen Troy at January 6th, 2023 , Revised On April 16, 2024

Introduction

Human resource management studies stated that employees should be hired, retained and managed. It is an extensive field that requires an in-depth understanding of the underlying factors and concepts.

As a human resource management student, you will study many different concepts, frameworks, and theories related to employee management. However, before your graduation, you will be required to submit a dissertation on a human resource management research topic of your choice.

Even though several topics and concepts are yet to explore in the field of human resource management, you will want to make sure that your proposed topic has sufficient literature to support and justify the content of a theoretical framework , or else you might struggle with data collection .

This article provides you with a comprehensive list of HRM topics that are relevant to your field and identifies some interesting literature gaps.

Choosing from our list of topics will certainly improve your chances of submitting an outstanding dissertation. So, go ahead and choose an HRM dissertation topic of your interest. We can even customize these topics based on your project needs.

PhD qualified writers of our team have developed the proposed topics, so you can trust to use these topics for drafting your dissertation.

Note –

You may also want to start your dissertation by requesting  a brief research proposal  from our writers on any of these topics, which includes an  introduction  to the topic,  research question ,  aim and objectives ,  literature review  along with the proposed  methodology  of research to be conducted.  Let us know  if you need any help in getting started.

Check our  dissertation examples  to get an idea of  how to structure your dissertation .

Review the full list of  dissertation topics for here.

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2024 HRM Dissertation Topics

Topic 1: how human resources departments achieve equal employment opportunities.

Research Aim: The research will aim to investigate how HR departments achieve equal employment opportunity in organizations. EEO, or Equal Employment Opportunity, is the notion everybody has an equal chance to pursue a job on the basis of merit, regardless of skin color, gender, or gender identity. It is the duty of HR department to give every employee and equal right in the organization. The research will examine how HR department keep the organization environment friendly by controlling equal employment opportunities.

Topic 2: The effect of motivating strategies on employee performance

Research Aim: The research will aim to find the impact of motivating strategies on employee performance. Employee motivation plays a huge part on performance. Employee engagement cannot be substituted by anything else in order for any organisation to run efficiently and without interruption. It is critical that a company and its employees not only have a strong connection with the top management, but also have a good and healthy relationship with their colleagues. The study will also make recommendations on what further might be done to obtain optimal results utilising motivating methods for the benefit of both the company and the individual.

Topic 3: Organizational Conflicts as Antecedents of Staff Turnover: Evidence from the UK Food Sector

Research Aim: The research will aim to review recent available literature on employee turnover in order to determine organizational conflicts as antecedents of employee turnover in the UK food sector in order to close gaps in the literature and present a broader range of turnover factors and understanding of employee motivational factors in their job decision.

Topic 4: How does AI involvement in HRM provide Zara with a competitive advantage?

Research Aim: The research will aim to inspect the benefit of competitive advantage at Zara through the involvement of artificial intelligence in their HRM. AI assists the human resources department in identifying their personnel’ skill sets and recommending a training programme based on their work positions. It combines all of the data and assists the HR staff in making succinct decisions about what training to do in which sector to boost abilities. The study will also explain the importance of AI in organizations and organizations success. It will also look into strategies and policies Zara used to achieve competitive advantage.

Topic 5: The role of HR in creating a respected working environment that contributes in sustainable revenue growth

Research Aim: The research aims to examine the role of HR in creating a respected working environment and sustainable revenue growth. The study will identify current misunderstandings and disparities in understanding of topics such as sustainable development, corporate social responsibility, and the link between strategic human resource management and sustainable HRM through a comprehensive literature review. It will also identify and recognise the challenges that sustainable HRM encounters in reality, with a particular emphasis on the prevalent strategic HRM schema and the misunderstanding of corporate social responsibility.

Covid-19 HRM Research Topics

The role of managers during the pandemic.

Research Aim: In this study, the Human resource management techniques which HR managers will adopt for performing their operations during the COVID -19 will be discussed.

The management techniques for employees.

Research Aim: This study will focus on how the employees are trained during the Coronavirus pandemic.

The economic Crisis for HR Managers during Covid-19

Research Aim: This study will discuss how the economic crisis will disturb the payroll and how the managers will work.

The policies of HR for affected employees.

Research Aim: In this study, HR will design policies on how HR will manage when there is a gap between employees working. How will the ill patients be provided with support by companies through HR?

The employees' cooperation for HR

Research Aim: This study will highlight how well the employees support the decisions of the HR policymakers during the pandemic.

HRM Dissertation Topics for 2023

Topic 1: effect of employee engagement on customer loyalty in the service-based industry.

Research Aim: Employees engagement means that employees are passionate and committed to their work. In the service industry, where employees’ performance can greatly influence the quality of service, it is worth exploring employee engagement in customer loyalty in the service-based industry. Therefore, in this study, survey-based research will be conducted to identify employee engagement in customer loyalty.

Topic 2: Contingent workforce and its impact on organisation’s performance – Evaluating the IT Industry

Research Aim: Nowadays, companies hire freelancers and contractual workers, unlike permanent payroll employees. Various cost benefits can be obtained by hiring such a workforce. However, such a workforce may not have the required skills to do a job as effectively as a trained staff would have done. Thus, the present study focuses on identifying the impact of a contingent workforce on its performance in the IT industry.

Topic 3: Factors of growing mental health issues of employees at workplace in service-based industries

Research Aim: The wellness of employees at the workplace is necessary for their mental health and work performance. This study will identify the factors that can increase employees’ mental health issues at the workplace based on survey-based of employees and managers of service-based industries.

Topic 4: Analysing the importance and impact of training and development on an organisation’s sustainability during economic crises.

Research Aim: to achieve organizational objectives and milestones, leaders and business owners have realized the importance of training and developing their workforce to align with the organizational objectives. This research aims to analyze the importance and impact of employee training and development on the organization’s sustainability during economic downturns.

Topic 5: How online digital platforms have helped organisations in recruiting effectively and efficiently

Research Aim: With the advent of technology, firms have revolutionized their business operations. Under this revolution, many organizations have adopted different techniques and methods to recruit talented employees. Therefore, this research intends to determine how online digital platforms have helped organizations find employees more efficiently and effectively.

Topic 6: Analysing the factors which directly impact an employee's personal decision to leave employment

Research Aim: Employee turnover rate has always been a major concern for many organizations regardless of their size and nature. A valuable and talented employee is usually hard to find and retain. However, it has been found out that different factors motivate an employee to search for a new job. Keeping this phenomenon in mind, the current research will be analyzing the factors that directly impact the employee’s personal decision to leave employment.

Topic 7: Critically analysing the concept of workplace flexibility and how it impacts employee and organisational performance

Research Aim: In today’s modern era, the workplace environment has been transformed drastically from a strict and conventional style to a more flexible one. Therefore, this research aims to critically analyze the concept of workplace flexibility and how it impacts employee and organizational performance.

Topic 8: A comparative analysis of employees' job satisfaction and motivational factors in public versus private organisations.

Research Aim: Job satisfaction and employee motivation are regarded as the most important element of HR practices. The main aim of HR policies is to satisfy, retain, and motivate employees. Therefore, this research aims to conduct a comparative analysis of the employee’s job satisfaction and motivational factors in public versus private organizations.

Topic 9: The influence of COVID-19 on virtual employee management practices by organisations

Research Aim: This research is highly useful in the current context of COVID-19. Organisations all around the world are getting impacted by the COVID-19 and are closed at the moment. The current study will focus on using different virtual employee management practices that companies can use in the current context of COVID-19. These practices will be beneficial for organizations in almost all business sectors.

Topic 10: The role of using transformational leadership style in the improvement of organisational creativity at Morrisons

Research Aim: The aim of this research will be the benefits of using the transformational leadership style by Morrisons’ leaders to improve organizational creativity. This study will research how leaders can get the advantage of a transformational leadership style for increasing creativity at the organization.

Topic 11: The green HRM practices and their impacts on the corporate image of IKEA

Research Aim: This study will aim to study different green HRM practices and their role in improving IKEA’s corporate image and reputation. It will be researched how companies can improve their corporate image by focusing on green HRM practices and processes. The findings will be beneficial for the management, customers as well as employees.

Topic 12: Involving employees in the decision-making process and its influence on employee productivity at Subway

Research Aim: It will be researched in this study how Subway and other companies in this industry can involve the workers in the decision-making process to improve employee productivity. It will be studied that employee productivity is increased by involving the employees in the decision-making process. The findings will be useful in designing useful HR practices by Subway.

Topic 13: The impact of a flat organisational structure on the decision-making process

Research Aim: The main objective of this study is to evaluate the decision-making difficulties and issues faced by HR managers of companies with a flat organizational structure. This study will also investigate the benefits and challenges related to the flat organizational structures used by companies. A case study approach will be used.

Topic 14: The role of workforce diversity in improving organisational capability and innovation at Toyota Motors

Research Aim: To carry out this study, an innovative company named Toyota Motors will be selected. The main objective for carrying out this study will be to analyze how the organizational capability and innovation at Toyota Motors are improved due to workforce diversity. The main emphasis will be on studying the workforce diversity present at Toyota Motors and its significance in improving innovation and organizational capability. The success factors of Toyota Motors for HR will be studied.

Topic 15: The impact of digitalization on changing HRM practices at Aviva

Research Aim: The contemporary business world moves towards digitalization due to technological advancements. This research will study the different impacts of digitalization in changing various HRM practices at Aviva. Different HRM practices used by Aviva before and after the digitalization era will be discussed, and the changes will be analyzed. This study will show how digitalization has changed HRM practices in the contemporary business world.

Topic 16: The influence of employee learning and development opportunities on employee satisfaction at British Airways

Research Aim: It will be studied in this research that how employee satisfaction at British Airways is influenced by employee learning and development opportunities. Different employee learning and development opportunities at BA will be studied, along with their impact on workforce satisfaction.

Topic 17: The impact of recognizing employee contributions on employee retention at Shell

Research Aim: This study’s main objective is to analyse whether Shell can retain its employees by recognizing their contributions or not. Different strategies used by Shell for recognizing employee contributions will be studied that lead towards motivating the employees, which ultimately impact the retention of workers.

Topic 18: The role of green HR practices in employee engagement and retention

Research Aim: Green HR practices is a newly emerged concept in HRM. The study will aim to research the impact of green HR practices on employee engagement and retention. It will be studied how companies can improve employee engagement and retention by focusing on green HR practices.

Topic 19: The role of providing daycare facilities in increasing the productivity of female employees

Research Aim: This study will be focusing on the productivity of female workers. It will be studied how female workers’ productivity is increased by providing daycare facilities for their children. The impact on the satisfaction level of female employees due to the daycare facility will also be explored.

Topic 20: The impact of artificial intelligence on enhancing the human resource practices of Zara

Research Aim: For this study, the researcher will focus on the concept of artificial intelligence and use it in the HR context. It will be studied that either the HR practices at Zara can be enhanced by implementing AI. The benefits and implications of implementing AI in the HR context will also be part of this study.

Topic 21: The role of e-leadership in improving employee productivity and motivation.

Research Aim: The contemporary business world has become highly advanced due to technological capabilities. The concept of e-leadership has emerged due to advancements in technology. The purpose of this study will be to analyse the impact of e-leadership in improving the productivity and motivation level of the workforce.

Topic 22: The role of effective HR planning in a successful strategic alliance process.

Research Aim: This study will study the importance of effective HR planning for the strategic alliance process. It will be studied how HR management can mould the HR practices and focus on effective HR planning to make the strategic alliance process successful.

Topic 23: The impact of different personality traits on teamwork at Microsoft

Research Aim: The main focus of this research will be studying Microsoft’s teamwork. It will be further analyzed how Microsoft’s teamwork is influenced by the personality traits possessed by different team members. Different types of personality traits will be studied in this research that impacts teamwork positively and negatively.

Topic 24: The impact of career growth opportunities on employee loyalty at HSBC Holdings.

Research Aim: This study will aim to review different types of career growth opportunities offered by HBSC Holdings to its employees. Moreover, it will also be studied how employee loyalty is improved due to various career growth opportunities. The findings of this study will be beneficial for the banking sector.

Topic 25: The role of adapted HR practices in improving organisational performance at the international branch of DHL.

Research Aim: The study’s main objective will be to analyse companies’ changes in their HR practices for international branches. How and why the HR practices are adapted by HR management for improving the organisational performance at the company’s branch, which is located outside the country. For this, the DHL case study will be selected, and it will be assessed how and why DHL has used adapted HR practices across different countries.

HR Learning and Development Dissertation Topics

All organisational activities aimed at improving the productivity and performance of groups and individuals can be classified as HRM’s learning and development function elements. Learning and development encompass three pivotal activities, including education, training, and development.

As such, the training activities help to evaluate an employee based on his existing job responsibilities. Educational activities include those focusing on jobs that an employee can expect to carry out in the future.

Finally, the development activities are those that the employer may partake in the future. If you’re interested in exploring this human resource topic in-depth, we have some interesting dissertation topics for you:

Topic 1:The importance of appreciative inquiry with respect to organisational learning and development culture – A case study of ExxonMobil

Research Aim: This research will discuss the importance of appreciative inquiry and its impact on organisational learning and development culture with a specific focus on ExxonMobil.

Topic 2:To establish the correlation between organisation competency development and learning activities & programmes

Research Aim: This research will discuss how organisational competency development and organisational learning activities are correlated.

Topic 3:An examination of knowledge management and organisational learning for sustained firm performance. A case study of British Telecom

Research Aim: This research will examine how organisational learning and knowledge management helped British Telecom sustain their firm performance.

Topic 4:Investigating learning and development of human resources in the public sector in the UK

Research Aim: This dissertation will evaluate the different ways of achieving the learning and development of human resources in the UK’s public sector.

Topic 32:The importance of HR learning and development activities for SMEs

Research Aim: This research will focus on how SMEs utilize HR learning and developmental activities to improve their employees’ performance.

Topic 33:Human resource practices and employees’ decision to quit – Does Lack of Learning and Development play a Role.

Research Aim: This research will focus on whether or not lack of learning and development in an organization leads to employee turnover,

Topic 34:Developing organisational competitive advantage through strategic employee training in computer knowledge

Research Aim: This dissertation will explore how companies can gain a strategic advantage over their competitors through employee training.

Topic 35:The impact of various training and learning based activities on employees’ productivity

Research Aim: The main aim of this research will be to determine the impact of different pieces of training and learnings on employees’ productivity.

Topic 36: The role of HR analytics and metrics in improving organizational performance at Tesco

Research Aim: This study aims to research a new concept in human resource management, named HR analytics and metrics. Moreover, their impact on improving organizational performance will also be studied. This study will be beneficial for Tesco in using HR analytics and metrics in different HR practices that can lead to improved organizational performance.

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HR Performance Review Dissertation Topics

A performance review, also known as a career development discussion, performance evaluation and employee appraisal, can be defined as a method to evaluate an employee based on their job performance, mainly for appraisals. This might be an interesting area to focus your dissertation on. Here are some interesting topics in this area of HRM:

Topic 37:To understand the relationship between performance review and employee motivation in large and diversified business organisations

Research Aim: This research will understand the relationship between employee motivation and employee performance review. Large and diversified businesses will be the main focus of this study.

Topic 38:Effective performance appraisal – A study to establish a correlation between employer satisfaction and optimising business results

Research Aim: This research will analyse the impact of performance appraisal on employer satisfaction and how it optimises business results.

Topic 39: Investigating the efficacy of performance appraisal from the perception of employees in UK retail industry – A case study of Tesco

Research Aim: This research will analyse the efficacy of performance appraisal concerning employees, with a specific focus on Tesco.

Topic 40: Employee performance appraisal and the role of fairness and satisfaction

Research Aim: This dissertation will explore whether employees report satisfaction and fairness when performance appraisal is conducted.

Topic 41:Investigating performance review and appraisal methods employed by human resource department of any large oil and gas company

Research Aim: This research will study the human resource department of a large oil and gas company and will investigate how “performance review” and appraisals are conducted.

Topic 42: Job satisfaction and performance appraisals – Are they Interconnected?

Research Aim: This research will study in-depth whether job satisfaction and performance appraisals are interconnected or not.

Topic 43:Investigating the relationship between public sector appraisals and the spinal pay reward

Research Aim: This research will talk about the spinal pay reward system and evaluate its effectiveness in the public sector.

Topic 44:Analysing the impact of performance management on employee performance improvement

Research Aim: This research will investigate how performance management helps companies improve their employees’ performance.

Topic 45: Can HR performance drive employee engagement? Studying the UK banking industry

Research Aim: This research will talk about the different ways through which HR performance review helps in improving employee engagement. The UK banking industry will be in focus in this study.

Topic 46:The role of HR performance review in increasing employee retention and productivity

Research Aim: This research will investigate how organisations utilize performance reviews as a tool to improve employee retention and productivity.

HR Employee Motivation Dissertation Topics

Employees need objectives and goals to remain focused. The quality of work may significantly drop if they are not constantly motivated by their employers.

Business organizations employ various employee motivation methods and techniques to keep their employees motivated. Thus, this is an interesting topic to explore for your final year dissertation. Here are some HRM dissertation topics related to employee motivation.

Topic 47:To investigate the role of motivation in HRM – A study highlighting the most important motivation factors for future business leaders

Research Aim: This research will discuss the different motivation factors organisations should use to develop future leaders. In addition to this, the role of motivation throughout HRM will be discussed.

Topic 48:Employee satisfaction and work motivation – Are they both related?

Research Aim: This research will understand the relationship between motivation and employee satisfaction and the different motivation techniques companies can employ to increase employee satisfaction.

Topic 49: Evaluating the Role of Employee motivation in performance Enhancement

Research Aim: This study will discuss the role of employee motivation concerning employee performance, i.e. whether it enhances performance or not.

Topic 50:Human resource management – Motivation among workers in large and diversified business organisations

Research Aim: This dissertation will talk about motivation in large and diversified organisations and how these companies ensure that their employees are motivated at all times.

Topic 51:Effects of motivational programmes and activities on employee performance

Research Aim: This research will focus on the different motivational techniques and programs that impact employee performance.

Topic 52: Does motivation play a role in decreasing employee turnovers? A case study of British Airways

Research Aim: This research will discuss the role of motivation in decreasing employee turnover with a specific focus on British airways.

Topic 53:Motivation and performance reward – Are the two interrelated?

Research Aim: This research will talk about motivation and performance rewards and will assess whether the two are interrelated and directly related.

Topic 54: Work productivity and the role of employee motivation programmes and activities

Research Aim: This study will assess employee motivation programs’ impact on employee productivity, i.e. if it increases or decreases.

Topic 55:To discuss the role of employee motivation in relation to retention levels

Research Aim: This research will analyze employee motivation’s role to help companies retain employees.

Topic 56:Differences and similarities between traditional and contemporary theories

Research Aim: This research will discuss and compare traditional and contemporary motivation theories implemented by companies.

Topic 57: The role of employee empowerment in employee motivation and satisfaction at British Petroleum.

Research Aim: This study will aim to analyse different strategies of employee empowerment carried out by British Petroleum and their impact on workers’ motivation and satisfaction. The research will be studied that either different employee empowerment strategies improve employee motivation and satisfaction. The findings will be beneficial for companies working in the petroleum sector.

Topic 58: The impact of open communication in improving employee engagement at Zara

Research Aim: In this research, different modes of communication used by organisations will be studied and especially the impact of open communication in improving employee engagement at Zara will be analyzed. The importance of open communication for different organisations in the fashion and retail sectors will be discussed. Moreover, different communication strategies that can help improve employee engagement at Zara will be discussed based on past literature, theories, and framework.

HR Performance Management Dissertation Topics

All processes and activities to consistently meet organisational goals and objectives can be considered the HR performance management mechanism elements. Different organisations employ different performance management strategies to gain a competitive advantage. To explore this area of human resources, here are some intriguing topics for you:

Topic 59:Investigating different performance management techniques for retaining employees

Research Aim: This research will talk about companies’ various performance management techniques to retain employees.

Topic 60:The role of performance management activities in improving employees’ skills and abilities

Research Aim: This research will discuss how performance management helps employees improve their skills and abilities and how it ultimately helps companies.

Topic 61:Managing performance of workers through performance management techniques – A Case Study of Google

Research Aim: This research will explore how organisations use different performance management techniques to manage employees and their performance. A specific focus of this study will be Google Incorporation.

Topic 62:Employee performance and performance management systems – A qualitative study

Research Aim: This study will conduct a qualitative study to understand the different performance management systems for improving employee performance.

Topic 63:Performance management examinations in human resource management of profit-oriented organisations

Research Aim: This research will understand performance management in profit-oriented companies regarding how their human resource department ensures optimal performance.

Topic 64:Exploring the essentials elements of the performance management framework

Research Aim: This research will explore its vital features and performance management framework.

Topic 65:Human resource management practices and business performance – The role of environmental uncertainties and strategies

Research Aim: This research will explore whether environment uncertainties and strategies play a role in employee and business performance.

Topic 66:The efficacy of performance management systems in the UK’s retail industry

Research Aim: This research will explore the UK’s retail industry’s performance management efficacy.

Topic 67:Towards a framework for performance management in a higher education institution

Research Aim: This research will investigate performance management in the educational setting.

Topic 68:Should wages be capped through performance management – A qualitative study

Research Aim: This research will analyse whether wages should be adjusted and capped concerning performance management with a focus on its effects.

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Strategic Human Resource Management Dissertation Topics

Strategic human resource management is tying the human resource management objective to the company’s goals and objectives. This helps companies in innovating and staying ahead of their competitors by gaining a competitive advantage.

Being a relatively new concept, there are various aspects of strategic HRM that are left to be explored. Here are some interesting strategic HRM dissertation topics for you:

Topic 69:The efficacy of communication processes and employees’ involvement plans to improve employee commitment towards organisational goals – A case study of Sainsbury

Research Aim: This research will study the role and efficacy of the communication processes and employees’ involvement in order to improve employees’ commitment towards organisational goals.

Topic 70:To investigate SHRM theory and practice in a call centre – A case study of any UK call centre

Research Aim: This dissertation will discuss the various SHRM theories and how it is implemented. A UK-based call center will be focused on this study.

Topic 71: Differences and similarities between SHRM strategies and policies employed by German and Japanese automobile companies

Research Aim: This research will compare the different SHRM techniques and policies implemented by German and Japanese automobile companies.

Topic 72: A resource-based view assessment of strategic human resources quality management systems

Research Aim: This research will understand the resource-based view of strategic human resources quality management systems.

Topic 73: To understand and critically evaluate the HRM strategies employed by small and medium sized enterprises in the UK

Research Aim: This research will discuss and evaluate the different strategic HRM strategies employed by small and medium-sized enterprises in the UK.

Topic 74: Relating organisational performance to strategic human resource management – A study of small scale businesses in the UK

Research Aim: This study will analyse whether organisational performance and strategic human resource management are interconnected by assessing small scale businesses in the UK.

Topic 75: Investigating strategic human resource management in Singapore – A qualitative study

Research Aim: This research will analyse strategic human resource management in Singapore by undertaking a qualitative method.

Topic 76: The role of organisational support programmes to enhance work outcome and employees behaviour

Research Aim: This research will understand the organisational support program in order to enhance employee work outcome and their behaviour.

Topic 77: To establish the most important components of strategic HRM for SMEs in the UK to develop a competitive advantage

Research Aim: This research will talk about the relationship between the different SHRM components for SMEs in the UK in order to gain a competitive advantage.

Topic 78: To establish the significance of the relationship between organisational performance and strategic human resource management

Research Aim: This research will explore the relationship between organisational performance and strategic human resource management and how it helps companies achieve their objectives.

Human Resource Theory Dissertation Topics

The human resource theory framework consists of a soft and hard approach to human resources management. Various theories cover the different aspects of the soft and hard human resource approach.

Exploring this area of HRM will help in understanding more about the soft and hard HRM approaches. Here are some dissertation topics in this area that you can choose from.

Topic 79: A comparative analysis of various human resources theory approaches

Research Aim: This research will discuss various human resource theories and approaches and provide a comparative analysis.

Topic 80:To study human resources systems practiced by Multinationals in the UK

Research Aim: This research will discuss the various human resource systems as practised by multinational companies operating in the UK.

Topic 81:The role of human resources management (HRM) in regards to addressing workers’ concerns.

Research Aim: This research will discuss the importance of human resources in understanding and addressing worker’s concerns.

Topic 82: Can HRM have a negative influence on the performance of business organisations – A qualitative study?

Research Aim: This research will discuss a unique aspect of human resource management, i.e. whether it harms the company’s performance or not.

Topic 83: Is Human resources the only option for employees? An exploratory study

Research Aim: This study will analyze human resources’ role in solving employee issues and assess whether it is the only option for employees.

Topic 84:Exploring the contribution of human resource to the success of organisations

Research Aim: This research will aim to understand the role and contribution of the human resource department in companies’ success.

Topic 85:To investigate the most predominant human HRM and control strategies employed by business organisations

Research Aim: This research will discuss an interesting topic, i.e. the most predominant HRM strategies organisations implement.

Topic 86:To investigate the role of HR as a shared service.

Research Aim: This study will discuss human resources’ role as a shared service in the organisation.

Topic 87:Does a supervisor has a role to play in implementing HR practices – A critical study

Research Aim: This study will critically analyze supervisors’ role in implementing human resource practices in an organization.

Topic 88:The ethics of firing employees – Do companies really follow it?

Research Aim: This research will focus on how employees are fired at organizations and whether human resources follow the ethics of firing or not.

HR Organisational Culture Dissertation Topics

Organisational culture, also known as organisational climate, is defined as the process by which an organisation’s culture can be quantified. The properties of the work environment that are either considered positive or negative by the employees (and that may influence their behaviour) are the most important components of the organisational culture framework.

Studying this aspect of human resources will help you gain an in-depth knowledge of the role of culture in human resource management. Here are some interesting dissertation topics in this area:

Topic 89:The role of leadership, HRM and culture in vitalising management systems in firms

Research Aim: This research will understand the role of leadership and culture in human resource management and how it helps companies manage their systems.

Topic 90:Finding the right balance between differentiation and standardisation of HRM practices and policies – HRM of multinational companies operating within the European Union

Research Aim: There are certain human resource practices that are standardized throughout the world. This research will investigate the differences between such standard policies with respect to culture. Multinationals operating in the European Union will be focused.

Topic 91:Cross-cultural human resource management – The role it plays in the success of different organisations

Research Aim: This research will study the role of cross-cultural human resource management in the success of companies.

Topic 92:The impact of cross-cultural competencies in start-up companies

Research Aim: A lot of companies do not encourage cross-cultural human resources in the workplace. This research will analyse how cross-cultural competencies help startups grow and succeed.

Topic 93:The role of organisational cultural on HRM policies and practices – A case study of Cambridge University

Research Aim: This research will aim to understand the role of organisational culture on human resource policies and practices. The main focus of this study will be at Cambridge University.

Topic 94:The relationship between human resource management practices and organisational culture towards organisational commitment

Research Aim: This research will assess the relationship between different cultures and human resource practices with respect to organisational commitment.

Topic 95: Investigating cultural differences between the work values of employees and the implications for managers

Research Aim: This study will conduct an investigation related to the work values of employees based on their various cultural differences. It will then be concluded what this means for the managers.

Topic 96:To effectively manage cultural change without affecting work productivity

Research Aim: This research will discuss an interesting topic as to how managers should manage organisational cultural change without harming productivity.

Topic 97:Inducting new employees into the culture – Does it help organisations?

Research Aim: This research will discuss whether or not it is feasible for organisations to hire employees when the company is undergoing a cultural change.

Topic 98:Recruiting to change the culture – The Impact it has on the Profitability of the Company

Research Aim: This research will discuss whether companies should hire to lead change in the organisation, i.e. whether hiring should be done for this specific purpose, and what this new hiring means for the company in terms of profitability.

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HR Diversity Dissertation Topics

The changing corporate world has provoked organisations to develop and implement diversity management systems as part of their human resource management system. Although relatively new, diversity management is an important research area of human resource management that brings challenges and learning to employees.

With many areas unexplored and literature gaps in this subject, there are some extremely interesting dissertation topics you can select for your final year project. Some of them are listed here:

Topic 99: Investigating the difference between discrimination and diversity – How Do they Impact Organisations

Research Aim: This research will discuss the differences between the two concepts, diversity and discrimination and their impact on organisations.

Topic 100:Managing diversity through HRM: A conceptual framework and an international perspective

Research Aim: This study will discuss how the human resource department can manage diversity. The study will be conducted in an international setting.

Topic 101:Managing diversity in the public sector – How do companies manage to remain successful

Research Aim: This research will explore managing diversity in the public sector and how these companies can be successful even through diversity.

Topic 102:Managing cultural diversity in human resource management

Research Aim: As much as a human resource helps companies manage diversity, how will companies manage diversity in their main HR department. This research will answer this exact question.

Topic 103:The managerial tools, opportunities, challenges and benefits associated with diversity in the workplace

Research Aim: This research will focus on the tools available to human resources in managing diversity, and how they change it to opportunities and overcome diversity-related challenges.

Topic 104: Investigating the challenges of exclusion and inequality in organisations – Assessing HR’s role.

Research Aim: This research will first investigate the exclusion and inequality challenges that organisations face and how human resources overcome these challenges.

Topic 105:How does HRM Help in managing cultural differences and diversity

Research Aim: This research will discuss HR’s role in managing cultural differences and diversity in organisations.

Topic 106: Can HR eliminate diversity-related discrimination from workplaces? Assessing its role

Research Aim: This research will talk about HR’s role in eliminating diversity-related discrimination from organisations, and whether it will be successful in doing so or not.

Topic 107:Training managers for diversity – How difficult is it for companies and HR

Research Aim: This research will discuss and analyse the role of HR and companies in ensuring manager’s learning and development for diversity.

Topic 108:Training the newly hired staff for diversity in a large and diversified business organisation

Research Aim: This research will investigate the role of HR in training employees and staff to deal with, manage and coexist with diverse employees.

Important Notes:

As a human resource management student looking to get good grades, it is essential to develop new ideas and experiment with existing human resource management theories – i.e., to add value and interest to your research topic.

Human resource management is vast and interrelated to many other academic disciplines like management , operations management , project management , business , international business , MBA and more. That is why it is imperative to create a human resource management dissertation topic that is articular, sound, and actually solves a practical problem that may be rampant in the field.

We can’t stress how important it is to develop a logical research topic based on your entire research. There are several significant downfalls to getting your topic wrong; your supervisor may not be interested in working on it, the topic has no academic creditability, the research may not make logical sense, there is a possibility that the study is not viable.

This impacts your time and efforts in writing your dissertation , as you may end up in the cycle of rejection at the initial stage of the dissertation. That is why we recommend reviewing existing research to develop a topic, taking advice from your supervisor, and even asking for help in this particular stage of your dissertation.

While developing a research topic, keeping our advice in mind will allow you to pick one of the best human resource management dissertation topics that fulfil your requirement of writing a research paper and add to the body of knowledge.

Therefore, it is recommended that when finalizing your dissertation topic, you read recently published literature to identify gaps in the research that you may help fill.

Remember- dissertation topics need to be unique, solve an identified problem, be logical, and be practically implemented. Please look at some of our sample human resource management dissertation topics to get an idea for your own dissertation.

How to Structure your HRM Dissertation

A well-structured dissertation can help students to achieve a high overall academic grade.

  • A Title Page
  • Acknowledgements
  • Declaration
  • Abstract: A summary of the research completed
  • Table of Contents
  • Introduction : This chapter includes the project rationale, research background, key research aims and objectives, and the research problems. An outline of the structure of a dissertation can also be added to this chapter.
  • Literature Review : This chapter presents relevant theories and frameworks by analyzing published and unpublished literature on the chosen research topic to address research questions . The purpose is to highlight and discuss the selected research area’s relative weaknesses and strengths while identifying research gaps. Break down the topic and key terms that can positively impact your dissertation and your tutor.
  • Methodology : The data collection and analysis methods and techniques employed by the researcher are presented in the Methodology chapter, which usually includes research design , research philosophy, research limitations, code of conduct, ethical consideration, data collection methods, and data analysis strategy .
  • Findings and Analysis : Findings of the research are analysed in detail under the Findings and Analysis chapter. All key findings/results are outlined in this chapter without interpreting the data or drawing any conclusions. It can be useful to include graphs, charts, and tables in this chapter to identify meaningful trends and relationships.
  • Discussion and Conclusion : The researcher presents his interpretation of the results in this chapter and state whether the research hypothesis has been verified or not. An essential aspect of this section is establishing the link between the results and evidence from the literature. Recommendations with regards to the implications of the findings and directions for the future may also be provided. Finally, a summary of the overall research, along with final judgments, opinions, and comments, must be included in the form of suggestions for improvement.
  • References : Make sure to complete this following your University’s requirements
  • Bibliography
  • Appendices : Any additional information, diagrams, and graphs used to complete the dissertation but not part of the dissertation should be included in the Appendices chapter. Essentially, the purpose is to expand the information/data.

About ResearchProspect Ltd

ResearchProspect is a  UK based academic writing service  that provides help with  Dissertation Proposal Writing ,  PhD. Proposal Writing ,  Dissertation Writing ,  Dissertation Editing, and Improvement .

Our team of writers  is highly qualified. They are experts in their respective fields. They have been working for us for a long time. Thus, they are well aware of the issues and the trends of the subject they specialize in.

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How to find hrm dissertation topics.

For HRM dissertation topics:

  • Research HRM trends and challenges.
  • Explore workplace issues or diversity.
  • Investigate HR technology impact.
  • Analyze employee well-being.
  • Consider performance management.
  • Select a topic aligning with your passion and career path.

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Dissertation examples

Listed below are some of the best examples of research projects and dissertations from undergraduate and taught postgraduate students at the University of Leeds We have not been able to gather examples from all schools. The module requirements for research projects may have changed since these examples were written. Refer to your module guidelines to make sure that you address all of the current assessment criteria. Some of the examples below are only available to access on campus.

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MSc Human Resource Management (HRM)

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Our CIPD accredited HRM degree will equip you with cutting-edge HR knowledge and skills relevant to the current and future workplace. Our programme will position you as an HR professional with specialist expertise in delivering sustainable HR practices.

Our MSc HRM Masters provides unique insights into this new area of Human Resource Management. HRM benefits employers and employees, as well as creating wider social benefits including lower unemployment, inclusion for marginalised people, reduced demand for out-of-work and in-work benefits while reducing healthcare burdens due to work-related illness and disability. We recognise the rapidly changing trends in employment and offer an exciting selection of specialist courses to educate current and future HR practitioners in a more sustainable and socially responsible form of managing people.

There are eight taught courses (divided equally over two semesters) and a HRM dissertation in semester 3, in a topic of your choosing. If you chose to study Part-time, you will register for two courses per semester and progress to the dissertation at the end of the second year.

There are four mandatory courses in Semester one: Organisational Behaviour, HR Strategy and Practice, Digital Human Resource Management and the Legal Context of Work. These courses provide insights into the fundamentals of Human Resource Management and develop a deeper understanding of specialist areas within the HR profession.

In semester two you will take a further three mandatory courses, Research Philosophy and Practice, Sustainable HRM and Employment Trends. You will then customise your degree to match your specific interests or career pathway by selecting an optional course from a choice of three: The Psychology of Leadership, People Analytics, or Managing Diversity in Business.

In Semester three the HRM dissertation is the capstone course where you will be supported by our world leading faculty to “deep-dive” into your chosen area of HRM. The dissertation enables you to investigate an HRM topic of your choice, where you will be able to demonstrate your mastery of the subject area by developing new insights from analysis of valuable primary research.

September 2024 entry 

The deadline for applications from UK students is 30 August 2024. For EU and overseas applicants, we guarantee to consider applications submitted by 2 August 2024.

Course content

Within the degree programme there are seven mandatory courses, one option and the mandatory capstone HRM dissertation.

  • HR Strategy and Practice 

Organisational Behaviour 

  • Digital HRM
  • The Legal Context of Work 

Sustainable HRM

Employment trends.

  • Research Philosophy and Practice 

Choose one of the following options:

Managing Diversity in Business

People analytics, the psychology of leadership.

Between May and August students undertake their MSc dissertation.

Specialist Mandatory Courses:

Hr strategy and practice.

This course explores what it means to be an HR practitioner and provide insights into the differing strategic and operational roles occupied by those working within the HR profession. In line with the CIPD Profession Map, the course also explores the skills and behaviours required to perform the role of an HR practitioner effectively and considers how to design a range of people practices to deliver strategic people plans.

Core to designing HR policies and practices is an understanding of why people behave the way they do at work. This course considers factors at an individual, group and organisational level that impact on our experience of work. Topics covered include motivation, work group dynamics, power and politics, organisational culture and the people aspects of change.

Digital Human Resource Management

Data permeates our world and is integral to the way businesses function and formulate strategies. The contemporary workplace therefore needs to augment human skills with the emergence of artificial intelligence and automation. This course examines how the HR profession can adapt to changing realities by combining artificial and human intelligence in new ways; finding digital solutions that not only enhance efficiency but also sustain positive employee experiences.

The Legal Context of Work

The legal context of work course aims to provide insights into the aspects of international and domestic law relevant to areas of work and employment, equipping you with the skills necessary to develop and maintain legally compliant and sustainable HRM practices.

Sustainable HRM builds on many of the ideas in the HR Practitioner but engages in a more specialized discussion around how to ensure long-term financial sustainability, whilst meeting broader individual, societal and environmental needs. Specifically, the course helps to understand how HRM can be used to develop inclusive workplaces that promote wellbeing, achieve organisational flexibility which is mutually beneficial for employers and employees, and facilitate environmental sustainability in organisations.

This course will encourage you to consider and discuss the context of contemporary employment, and its impacts on the pattern of employment outcome, as well as considering future trends in employment such as robotics. The course will provide the local, national and international context and trends that inform the practice of HR practitioners, and influence the outcomes for employees and workers.  

An MSc with industry demand

Within the HR profession, there is growing interest in understanding how to manage people in a way that not only delivers business results, but provides a positive experience of work for employees and workers, and supports wider social and environmental objectives. Our MSc HRM covers all the topics you would expect from an HR degree but also enables our students to develop specialist knowledge in this increasingly important new approach to people management.

Our research: a driving force for new knowledge

Underpinning our MSc HRM is our close links with the Centre for Research in Employment, Work and the Professions (CREWS) . We have a strong research interest in sustainable HRM, diversity and inclusion, and developing fair work and healthy workplaces. Key academics from CREWS teach on the HRM programme, and use their own research to inform their courses.

HRM Mandatory Courses

Research philosophy and practice.

The Research Philosophy and Practice course aims to prepare students for conducting their own dissertation. It introduces the social science research process, explores different research philosophies, designs and methodologies, and helps students design their own research study.

HRM Course Options

The Psychology of Leadership discusses core theories of leadership, with particular focus on key social psychological approaches to understanding this complex and contentious concept. The practical considerations of leading in an organisational setting are also considered.

This course aims to equip students with the knowledge, skills and competencies when gathering and using data to deliver value to businesses. This course also creates awareness on the value of people and data by cementing a critical understanding of analytics and its use in creating insight and measuring value.

Developing diverse, inclusive workplaces is key to sustainable HRM and this course provides a critical understanding of the major areas of equality and diversity in organisations and society. By the end of the course, students will understand how diversity affects organisational effectiveness and how to promote greater inclusivity within organisations.

Dissertation Project

Over the summer the masters' dissertation enables you to deepen your knowledge of HRM through research into a topic of your choice. You will gather and analyse data from employers (this could be your current workplace) or employers which directly relates to your ambitions and interests.

Examples of topics within this discipline are:

  • The role of HRM in overcoming in work poverty
  • The potential for remote working and robotics to improve employment outcomes
  • The role of HR practitioners in 'green' HRM
  • Innovation, sustainable HRM and customer satisfaction in hospitality industry.
  • Sustainable HRM practices and the effects on employee retention.
  • The impact of employee wellness programs on employee engagement

Some of our Postgraduate Taught Masters Programmes are eligible for Inter-Campus Transfer . Please contact [email protected] for further information.

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Tuition fees, scholarships and bursaries.

We aim to encourage well-qualified, ambitious students to study with us and we offer a wide variety of scholarships and bursaries to achieve this. Over £6 million worth of opportunities are available in fee and stipend scholarships, and more than 400 students benefit from this support.

View our full range of postgraduate scholarships .

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A good Honours degree (first or second class), or its non-UK equivalent, in a related subject.

Applicants with relevant education and work experience may also be considered.

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If your first language is not English, or your first degree was not taught in English, we'll need to see evidence of your English language ability.

The minimum English language requirement for entry to this programme is  IELTS 6.5 (or equivalent) with no component lower than 6.0.

If you do not have IELTS 6.5, we offer a range of  English language courses  to help you meet the English language requirement for this programme prior to commencing your studies:

  • 20 weeks English (for IELTS of 5.0 with no skill lower than 4.5)
  • 14 weeks English (for IELTS of 5.0 with minimum of 5.0 in writing and no skill lower than 4.5)
  • 10 weeks English (for IELTS of 5.5 with no skill lower than 5.0)
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Our MSc in HRM is aligned to the CIPD Profession Map and maps to the core knowledge and core behaviour standards for a level of CIPD membership. By studying this degree you are aligning yourself to the international standard for the people profession. Upon successfully completing this programme, you will achieve a CIPD membership outcome, a visible demonstration of your experience and expertise in the people profession.

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Human Resource Dissertation Topics: 30+ Examples You Can Use

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by  Antony W

July 7, 2022

Human Resource Dissertation Topics

If you’re looking for some insightful human resource dissertation topics, you’ve come to the right place.

Human Resource management is a field that deals with hiring, retaining, and managing employees in a workplace. As a student taking a master’s degree in HRM, you’ll cover different concepts, frameworks and theories that relates to employee recruitment and management.

After years of taking the Human Resource Management course, your professor will require you to write and submit a dissertation on a research topic of your choice.

Unfortunately, it isn’t easy to think of a substantial topic fast. Often, you have to do a lot of research to come up with HRM topic that’s worth exploring, and that can take so much of your time.

So in this guide, we’ll make your work easier by suggesting some topic ideas that you can start to explore right away, so you can spend most of your time researching and writing.

Let’s have a look.

30+ Human Resource Dissertation Topics 

Help for Assessment’s guide to choosing dissertation topics remain unchanged. That means you have the freedom to choose a topic that focuses on an area that you find interesting to explore, provided it’s within the subject of human resource.

Another important rule to keep in mind when choosing your topic is to make sure the topic has sufficient literature. That way, it will be easy for you to collect data that can support and justify the content of your theor e tical framework . 

With that said, here are some HRM dissertation topics based on the sub-categories within which they fall: 

Competitive Advantage Dissertation Topics in HRM

There’s a high chance a company or organization’s unique and strong HRM strategy can be its competitive advantage.

However, for that to be the case, the strategy should not only stand out but also be one that’s difficult for other brands to replicate.

With that said, you should consider topics that focus on the way companies can achieve competitive advantages through HRM strategies that are difficult to imitate. Here are some examples:

  • How to put knowledge transfer into practice in IT professional services contexts.
  • Fast, inexpensive labor – Do Gig Economy workers get a competitive edge through exploitation?
  • What lessons may be drawn from Google’s Human Resources advantage?
  • Using digital technologies to improve HRM and organizational performance.
  • Keeping high-value employees to maintain a competitive advantage: a case study approach
  • Why is it so difficult to replicate Patagonia’s HRM strategy?

Employee Retention Dissertation Topics

Many organizations struggle to retain the best employees for reasons known to them internally. And it could also be that they don’t retain them because of the constant changes in the industries.

For your dissertation, you could focus on how organizations or companies can engage and retain the best talents and why doing so is important. Here are some topic ideas worth exploring:

  • An experimental approach to the topic of talent retention in the UK IT sector.
  • Can employee wellness programs based on mindfulness improve retention in high-stress industries?
  • What is the relationship between employee training, engagement, and retention?
  • Is it always preferable to keep employees? A methodical approach.
  • Staff retention is linked to employee learning and development.
  • Investigating HR managers’ perspectives regarding staff retention tactics in the banking industry.

Intrinsic vs Extrinsic Rewards Dissertation Topics

Employee motivation is a key factor to consider if you must sustain the smooth running of a company or organization.

While many people argue that pay, which is a form of extrinsic reward, is a good motivator, even intrinsic factors such as autonomy, good employee relationship, and flexible working hours play an important role in motivating employees to keep performing well.

Whether intrinsic rewards are better than extrinsic is an issue fully subject to debate, and therefore this can be an important area to consider in your dissertation. Here are some dissertation topics ideas that you might want to look at:

  • Why do some people continue to work after receiving a large fortune while others do not? A qualitative, interview-based method was used.
  • How crucial are wages and benefits in motivating millennial?
  • Are extrinsic rewards a good motivator in the caring professions?
  • Is there a difference in motivation between British and Chinese workers (intrinsic vs extrinsic)?
  • What is the relationship between employee autonomy and motivation? A look of administrative offices in the United Kingdom.
  • A case-study method to assisting employees in creating meaning through their job.
  • What role does flexible working play in employee motivation? A comparison of views before and after COVID-19.
  • Do any of the ‘Big 5’ personality qualities influence the relationship between reward preference (intrinsic vs. extrinsic) and employee motivation?

Also Read: Mistakes to Avoid When Writing a Dissertation

Performance Management Dissertation Topics in HRM

Performance management in HR has become quite significant ever since the rise of New Public Management. However, the issue is still subject to debate, making this an interesting area to explore in a dissertation.

If performance management in human resource is something that interests you, here are some topics worth exploring: 

  • Analyzing the effectiveness of call center performance management systems.
  • Examining how performance management systems may be unproductive.
  • Analyze the efficiency of remote team performance management systems during the COVID-19 pandemic.
  • An example of an excellent performance management system: balancing control with encouragement.
  • What are the views of Indian workers about performance management methods in the banking industry?
  • Can performance management systems help motivate employees?
  • Is performance management just another type of Taylorism?

HRM Training and Development Dissertation Topics

Investing in employees’ training and development is one of the core focus of the human resource.

Given how significant this aspect is, many companies and organizations go as far as to review their policies, not to mention investing in continuous employee training.

Here are some interesting dissertations topics that you might want to consider:

  • Is it true that training and development have an influence on the bottom line?
  • The effectiveness of digital vs. face-to-face training: Implications for a post-COVID era.
  • Investigating the relationship between training and development, employee engagement, and retention.
  • Unconscious bias training: Is it beneficial or harmful?
  • What talents are required in today’s volatile environment?
  • Examining the significance of feedback in training.
  • Is it profitable to spend in training and development in the gig economy?
  • Is there a relationship between training and development and employee engagement in temporary or casual positions?
  • How do organizations endure economic downturns (from the standpoint of training and development)?
  • Who need soft skills? An examination of the IT professional services business as a case study.
  • Who educates the trainers?

Also Check: Dissertation Writing Service

About the author 

Antony W is a professional writer and coach at Help for Assessment. He spends countless hours every day researching and writing great content filled with expert advice on how to write engaging essays, research papers, and assignments.

Human Resource Management company sponsored dissertation

The MSc Human Resource Management (HRM) Project is an opportunity to engage with students specialising in HRM on a piece of research and analysis carried out between May and August. Alongside the academic dissertation, the main output of the project is an executive summary and/or presentation to the client.

What projects are suitable?

Students on the MSc Human Resource Management programme undertake a range of courses, including:

  • Core Competencies for HR Professionals
  • Human Resource Management in Context
  • Managing Employment Relations
  • Organisational Behaviour
  • Reward Management

Projects within any of these areas would be of interest to our students.

Examples of projects

  • Impact of remote working on employee experience
  • Investigation into health and wellbeing in group property. Are colleagues needs being met?
  • Impact of removal of performance management rating on colleague engagements and business performance
  • Integrating wellbeing into operations
  • The changing workforce and the impact on hiring strategies

Qualifying criteria

  • Complete an application form setting out clear project objectives
  • Have an interesting research topic that meets academic requirements
  • Willingness to communicate business details to the student
  • Ability to engage with the student throughout the project
  • Commitment to share necessary data and arrange access for data collection (NDAs can be signed as part of the process)

Discuss your ideas

If you would like more information on student projects please contact Rachel Parks, our Business Engagement Manager .

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« Back to module search

Department : The York Management School Module co-ordinator : Miss Lisa Clark Credit value : 60 credits Credit level : M Academic year of delivery : 2024-25 See module specification for other years: 2021-22 2022-23 2023-24 Notes : This is an independent study module

Related modules

Pre-requisite modules Research Skills for Human Resource Management (MAN00132M)
Co-requisite modules None
Prohibited combinations None

Additional information

Prerequisite - Research Skills for Human Resource Management

Module will run

Module aims.

The dissertation is based on an individual research project. Students are required to investigate a HRM issue and write a thesis of not more than 12,000 words. The thesis will provide an in depth and critical review of the relevant HRM research literature and a critical consideration of methods and methodology used to investigate the issue and a discussion of the findings. The dissertation will also advance a set of recommendations for dealing with the issue. The applied nature of the dissertation requires a critical evaluative approach, empirical investigation and analysis and a combination of academic research and business writing skills. There will also be a reflective statement indicating what the student has learnt during the project, and how this learning might be applied in the future.

Module learning outcomes

Successful completion of the dissertation will demonstrate that students are able to 1. Undertake a significant enquiry into a HRM issue 2. Critically analyse significant bodies of literature in the relevant topic area 3. Apply knowledge of research skills 4. Engage with ethical issues in undertaking research 5. Analyse appropriate data and present findings clearly 6. Prepare and write a well-presented and substantial analytical report in the recommendations 7. Demonstrate an ability to summarise and communicate research findings and implications to a business audience 8. Develop the capacity for self-reflection

Special assessment rules

Reassessment, module feedback.

Written feedback on the dissertation and grade is released to students after the final exam board.

Indicative reading

Anderson, V. (2013). Research Methods in Human Resource Management, 3rd edition. Wimbledon: CIPD.

Biggam, J. (2018). Succeeding with your Master’s dissertation: a step by step guide. 4th edition. Open University Press.

Bryman, A., and Bell, E. (2015). Business Research Methods. 5th Edition. Oxford University Press.

Cameron, S., and Price, D. (2010). Business Research Methods: a Practical Approach, Wimbledon: CIPD.

Easterby-Smith, M., Thorpe, R., and Lowe, A. (2014). Management Research, 4th edition. London: Sage.

Fisher, C.M. (2010) Researching and writing a dissertation: an essential guide for business students, 3rd edition. Financial Times/ Prentice Hall.

Gill, J., and Johnson, P. (2010). Research Methods for Managers, London: Sage.

Hart, C. (2005). Doing your Master’s dissertation. SAGE publications.

Saunders, M., Lewis, P., and Thornhill, A. (2019). Research Methods for Business Students, 8th edition. London: Prentice Hall.

Yin, R.K. (2018) Case Study research and applications: design and methods, 6th edition. Thousand Oaks, California.

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Human Resources Dissertation Topics

Human Resources (HR) is an exciting topic that combines theories from both Business and Psychology. This is such a broad field of study, so there are literally thousands of titles you could choose from when formulating your dissertation.

This article will introduce you to some of the key topics in HR such as Training and Development, Performance Management, Diversity and Inclusion, or Strategic Human Resources Management. We’ll acquaint you with the key debates and hopefully inspire you to come up with an interesting topic of your own!

Strategic Human Resources Management Dissertations

Training and development of human resources dissertation topics, hrm as competitive advantage dissertation topics, intrinsic vs extrinsic rewards hrm dissertation topics, employee retention dissertation topics, appraisals and feedback dissertation topics, performance management hrm dissertation topics, diversity and inclusion dissertation topics.

The field of HR has evolved significantly over the past forty years; whereas staff were once seen as a resource that needed controlling, staff are now generally perceived as one of the primary assets of the company. Moreover, most companies now subscribe to the idea that HRM should be ‘strategic’. What is strategic HRM?

Well, it essentially means that the HR policies and practices should help drive the business forward and help it to achieve its corporate goals.

As a student of HRM, you may wish to focus on Strategic Human Resources Management for your dissertation since it is a highly topical area of study. If it appeals, here are some sample topics:

  • Should Human Resources Managers lead the interviewing process for Banking recruitment? A critical analysis.
  • What is the link between employee satisfaction of pay and benefits and organisational performance?
  • Does offering employees paid charity days increase their organisational citizenship behaviour?
  • Keeping employees informed about corporate goals and achievements: Risks and Benefits.
  • Strategic HRM in SMEs: a worthwhile investment?
  • Defining the HRM strategy – How is it achieved in practice?
  • Mismatches between corporate and HRM strategy: A case-study approach.
  • Strategising for success – designing effective recruitment and selection campaigns for Teacher Training programmes.
  • What are the benefits of outsourcing SHRM?
  • Does HR sit and fit on the board?
  • Strategising and monitoring the employee lifecycle in a high-turnover environment.

Recognition of the importance of Human Resources has increased in recent years; this is a result of competition from overseas economies. In Japan, Germany and Sweden, for example, investment in employee development is higher than in the UK. This has led to some organisations reviewing their policies on training, introducing continuous investment in their employees.

Below are some suggestions as to how to narrow your human resources dissertation topics on training and development down to a specific topic.

  • The efficacy of digital vs face-to-face training: Insights for a post-COVID world.
  • Unconscious bias training: Helpful or harmful?
  • Exploring the link between training and development, employee engagement and employee retention.
  • Examining the important role of feedback in training.
  • Are training and development linked to employee engagement in temporary or casual positions?
  • How do organisations survive economic crisis (from the training and development perspective)?
  • Does training and development really impact the bottom line?
  • What skills are needed for today’s turbulent climate?
  • Who trains the trainers?
  • Soft skills, who needs them? A case-study of IT professional services industry.
  • Training and development in the Gig Economy – a worthwhile investment?

The resource-based view argues that a strong HRM strategy can become a firm’s competitive advantage. In order for the HRM strategy to become a competitive advantage, it should be difficult for other firms to imitate. That said, your dissertation could focus on whether and how contemporary organisations are achieving a competitive advantage through their HRM strategies.

  • How to implement knowledge transfer in IT professional services environments.
  • Retaining high-value staff to ensure a competitive advantage: a case study approach.
  • Exploring Google’s Human Resources advantage – what lessons can be learned?
  • Fast, cheap labour – Are Gig Economy employees obtaining a competitive advantage through exploitation?
  • Implementing digital solutions to enhance HRM and organisational performance.
  • Patagonia’s HRM strategy – why is it so difficult to imitate?

According to common sense, pay is the primary motivator for employees; pay is referred to as an ‘extrinsic’ reward. However, there is a lot of research to suggest that ‘intrinsic factors’ motivate employees, too (e.g., flexible working, respect, autonomy, a good relationship with their manager, and a sense of purpose through their work). Some might even say that intrinsic motivators are more salient for employee motivation than ‘extrinsic factors’ (pay and traditional benefits). This is one of the broad debates in contemporary HRM research. If you are interested in this debate, here are some titles you might consider for your dissertation:

  • Motivating millennials – how important is pay and benefits?
  • Does spirituality moderate the link between reward preference (intrinsic vs extrinsic) and employee motivation?
  • What is the link between employee autonomy and employee motivation? A case study of administrative offices in the UK.
  • Does performance-related pay undermine teamwork?
  • Why do some people carry on working after a significant windfall whilst others do not? A qualitative, interview-based approach.
  • How important is flexible working for employee motivation? A comparison between pre-and-post COVID-19 attitudes.
  • How to help employees create meaning through their work: A case-study approach of the healthcare sector.
  • Are extrinsic rewards an effective motivator in the caring sectors?
  • Do any of the ‘Big 5’ personality traits moderate the link between reward preference (intrinsic vs extrinsic) and employee motivation?
  • Extrinsic rewards fit for the 21 st Century – Exploring UK workers’ attitudes and expectations towards extrinsic rewards.
  • Are there differences in motivation between (intrinsic vs extrinsic) between British and Chinese workers?

Retaining the best talent is a challenge for many organisations, especially those operating in an industry with a skills-shortage, like the technology sector. That said, exploring how to engage and retain the best talent is vital. Here are some topics to consider:

  • What is the link between staff training, employee engagement and employee retention?
  • Can mindfulness-based employee welfare programmes enhance employee retention in high-stress industries?
  • The link between employee learning and development and employee retention.
  • The challenge of talent retention in the UK technology sector – an exploratory approach.
  • Is employee retention always desirable? A critical approach.
  • Exploring HRMs’ attitudes towards employee retention strategies in the banking sector.

Appraisals have been a common way of tracking performance and setting goals for improvement, especially in the public sector. However, more recently, theorists are starting to doubt the efficacy of formal appraisals as these can cause unnecessary stress. Moreover, they can feel a bit robotic and impersonal. CIPD now recommends that managers provide regular and consistent feedback to employees in an informal basis (but in a respectful way). In cases where meetings and appraisals are still taking place, these tend to be more forward-focused than backward-looking. That said, you might be inspired by one of the following titles:

  • Exploring public sector employees’ (dis)satisfaction with formal appraisals.
  • Exploring the link between regular, informal feedback and employee performance in the Food and Beverage sector.
  • Are there gender differences in feedback style at managerial level? A qualitative approach.
  • What can social psychology teach us about the dynamics of effective workplace feedback? A theoretical approach.
  • Does conscientiousness moderate the link between appraisal type (formal and informal) and employee performance?

Performance management systems have become increasingly popular in recent years – especially since the rise of New Public Management – yet many people claim that performance management systems are ineffective. If you are interested in this debate, you might consider one of the following HRM dissertation topics.

  • Analysing the effectiveness of performance management systems in call centres.
  • What are Indian employees’ attitudes towards performance management systems in the banking sector?
  • Exploring the counterproductive aspect of performance management systems.
  • Can performance management systems facilitate employee motivation?
  • Are performance management systems merely a new form of Taylorism?
  • A case-study of effective performance management systems: Balancing control with encouragement.
  • Analysis the effectiveness of performance management systems for remote teams during the COVID-19 pandemic.

Diversity management is defined as an organisation’s active investment in the integration, development, and advancement of individuals who collectively represent the workforce. When developing an organisational strategy, diversity is placed in the culture, policies, and practices which support respect and communication, as well as individual, team and organisational performance in a diverse environment. Possible human resources dissertation topics on diversity and inclusion are:

  • Differences between diversity and discrimination in the workplace.
  • Analysing the effectiveness of perspective-taking in diversity training.
  • What are vegans’ lived-experiences of workplace discrimination?
  • Can flexible working schemes help to foster greater diversity in teams?
  • What is the link between diversity and organisational performance in Chinese SMEs?
  • Is ‘inclusion’ always positive?

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International human resource management msc.

Part of: Business and Management

CIPD logo

Human resource management supports a fundamental pillar of every corporation: people. This programme delivers comprehensive training in the key theories, policies and practices of successful human resource managers. Learn to become an independent, commercially-aware professional, who is ready to practice HR in an international setting.

  • Accredited by the  Chartered Institute of Personnel and Development (CIPD) .
  • We pay CIPD student membership fees for students who enrol on this programme.
  • Be taught by academics producing leading research into equality and diversity in the workplace.
  • This programme can be studied full-time or part-time.

Study options

  • Full-time September 2024 | 1 year
  • Part-time September 2024 | 2 years

What you'll study

The International Human Resource Management MSc examines contemporary issues and best practice in human resource management. It adopts an international focus to reflect the diversity of our students and the global nature of current HR challenges.

You will learn about the crucial role of HR professionals in helping organisations develop and manage global talent to achieve business success. This programme aims to equip students with extensive knowledge of HR practices, as well as the ability to think critically and offer insightful, responsible, and creative analysis of people practices.

Topics covered by the course material include:

  • People analytics and strategy.
  • Reward management.
  • Diversity and culturally distinct workforces.
  • Leadership.
  • Organisational change.
  • Globalisation and other contemporary HR challenges.

CIPD Accreditation

The International Human Resource Management MSc is fully accredited by the Chartered Institute of Personnel and Development (CIPD), the only HR body in the world that can award chartered status to individual HR professionals.

CIPD credentials represent a mark of quality and are increasingly desirable to employers around the world, w ith CIPD hubs existing in the UK, Ireland, Middle East and Asia, and 160,000 CIPD members registered worldwide.

Upon enrolment, the School of Business and Management will pay your initial CIPD Student Membership fee, which gives you access to CIPD's resources and network of HR professionals.

Successful completion of our IHRM MSc leads to an automatic upgrade from Student Membership to Associate Membership. For those with relevant professional experience, this also paves the way for progress towards the higher status of Chartered Member. Please see the CIPD website for more information.

  • Seven compulsory modules.
  • Choose one elective module.

Online Masters Open Event

Online Masters Open Event

Join us online for our next Masters Open Event on Friday 31 May 2024 where you can find out more about student life and study at Queen Mary

Compulsory/Core modules

Managing diversity.

This module examines concepts of workplace equality, diversity and inclusion, and theories of occupational segregation/labour market segmentation. It explores diversity and equality across the dimensions of gender, race, disability, religion, age and sexual orientation and considers the organisational processes, which produce and reproduce inequalities of outcome among diverse social groups in workplaces and careers. The module also considers equality and diversity policy and practice at labour market and organisational levels. Different national contexts are investigated.

International Reward Management

Reward management is one of the key components of human resource management. It is one of the most sensitive and problematic areas of people management that poses additional issues when cast in an international setting. The course starts by giving students a theoretical grounding before applying this knowledge to issues such as payment systems, executive compensation, equal pay, payment structures and pay negotiations. These issues are examined from an organisational and international perspective with topical case studies and practical examples.

Dissertation for International HRM & Employment Relations

The dissertation requires a demonstration of ability to carry out an original investigation into an area of interest. The process should reflect skills of formulating research questions, synthesising and analysing data, drawing insights and conclusions, and written communication. An investigation of an issue relevant to the content of the Programme of which it forms a component will be guided through the dissertation process by a supervisor. Students are required to take the compulsory Research Methods module.

Leading Organisational Change

This module will investigate and discuss leading change in organisations from both a theoretical and practical perspective. Marrying theory and practice will allow students to critically reflect on organisational change processes through both a scientific and practical lens and to apply their knowledge directly to real world cases and practices. Understanding different perspectives, practices and challenges of leading change will also contribute to students' employability and their personal development. More specifically, how they can become both an effective and a responsible future contributor to organisational change.

Human Resource Management

This module provides learners with a critical understanding of the internal and external contexts of contemporary organisations, including the managerial, business, regulatory, labour market and institutional contexts. It further examines the role of the HR function, HR strategy and the link between HR and organisational performance. The module also introduces the major functions of HRM including resourcing, performance management, learning and development and explores the applications in professional practice in different types of organisational scenarios (large, small, global, national, public, private). This is further achieved through additional skills workshops that engage learners in the analysis of case studies, role play and problem solving exercises.

Research Methods for Human Resources Management

The nature of business and management/ human resource management research and business techniques is explored to build knowledge, skills and expertise to undertake a successful MSc dissertation. Fundamentals of business management/HR research help design relevant and rigorous dissertation projects through suitable quantitative and/or qualitative research methods techniques. The entire research process from finding a research question to the results including the write-up is developed. The dissertation will also provide the fundaments for future research projects in academia and different business contexts.

Continued Professional Development and Academic Skills Workshops for MSc International Human Resource Management & Emplo

This module consists of Professional Development workshops. These workshops include a mixture of knowledge dissemination, interactive discussion, and the use of worked examples and role plays (including a number of case studies based on actual organisations) to provide students with practical insight and initial development of the necessary skills to become effective in addressing issues that arise in various areas of HR including: recruitment and selection, performance management, negotiation and bargaining, career development and talent management.

Managing Yourself and Building Positive Relationships at Work

Organisational behaviour theories and ideas from psychology provide insight on how individuals/groups behave in organisational settings. Various organisational models are analysed for future HR practitioners to enhance self-awareness and interpersonal skills. Individual differences, managing group dynamics, communicating with impact, influencing and persuasion skills, working across differences, managing workplace politics constructively, building nurturing relationship for professional growth and career progression are examined. Self-development through practical and experiential activities are embedded in weekly sessions.

People Analytics: Strategy and Practice

This module aims to provide learners with a critical understanding of principles and practices of HR analytics and the importance of evidence-based practice more broadly. The focus is on equipping students with strong analytical skills that can be applied to identify and evaluate effective data sources as well as use relevant techniques to interpret and analyse data in support of HR and organizational strategy. The knowledge and competencies gained are then applied to the analysis various aspects of people management such as workforce planning, diversity management, training and development and pay and performance management and organisational change, in different types of organisational and dynamic external settings.

Elective modules

Corporate social responsibility and business ethics.

Corporate Social Responsibility will offer students an introductory and in-depth module unpacking the sensitive relationship between corporations and issues of social justice, environmental destruction (animal, climate, pollution, ecologies) and labour rights. At a time when globalisation is perceived as a threat to international business addressing inequalities across the global North and South, this module will provide postgraduate students with indispensable knowledge about key issues facing corporations today. The module will also address both philosophical issues that include ethical theories, moral debates and social scientific perspectives as well as a grounding in real life case studies and access to a local stakeholder engagement project with charities in Tower Hamlets and Poplar. Specific modules will cover a wide-range of subjects including: 'greening' management (reducing emissions, waste management, protecting biodiversity), workers rights (trade unions, ILO, outsourcing, supply-chains), sustainable consumption (ethical marketing, corporate lobbying, consumerism), and promoting democratic processes (governance, accountability, stakeholder engagement).

Evidence-based Human Resource Management

This module focuses on a practical project to provide participants with a hands-on experience of using different types of evidence and information to identify real HRM problems and their potential solutions. Evidence-based practice approaches consider a broad range of sources of information and crucially develop skills around critical appraisal in order to judge the trustworthiness of information. The learner develops skills related to collecting relevant information of different types (including scientific evidence, organisational data, professional expertise and stakeholder perspectives and values).

Resourcing and Talent Management

Resourcing and Talent Management as a subject incorporates many aspects of the HRM practice with links to organisational performance. Central to organisational success is an ability to attract and retain the right talent committed to adding value to the organisation and its stakeholders. This module focuses on these activities both from a strategic and practical perspective in a global context, namely Employee Value Proposition (EVP), employee attraction, assessment, selection, onboarding, engagement and retention. It requires students to critically evaluate and reflect on Resourcing and Talent Management theory and practice both from an ethical and professional standpoint, and introduces learners to a range of approaches and tools deployed by organisations, both in the UK and internationally, in support of their strategic choices and objectives.

All modules are subject to change.

In addition to the above modules, students will have the opportunity to engage with leading practitioners in the field of HR, through a series of interactive CIPD professional development workshops that take place throughout the year.

Modules are assessed through a combination of coursework and written examinations, as well as individual and team projects.

Dissertation

Previous dissertation subjects include:

  • Why expatriate employees often return before the end of their assignments.
  • Assessing and developing fair and rigorous payment systems suitable for multinational corporations.

Peris Anastasiou, International Human Resource Management MSc, 2016, now working at Google

"The experience I had in this course surpassed all expectations, as I connected with a diverse group of professionals, engaged with seasoned professors and delved into current and practical aspects of HR. The collaborative environment facilitated invaluable discussions and networking opportunities, while the expertise of the professors illuminated complex concepts. The course’s emphasis on up-to-date industry HR practices equipped me with skills needed to confidently address real world challenges. On reflection, this comprehensive course not only expanded my knowledge, but also provided a solid foundation for future success in the field. "  — Peris Anastasiou, International Human Resource Management MSc, 2016, now working at Google

Teaching for all modules includes a combination of lectures, interactive seminars, presentations and use of a virtual learning environment. Each module consists of contact time with your lecturers, group discussions and self-directed further study.

The direction of your individual study will be guided by the formal study sessions you attend, along with your reading lists and assignments.

We invest in your educational and personal development, and you will be assigned an Academic Advisor who will support you throughout your time at Queen Mary.

msc hrm dissertation examples

Dr Maria Adamson

Dr. Maria Adamson holds the position of Senior Lecturer in Organisation Studies. She became a part of the School of Business and Management in 2020 after serving at the University of Essex and Middlesex University London. Dr. Adamson has a history of securing both national and international funding, highlighted by her role as Principal Investigator in a recent ESRC-funded project on Gendered Inclusion in Contemporary Organisations, which she successfully concluded.

msc hrm dissertation examples

Professor Rob Briner

Dr Rob Briner is an award-winning Professor of organizational psychology in the School of Business and Management. Dr Briner is regularly invited as keynote speaker to discuss evidence based management/HR and has published numerous practitioner articles on the topic.

Elena Doldor

Dr Elena Doldor

Dr Doldor’s international career centres around diversity and leadership, with an emphasis on the career progression of women and ethnic minorities. She’s written book chapters, co-authored several reports, and has published in the British Journal of Management, and Equality, Diversity and Inclusion: An International Journal.

msc hrm dissertation examples

Dr Maria Koumenta

Dr. Koumenta’s world-leading research is the fields of labour economics, employment relations and labour market policy. She published various research reports, academic articles and books, and led various projects funded by the UK government, the European Commission and the OECD.

msc hrm dissertation examples

Professor Stefan Krummaker

Professor Krummaker is an experienced management scholar and leadership expert. He holds visiting positions at several other European Universities and is an executive trainer, coach and consultant. Stefan publishes in international journals and books, and presents his findings at renowned conferences and in companies.

Where you'll learn

  • ThinkPod interactive collaboration space with presentation, recording and video conferencing facilities.
  • Access to the Graduate Centre's postgraduate common room and rooftop terrace.
  • 24-hour library on campus.

Teaching is based at Queen Mary’s main Mile End campus , one of the largest self-contained residential campuses in the capital. Our location in the heart of London’s East End offers a rich cultural environment.

We have invested £105m in new facilities over the past five years to offer our students an exceptional learning environment. Recent developments include the £39m Graduate Centre , providing 7,700 square metres of learning and teaching space.

The campus is 15 minutes from Central London by tube, where you will have access to many of the University of London’s facilities, such as the Senate House library.

The Graduate Centre building on the Mile End campus.

About the School

School of business and management.

The School of Business and Management has a reputation as a socially engaged management school, with an innovative, multidisciplinary, mindful and responsible approach. We invite our students to ask incisive questions, to challenge their assumptions, and to search for solutions to real-world challenges.

We ensure students experience innovative and engaging educational pathways, alongside supportive staff and excellent research facilities.

The School is accredited by the   Association to Advance Collegiate Schools of Business   (AACSB), which ensures that the highest standards of excellence in teaching, research, curriculum, and learner success are met.

In the most recent   Research Excellence Framework   (REF 2021), the School of Business and Management dramatically moved up the Times Higher Education rankings. Among 108 UK business schools, the School now ranks:

  • 22nd for overall research quality (up from 39th in REF2014)
  • 28th for research outputs (up from 34th)
  • 12th for research impact (up from 24th)
  • 21st for research environment (up from 59th)

Queen Mary is also part of the  Russell Group  - a body of leading UK universities dedicated to research and teaching excellence.

  • Tel: +44 (0) 20 7882 2166
  • School of Business and Management Facebook
  • School of Business and Management Twitter

Career paths

The International Human Resource Management MSc is an ideal springboard to a long career in human resources. Graduates will be well-equipped to pursue positions in a number of global industries.

You will graduate with a CIPD Level 7 accreditation on successful completion of the course.

Previous graduates are now working in roles such as:

  • Human Resource Manager
  • Project Manager
  • Management Consultant

in organisations such as:

  • Chamber of Commerce

Fees and funding

Full-time study.

September 2024 | 1 year

  • Home: £14,850
  • Overseas: £31,850 EU/EEA/Swiss students

Conditional deposit

Overseas: £2000 Information about deposits

Part-time study

September 2024 | 2 years

  • Home: £7,450
  • Overseas: £15,950 EU/EEA/Swiss students

Queen Mary alumni can get a £1000, 10% or 20% discount on their fees depending on the programme of study. Find out more about the Alumni Loyalty Award

There are a number of ways you can fund your postgraduate degree.

  • Scholarships and bursaries
  • Postgraduate loans (UK students)
  • Country-specific scholarships for international students

Our Advice and Counselling service offers specialist support on financial issues, which you can access as soon as you apply for a place at Queen Mary. Before you apply, you can access our funding guides and advice on managing your money:

  • Advice for UK and EU students
  • Advice for international students

Entry requirements

Degree requirements.

A 2:1 or above at undergraduate level in any subject.

Other routes

Candidates that do not currently meet the set entry requirements may also have the option to study the Graduate Diploma in Humanities and Social Sciences. Meeting the required grades on completion of this programme will provide a pathway to study MSc International Human Resource Management.

Find out more about how to apply for our postgraduate taught courses.

International

Afghanistan We normally consider the following qualifications for entry to our postgraduate taught programmes: Master Degree from a recognised institution. UK 1st class degree: 90%; or GPA 3.7 out of 4.0 UK 2:1 degree: 80%; or GPA 3.0 out of 4.0 UK 2:2 degree: 70%; or GPA 2.4 out of 4.0

Albania We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 9.5 out of 10 UK 2:1 degree: 8 out of 10 UK 2:2 degree: 7 out of 10

Algeria We normally consider the following qualifications for entry to our postgraduate taught programmes: Licence; Diplome de [subject area]; Diplome d'Etudes Superieures; Diplome de Docteur end Pharmacie; or Diplome de Docteur en Medecine from a recognised institution. UK 1st class degree: 16 out of 20 UK 2:1 degree: 14 out of 20 UK 2:2 degree: 12 out of 20

Angola We normally consider the following qualifications for entry to our postgraduate taught programmes: Grau de Licenciado/a (minimum 4 years) from selected institutions. UK 1st class degree: 17 out of 20 UK 2:1 degree: 15 out of 20 UK 2:2 degree: 13 out of 20

Argentina We normally consider the following qualifications for entry to our postgraduate taught programmes: Titulo/ Grado de Licenciado/ Titulo de [subject area] (minimum 4 years) from a recognised institution. UK 1st class degree: 9 out of 10 UK 2:1 degree: 7.5 out of 10 UK 2:2 degree: 6.5 out of 10

Armenia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Specialist Diploma from a recognised institution. UK 1st class degree: 87 out of 100 UK 2:1 degree: 75 out of 100 UK 2:2 degree: 61 out of 100

Australia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) or Bachelor Honours degree from a recognised institution. UK 1st class degree: High Distinction; or First Class with Honours UK 2:1 degree: Distinction; or Upper Second Class with Honours UK 2:2 degree: Credit; or Lower Second Class with Honours

Austria We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 1.5 out of 5.0 UK 2:1 degree: 2.5 out of 5.0 UK 2:2 degree: 3.5 out of 5.0

The above relates to grading scale where 1 is the highest and 5 is the lowest.

Azerbaijan We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Specialist Diploma from a recognised institution. UK 1st class degree: 90%; or GPA 4.7 out of 5 UK 2:1 degree: 80%; or GPA 4 out of 5 UK 2:2 degree: 70%; or GPA 3.5 out of 5

Bahamas We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) from the University of West Indies. UK 1st class degree: First Class Honours UK 2:1 degree: Upper Second Class Honours UK 2:2 degree: Lower Second Class Honours

Bahrain We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0; or 90 out of 100 UK 2:1 degree: GPA 3.0 out of 4.0; or 80 out of 100 UK 2:2 degree: GPA 2.3 out of 4.0; or 74 out of 100

Bangladesh We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 4 years) from selected institutions. UK 1st class degree: GPA 3.2 to 3.7 out of 4.0 UK 2:1 degree: GPA 3.0 to 3.3 out of 4.0 UK 2:2 degree: GPA 2.3 to 2.7 out of 4.0

Offer conditions will vary depending on the institution you are applying from.  For some institutions/degrees we will ask for different grades to above, so this is only a guide. 

Barbados We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from the University of West Indies, Cave Hill or Barbados Community College. UK 1st class degree: First Class Honours*; or GPA 3.7 out of 4.0** UK 2:1 degree: Upper Second Class Honours*; or GPA 3.0 out of 4.0** UK 2:2 degree: Lower Second Class Honours*; or GPA 2.4 out of 4.0**

*relates to: the University of West Indies, Cave Hill.

**relates to: Barbados Community College.

Belarus We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Specialist Diploma (minimum 4 years) from a recognised institution. UK 1st class degree: 9 out of 10; or 4.7 out of 5 UK 2:1 degree: 7 out of 10; or 4 out of 5 UK 2:2 degree: 5 out of 10; or 3.5 out of 5

Belgium We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (180 ECTS credits) from a recognised institution. UK 1st class degree: 80% or 16/20*; or 78%** UK 2:1 degree: 70% or 14/20*; or 72%** UK 2:2 degree: 60% or 12/20*; or 65%**

*Flanders (Dutch-speaking)/ Wallonia (French-speaking) **German-speaking

Belize We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) from the University of West Indies. UK 1st class degree: First Class Honours UK 2:1 degree: Upper Second Class Honours UK 2:2 degree: Lower Second Class Honours

Benin We normally consider the following qualifications for entry to our postgraduate taught programmes: Maitrise or Masters from a recognised institution. UK 1st class degree: 16 out of 20 UK 2:1 degree: 14 out of 20 UK 2:2 degree: 12 out of 20

Bolivia We normally consider the following qualifications for entry to our postgraduate taught programmes: Titulo de Bachiller Universitario or Licenciado / Titulo de [subject area] (minimum 4 years) from a recognised institution. UK 1st class degree: 85%* or 80%** UK 2:1 degree: 75%* or 70%** UK 2:2 degree: 65%* or 60%**

*relates to: Titulo de Bachiller Universitario

**relates to: Licenciado / Titulo de [subject area] 

Bosnia and Herzegovina We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) from a recognised institution. UK 1st class degree: 9.5 out of 10 UK 2:1 degree: 8.5 out of 10 UK 2:2 degree: 7.5 out of 10

Botswana We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 5 years) or Master Degree from the University of Botswana. UK 1st class degree: 80% UK 2:1 degree: 70% UK 2:2 degree: 60%

Brazil We normally consider the following qualifications for entry to our postgraduate taught programmes: Título de Bacharel / Título de [subject area] or Título de Licenciado/a (minimum 4 years) from a recognised institution. UK 1st class degree: 8.25 out of 10 UK 2:1 degree: 7.5 out of 10 UK 2:2 degree: 6.5 out of 10

The above grades assumes that the grading scale has a pass mark of 5.

Brunei We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Honours degree from a recognised institution. UK 1st class degree: First Class Honours UK 2:1 degree: Upper Second Class Honours UK 2:2 degree: Lower Second Class Honours

Bulgaria We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 5.75 out of 6.0 UK 2:1 degree: 4.75 out of 6.0 UK 2:2 degree: 4.0 out of 6.0

Burundi We normally consider the following qualifications for entry to our postgraduate taught programmes: Diplome d'Etudes Approfondies from a recognised institution. UK 1st class degree: 85%; or 16 out of 20 UK 2:1 degree: 75%; or 14 out of 20 UK 2:2 degree: 60%; or 12 out of 20

Cambodia We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters Degree from a recognised institution. UK 1st class degree: 80%; or GPA 3.5 out of 4.0 UK 2:1 degree: 70%; or GPA 3.0 out of 4.0 UK 2:2 degree: 60%; or GPA 2.35 out of 4.0

Cameroon We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree; Licence; Diplome d'Etudes Superieures de Commerce; Diplome d'Ingenieur de Conception/ Travaux; Doctorat en Medecine/ Pharmacie; or Maitrise or Master 1 from selected institutions. UK 1st class degree: 16 out of 20; or GPA 3.6 out of 4.0 UK 2:1 degree: 14 out of 20; or GPA 3.0 out of 4.0 UK 2:2 degree: 12 out of 20; or GPA 2.5 out of 4.0

Canada We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Bachelor Honours Degree from a recognised institution. UK 1st class degree: GPA 3.6 out of 4.0 UK 2:1 degree: GPA 3.2 out of 4.0 UK 2:2 degree: GPA 2.5 out of 4.0

Chile We normally consider the following qualifications for entry to our postgraduate taught programmes: Grado de Licenciado en [subject area] or Titulo (Professional) de [subject area] (minimum 4 years) from a recognised institution. UK 1st class degree: 6.5 out of 7 UK 2:1 degree: 5.5 out of 7 UK 2:2 degree: 5 out of 7

China We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 4 years) from selected institutions. UK 1st class degree: 85 to 95% UK 2:1 degree: 75 to 85% UK 2:2 degree: 70 to 80%

Offer conditions will vary depending on the institution you are applying from.  

Colombia We normally consider the following qualifications for entry to our postgraduate taught programmes: Licenciado en [subject area] or Titulo de [subject area] (minimum 4 years) from a recognised institution. UK 1st class degree: 4.60 out of 5.00 UK 2:1 degree: 4.00 out of 5.00 UK 2:2 degree: 3.50 out of 5.00

Congo, Dem. Rep. of We normally consider the following qualifications for entry to our postgraduate taught programmes: Diplome d'Etudes Approfondies or Diplome d'Etudes Speciales from a recognised institution. UK 1st class degree: 16 out of 20; or 90% UK 2:1 degree: 14 out of 20; or 80% UK 2:2 degree: 12 out of 20; or 70%

Congo, Rep. of We normally consider the following qualifications for entry to our postgraduate taught programmes: Diplome d'Etudes Superieures or Maitrise from a recognised institution. UK 1st class degree: 16 out of 20 UK 2:1 degree: 14 out of 20 UK 2:2 degree: 12 out of 20

Costa Rica We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachiller or Licenciado from a recognised institution. UK 1st class degree: 9 out of 10 UK 2:1 degree: 8 out of 10 UK 2:2 degree: 7.5 out of 10

Croatia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Advanced Diploma of Higher Education Level VII/1 (Diploma - Visoko obrazovanje) from a recognised institution. UK 1st class degree: 4.5 out of 5 UK 2:1 degree: 4 out of 5 UK 2:2 degree: 3 out of 5

Cuba We normally consider the following qualifications for entry to our postgraduate taught programmes: Titulo de Licenciado/ Arquitecto/ Doctor/ Ingeniero from a recognised institution. UK 1st class degree: 4.7 out of 5 UK 2:1 degree: 4 out of 5 UK 2:2 degree: 3.5 out of 5

Cyprus We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 8 out of 10; or GPA 3.7 out of 4.0 UK 2:1 degree: 7.0 out of 10; or GPA 3.0 out of 4.0 UK 2:2 degree: 6.0 out of 10; or GPA 2.5 out of 4.0

Czech Republic We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (180 ECTS credits) from a recognised institution. UK 1st class degree: 1.2 out of 4 UK 2:1 degree: 1.5 out of 4 UK 2:2 degree: 2.5 out of 4

The above relates to grading scale where 1 is the highest and 4 is the lowest.

Denmark We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor degree from a recognised institution. UK 1st class degree: 12 out of 12 (2007 onwards); or 11 out of 13 (before 2007) UK 2:1 degree: 7 out of 12 (2007 onwards); or 8 out of 13 (before 2007) UK 2:2 degree: 4 out of 12 (2007 onwards); or 7 out of 13 (before 2007)

Dominican Republic We normally consider the following qualifications for entry to our postgraduate taught programmes: Licenciado/ Titulo de [subject area] (minimum 4 years) from a recognised institution. UK 1st class degree: 95/100 UK 2:1 degree: 85/100 UK 2:2 degree: 78/100

Ecuador We normally consider the following qualifications for entry to our postgraduate taught programmes: Titulo de Licenciado / Titulo de [subject area] (minimum 4 years) from a recognised institution. UK 1st class degree: 90%; or 9/10; or 19/20; or GPA 3.7 out of 4.0 UK 2:1 degree: 80%; or 8/10; or 18/20; or GPA 3.0 out of 4.0 UK 2:2 degree: 70%; or 7/10; or 14/20; or GPA 2.4 out of 4.0

Egypt We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from selected institutions. UK 1st class degree: 85%; or GPA 3.7 out of 4 UK 2:1 degree: 75%; or GPA 3.0 out of 4 UK 2:2 degree: 65%; or GPA 2.5 out of 4

El Salvador We normally consider the following qualifications for entry to our postgraduate taught programmes: Licenciado/ Titulo de [subject area] (minimum 5 years) from a recognised institution. UK 1st class degree: 8.5 out of 10 UK 2:1 degree: 7.5 out of 10 UK 2:2 degree: 6.5 out of 10

Eritrea We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters Degree from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.4 out of 4.0

Estonia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree; University Specialist's Diploma; or Professional Higher Education Diploma from a recognised institution. UK 1st class degree: 4.5 out of 5 UK 2:1 degree: 3.5 out of 5 UK 2:2 degree: 2 out of 5

The above grades assumes that 1 is the pass mark. 

Eswatini We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters Degree from a recognised institution. UK 1st class degree: 80% UK 2:1 degree: 70% UK 2:2 degree: 60%

Ethiopia We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters Degree from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.5 out of 4.0

Fiji We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) from one of the following institutions: Fiji National University, the University of Fiji, or the University of South Pacific, Fiji. UK 1st class degree: GPA 4.0 out of 5.0*; or overall grade A with High Distinction pass**; or GPA 4.0 out of 4.5*** UK 2:1 degree: GPA 3.33 out of 5.0*; or overall grade B with Credit pass**; or GPA 3.5 out of 4.5*** UK 2:2 degree: GPA 2.33 out of 5.0*; or overall grade S (Satisfactory)**; or GPA 2.5 out of 4.5***

*relates to Fiji National University

**relate to the University of Fiji

***relates to the University of South Pacific, Fiji

Finland We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree/ Kandidaatti/ Kandidat (minimum 180 ECTS credits) from a recognised institution; or Bachelor degree (Ammattikorkeakoulututkinto/ Yrkeshögskoleexamen) from a recognised University of Applied Sciences. UK 1st class degree: 4.5 out of 5; or 2.8 out of 3 UK 2:1 degree: 3.5 out of 5; or 2 out of 3 UK 2:2 degree: 2.5 out of 5; or 1.4 out of 3

France We normally consider the following qualifications for entry to our postgraduate taught programmes: Licence; Grade de Licence; Diplome d'Ingenieur; or Maitrise from a recognised institution. UK 1st class degree: 14 out of 20 UK 2:1 degree: 12 out of 20 UK 2:2 degree: 11 out of 20

Gambia We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters Degree from a recognised institution. UK 1st class degree: 80%; or GPA 4.0 out of 4.3 UK 2:1 degree: 67%; or GPA 3.3 out of 4.3 UK 2:2 degree: 60%; or GPA 2.7 out of 4.3

Georgia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Specialist Diploma (minimum 4 years) from a recognised institution. UK 1st class degree: 91 out of 100; or 4.7 out of 5 UK 2:1 degree: 81 out of 100; or 4 out of 5 UK 2:2 degree: 71 out of 100; or 3.5 out of 5

Germany We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (180 ECTS credits) from a recognised institution. UK 1st class degree: 1.5 out of 5.0 UK 2:1 degree: 2.5 out of 5.0 UK 2:2 degree: 3.5 out of 5.0

Ghana We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: First Class UK 2:1 degree: Second Class (Upper Division) UK 2:2 degree: Second Class (Lower Division)

Greece We normally consider the following qualifications for entry to our postgraduate taught programmes: Degrees from recognised selected institutions in the University sector or Degrees (awarded after 2003) from recognised Technological Educational Institutes. UK 1st class degree: 8 out of 10*; or 9 out of 10** UK 2:1 degree: 7 out of 10*; or 7.5 out of 10** UK 2:2 degree: 6 out of 10*; or 6.8 out of 10**

*Relates to degrees from the University Sector. **Relates to degrees from Technological Educational Institutes.

Grenada We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) from the University of West Indies. UK 1st class degree: First Class Honours UK 2:1 degree: Upper Second Class Honours UK 2:2 degree: Lower Second Class Honours

Guatemala We normally consider the following qualifications for entry to our postgraduate taught programmes: Licenciado / Titulo de [subject area] (minimum 4 years) from a recognised institution. UK 1st class degree: 90% UK 2:1 degree: 80% UK 2:2 degree: 70%

The above grades assumes that the pass mark is 61% or less.

Guinea We normally consider the following qualifications for entry to our postgraduate taught programmes: Master; Maitrise; Diplome d'Etudes Superieures; or Diplome d'Etudes Approfondies from a recognised institution. UK 1st class degree: 16 out of 20 UK 2:1 degree: 14 out of 20 UK 2:2 degree: 12 out of 20

Guyana We normally consider the following qualifications for entry to our postgraduate taught programmes: Graduate Diploma (Postgraduate) or Masters degree from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.4 out of 4.0

Honduras We normally consider the following qualifications for entry to our postgraduate taught programmes: Titulo de Licenciado/a / Grado Academico de Licenciatura (minimum 4 years) from a recognised institution. UK 1st class degree: 90%; or 4.7 out of 5; or GPA 3.7 out of 4.0 UK 2:1 degree: 80%; or 4.0 out of 5; or GPA 3.0 out of 4.0 UK 2:2 degree: 70%; or 3.5 out of 5; or GPA 2.4 out of 4.0

Hong Kong We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Honours Degree from selected institutions. UK 1st class degree: First Class Honours UK 2:1 degree: Upper Second Class Honours UK 2:2 degree: Lower Second Class Honours

Hungary We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor degree (Alapfokozat) or University Diploma (Egyetemi Oklevel) from a recognised institution. UK 1st class degree: 4.75 out of 5 UK 2:1 degree: 4 out of 5 UK 2:2 degree: 3.5 out of 5

Iceland We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor degree (Baccalaureus or Bakkalarprof) from a recognised institution. UK 1st class degree: 8.25 out of 10 UK 2:1 degree: 7.25 out of 10 UK 2:2 degree: 6.5 out of 10

India We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) from selected institutions. UK 1st class degree: 75% to 80% UK 2:1 degree: 60% to 70% UK 2:2 degree: 50% to 60%

Offer conditions will vary depending on the institution you are applying from.  For some institutions/degrees we will ask for different grades to above, so this is only a guide.  

For India, offers may be made on the GPA scale.

We do not consider the Bachelor of Vocation (B. Voc.) for Masters entry.

Indonesia We normally consider the following qualifications for entry to our postgraduate taught programmes: Sarjna I (S1) Bachelor Degree or Diploma IV (D4) (minimum 4 years) from selected degree programmes and institutions. UK 1st class degree: GPA 3.6 to 3.8 out of 4.0 UK 2:1 degree: GPA 3.0 to 3.2 out of 4.0 UK 2:2 degree: GPA 2.67 to 2.8 out of 4.0

Offer conditions will vary depending on the institution you are applying from and the degree that you study.

Iran We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 17.5 to 18.5 out of 20 UK 2:1 degree: 15 to 16 out of 20 UK 2:2 degree: 13.5 to 14 out of 20

Iraq We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 4 years) from a recognised institution. UK 1st class degree: 85 out of 100 UK 2:1 degree: 75 out of 100 UK 2:2 degree: 60 out of 100

Ireland We normally consider the following qualifications for entry to our postgraduate taught programmes: Honours Bachelor Degree from a recognised institution. UK 1st class degree: First Class Honours UK 2:1 degree: Second Class Honours Grade I UK 2:2 degree: Second Class Honours Grade II

Israel We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 90% UK 2:1 degree: 80% UK 2:2 degree: 65%

Italy We normally consider the following qualifications for entry to our postgraduate taught programmes: Laurea (180 ECTS credits) from a recognised institution. UK 1st class degree: 110 out of 110 UK 2:1 degree: 105 out of 110 UK 2:2 degree: 94 out of 110

Cote D’ivoire (Ivory Coast) We normally consider the following qualifications for entry to our postgraduate taught programmes: Diplome d'Ingenieur; Doctorat en Medicine; Maitrise; Master; Diplome d'Etudes Approfondies; or Diplome d'Etudes Superieures Specialisees from selected institutions. UK 1st class degree: 16 out of 20 UK 2:1 degree: 14 out of 20 UK 2:2 degree: 12 out of 20

Jamaica We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) from the University of West Indies (UWI) or a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0; or First Class Honours from the UWI UK 2:1 degree: GPA 3.0 out of 4.0; or Upper Second Class Honours from the UWI UK 2:2 degree: GPA 2.4 out of 4.0; or Lower Second Class Honours from the UWI

Japan We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from selected institutions. UK 1st class degree: S overall* or A overall**; or 90%; or GPA 3.70 out of 4.00 UK 2:1 degree: A overall* or B overall**; or 80%; or GPA 3.00 out of 4.00 UK 2:2 degree: B overall* or C overall**; or 70%; or GPA 2.3 out of 4.00

*Overall mark is from the grading scale: S, A, B, C (S is highest mark) **Overall mark is from the grading scale: A, B, C, D (A is highest mark)

Jordan We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 85%; or GPA of 3.7 out of 4.0 UK 2:1 degree: 75%; or GPA of 3.0 out of 4.0 UK 2:2 degree: 70%; or GPA of 2.5 out of 4.0

Kazakhstan We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Specialist Diploma from a recognised institution. UK 1st class degree: 3.8 out of 4.0/4.33; or 4.7 out of 5 UK 2:1 degree: 3.33 out of 4.0/4.33; or 4.0 out of 5 UK 2:2 degree: 2.67 out of 4.0/4.33; or 3.5 out of 5

Kenya We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 4 years) from a recognised institution. UK 1st class degree: First Class Honours; or GPA 3.6 out of 4.0 UK 2:1 degree: Second Class Honours Upper Division; or GPA 3.0 out of 4.0 UK 2:2 degree: Second Class Honours Lower Division; or GPA 2.4 out of 4.0

Kosovo We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 9.5 out of 10 UK 2:1 degree: 8.5 out of 10 UK 2:2 degree: 7.5 out of 10

Kuwait We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 3.67 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.67 out of 4.0

Kyrgyzstan We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Specialist Diploma (minimum 4 years) from a recognised institution. UK 1st class degree: 4.7 out of 5; or GPA 3.7 out of 4 UK 2:1 degree: 4.0 out of 5; or GPA 3.0 out of 4 UK 2:2 degree: 3.5 out of 5; or GPA 2.4 out of 4

Laos We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters Degree from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.4 out of 4.0

Latvia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (awarded after 2002) from a recognised institution. UK 1st class degree: 9.5 out of 10 UK 2:1 degree: 7.5 out of 10 UK 2:2 degree: 6 out of 10

Lebanon We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree; Licence; or Maitrise from a recognised institution. UK 1st class degree: 90% or Grade A; or GPA 3.7 out of 4.0; or 16 out of 20 (French system) UK 2:1 degree: 80% or Grade B; or GPA 3.0 out of 4.0; or 13 out of 20 (French system) UK 2:2 degree: 70% or Grade C; or GPA 2.5 out of 4.0; or 12 out of 20 (French system)

Lesotho We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Honours Degree (minimum 5 years total HE study); Masters Degree or Postgraduate Diploma from selected institutions. UK 1st class degree: 80% UK 2:1 degree: 70% UK 2:2 degree: 60%

Liberia We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters Degree from a recognised institution. UK 1st class degree: 90% or GPA 3.7 out of 4.0 UK 2:1 degree: 80% or GPA 3.0 out of 4.0 UK 2:2 degree: 70% or GPA 2.4 out of 4.0

Libya We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from selected institutions. UK 1st class degree: 85%; or 3.7 out of 4.0 GPA UK 2:1 degree: 75%; or 3.0 out of 4.0 GPA UK 2:2 degree: 65%; or 2.6 out of 4.0 GPA

Liechtenstein We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (180 ECTS credits) from a recognised institution. UK 1st class degree: 5.6 out of 6.0 UK 2:1 degree: 5.0 out of 6.0 UK 2:2 degree: 4.4 out of 6.0

Lithuania We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 180 ECTS credits) from a recognised institution. UK 1st class degree: 9.5 out of 10 UK 2:1 degree: 8 out of 10 UK 2:2 degree: 7 out of 10

Luxembourg We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 16 out of 20 UK 2:1 degree: 14 out of 20 UK 2:2 degree: 12 out of 20

Macau We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (Licenciatura) (minimum 4 years) from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.5 out of 4.0

Macedonia We normally consider the following qualifications for entry to our postgraduate taught programmes: Diploma of Completed Higher Education - Level VII/1 or Bachelor Degree from a recognised institution. UK 1st class degree: 9.5 out of 10 UK 2:1 degree: 8.5 out of 10 UK 2:2 degree: 7 out of 10

Madagascar We normally consider the following qualifications for entry to our postgraduate taught programmes: Maîtrise; Diplome d'Ingenieur; Diplôme d'Etat de Docteur en Médecine; Diplôme d’Etat de Docteur en Chirurgie Dentaire; Diplôme d'Études Approfondies; Diplôme de Magistère (Première Partie) – also known as Master 1; or Diplôme de Master – also known as Master 2 from a recognised institution. UK 1st class degree: 16 out of 20 UK 2:1 degree: 14 out of 20 UK 2:2 degree: 12 out of 20

Malawi We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters Degree from selected institutions. UK 1st class degree: 80% or GPA 3.7 out of 4.0 UK 2:1 degree: 70% or GPA 3.0 out of 4.0 UK 2:2 degree: 60% or GPA 2.4 out of 4.0

Malaysia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: Class 1; or 3.7 out of 4.0 CGPA UK 2:1 degree: Class 2 division 1; or 3.0 out of 4.0 CGPA UK 2:2 degree: Class 2 division 2; or 2.6 out of 4.0 CGPA

Maldives We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (awarded from 2000) from the Maldives National University. UK 1st class degree: GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.5 out of 4.0

Malta We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Bachelor Honours Degree from a recognised institution. UK 1st class degree: First Class Honours; or Category I UK 2:1 degree: Upper Second Class Honours; or Category IIA UK 2:2 degree: Lower Second Class Honours; or Category IIB

Mauritius We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: Class I; or 70% UK 2:1 degree: Class II division I; or 60% UK 2:2 degree: Class II division II; or 50%

Offer conditions will vary depending on the grading scale used by your institution.

Mexico We normally consider the following qualifications for entry to our postgraduate taught programmes: Titulo de Licenciado/ Titulo (Profesional) de [subject area] from a recognised institution. UK 1st class degree: 9.0 to 9.5 out of 10 UK 2:1 degree: 8.0 to 8.5 out of 10 UK 2:2 degree: 7.0 to 7.5 out of 10

Offer conditions will vary depending on the grading scale your institution uses.

Moldova We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (Diploma de Licenta) from a recognised institution. UK 1st class degree: 9.5 out of 10 UK 2:1 degree: 8 out of 10 UK 2:2 degree: 6.5 out of 10

Monaco We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.5 out of 4.0

Mongolia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 4 years) from selected institutions. UK 1st class degree: GPA 3.6 out of 4.0; or 90%; or grade A UK 2:1 degree: GPA 3.2 out of 4.0; or 80%; or grade B UK 2:2 degree: GPA 2.8 out of 4.0; or 70%; or grade C

Montenegro We normally consider the following qualifications for entry to our postgraduate taught programmes: Diploma of Completed Academic Undergraduate Studies; Diploma of Professional Undergraduate Studies; or Advanced Diploma of Higher Education from a recognised institution. UK 1st class degree: 9.5 out of 10 UK 2:1 degree: 8.5 out of 10 UK 2:2 degree: 7 out of 10

Morocco We normally consider the following qualifications for entry to our postgraduate taught programmes: Diplome d'Ecoles Nationales de Commerce et de Gestion; Diplome de Docteur Veterinaire; Doctorat en Medecine; Docteur en Medecine Dentaire; Licence; Diplome d'Inegeniuer d'Etat; Diplome de Doctorat en Pharmacie; or Maitrise from a recognised institution. UK 1st class degree: 16 out of 20 UK 2:1 degree: 13 out of 20 UK 2:2 degree: 11 out of 20

Mozambique We normally consider the following qualifications for entry to our postgraduate taught programmes: Grau de Licenciado (minimum 4 years) or Grau de Mestre from a recognised institution. UK 1st class degree: 16 out of 20 UK 2:1 degree: 14 out of 20 UK 2:2 degree: 12 out of 20

Myanmar We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters Degree from a recognised institution. UK 1st class degree: 80% or GPA of 4.7 out of 5.0 UK 2:1 degree: 70% or GPA of 4.0 out of 5.0 UK 2:2 degree: 60% or GPA of 3.5 out of 5.0

Namibia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Honours Degree or Professional Bachelor Degree (NQF level 8 qualifications) - these to be awarded after 2008 from a recognised institution. UK 1st class degree: 80% UK 2:1 degree: 70% UK 2:2 degree: 60%

Nepal We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 4 years) from selected institutions. UK 1st class degree: 80%; or GPA 3.7 out of 4.0 UK 2:1 degree: 65%; or GPA 3.0 out of 4.0 UK 2:2 degree: 55%; or GPA of 2.4 out of 4.0

Bachelor in Nursing Science are not considered equivalent to UK Bachelor degrees.

Netherlands We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 8 out of 10 UK 2:1 degree: 7 out of 10 UK 2:2 degree: 6 out of 10

New Zealand We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) or Bachelor Honours Degree from a recognised institution. UK 1st class degree: A-*; or First Class Honours** UK 2:1 degree: B*; or Second Class (Division 1) Honours** UK 2:2 degree: C+*; or Second Class (Division 2) Honours**

*from a Bachelor degree **from a Bachelor Honours degree

Nigeria We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from selected institutions. UK 1st class degree: GPA 4.50 out of 5.00; or GPA 6.0 out of 7.0 UK 2:1 degree: GPA 3.50 out of 5.00; or GPA 4.6 out of 7.0 UK 2:2 degree: GPA 2.80 out of 5.00; or GPA 3.0 out of 7.0

Norway We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (180 ECTS credits) from a recognised institution. UK 1st class degree: Overall B grade with at least 75 ECTS (of 180 ECTS min overall) at grade A or above. UK 2:1 degree: Overall B grade UK 2:2 degree: Overall C grade

Oman We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.5 out of 4.0

Pakistan We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 4 years) from selected institutions. UK 1st class degree: GPA 3.0 to 3.8 out of 4.0 UK 2:1 degree: GPA 2.6 to 3.6 out of 4.0 UK 2:2 degree: GPA 2.0 to 3.0 out of 4.0

Palestine, State of We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 90% or GPA 3.7 out of 4.0 UK 2:1 degree: 80% or GPA 3.0 out of 4.0 UK 2:2 degree: 70% or GPA 2.4 out of 4.0

Panama We normally consider the following qualifications for entry to our postgraduate taught programmes: Licenciado / Titulo de [subject area] (minimum 4 years) from a recognised institution. UK 1st class degree: 91% UK 2:1 degree: 81% UK 2:2 degree: 71%

Papua New Guinea We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Honours Degree from a recognised institution. UK 1st class degree: Class I UK 2:1 degree: Class II, division A UK 2:2 degree: Class II, division B

Paraguay We normally consider the following qualifications for entry to our postgraduate taught programmes: Titulo de Licenciado / Titulo de [professional title] (minimum 4 years) from a recognised institution. UK 1st class degree: 4.7 out of 5 UK 2:1 degree: 4 out of 5 UK 2:2 degree: 3.5 out fo 5

Peru We normally consider the following qualifications for entry to our postgraduate taught programmes: Grado Academico de Bachiller or Titulo de Licenciado/ Titulo (Professional) de [subject area] from a recognised institution. UK 1st class degree: 17 out of 20 UK 2:1 degree: 14 out of 20 UK 2:2 degree: 12 out of 20

Philippines We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from selected institutions or Juris Doctor; Bachelor of Laws; Doctor of Medicine; Doctor of Dentistry/ Optometry/ Veterinary Medicine; or Masters Degree from recognised institutions. UK 1st class degree: 3.6 out of 4.0; or 94%; or 1.25 out of 5 UK 2:1 degree: 3.0 out of 4.0; or 86%; or 1.75 out of 5 UK 2:2 degree: 2.5 out of 4.0; or 80%; or 2.5 out of 5

The above 'out of 5' scale assumes  1 is highest mark and 3 is the pass mark.

Poland We normally consider the following qualifications for entry to our postgraduate taught programmes: Licencjat or Inzynier (minimum 3 years) - these must be awarded after 2001 from a recognised institution. UK 1st class degree: 4.8 out of 5.0 UK 2:1 degree: 4.5 out of 5.0 UK 2:2 degree: 3.8 out of 5.0

The above grades are based on the 2 to 5 scale, where 3 is the pass mark and 5 is the highest mark.

Portugal We normally consider the following qualifications for entry to our postgraduate taught programmes: Licenciado (minimum 180 ECTS credits) or Diploma de Estudos Superiores Especializados (DESE) from a recognised institution. UK 1st class degree: 16 out of 20 UK 2:1 degree: 14 out of 20 UK 2:2 degree: 12 out of 20

Puerto Rico We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) from a recognised institution. UK 1st class degree: 90/100 or GPA 3.7 out of 4.0 UK 2:1 degree: 80/100 or GPA 3.0 out of 4.0 UK 2:2 degree: 70/100 or GPA 2.4 out of 4.0

Qatar We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0; or GPA 4.4 out of 5.0 UK 2:1 degree: GPA 3.0 out of 4.0; or GPA 3.6 out of 5.0 UK 2:2 degree: GPA 2.4 out of 4.0; or GPA 2.8 out of 5.0

Romania We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 180 ECTS credits) from a recognised institution. UK 1st class degree: 9.75 out of 10 UK 2:1 degree: 8.0 out of 10 UK 2:2 degree: 7.0 out of 10

Russia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Specialist Diploma from a recognised institution. UK 1st class degree: 4.7 out of 5 UK 2:1 degree: 4.0 out of 5 UK 2:2 degree: 3.5 out of 5

Rwanda We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Honours Degree (minimum 4 years) from a recognised institution. UK 1st class degree: 85%; or 17 out of 20 UK 2:1 degree: 70%; or 15 out of 20 UK 2:2 degree: 60%; or 13 out of 20

Saudi Arabia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 4.75 out of 5.0; or GPA 3.75 out of 4.0 UK 2:1 degree: GPA 3.75 out of 5.0; or GPA 3.0 out of 4.0 UK 2:2 degree: GPA 3.0 out of 5.0; or GPA 2.4 out of 4.0

Senegal We normally consider the following qualifications for entry to our postgraduate taught programmes: Maîtrise; Master II; Diplôme d'Études Approfondies (DEA); Diplôme d'Études Supérieures Specialisées (DESS); Diplôme d'État de Docteur en Médecine; Diplôme d'Ingénieur; Diplôme de Docteur en Chirurgie Dentaire; or Diplôme de Pharmacien from a recognised institution. UK 1st class degree: 16/20 UK 2:1 degree: 14/20 UK 2:2 degree: 12/20

Serbia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Advanced Diploma of Higher Education from a recognised institution. UK 1st class degree: 9 out of 10 UK 2:1 degree: 8 out of 10 UK 2:2 degree: 7 out of 10

Sierra Leone We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (Honours) or a Masters degree from a recognised institution. UK 1st class degree: First Class honours; or GPA 4.7 out of 5; or GPA 3.75 out of 4 UK 2:1 degree: Upper Second Class honours; or GPA 4 out of 5; or GPA 3.25 out of 4 UK 2:2 degree: Lower Second Class Honours; or GPA 3.4 out of 5; or GPA 2.75 out of 4

Singapore We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) or Bachelor Honours degree from selected institutions. UK 1st class degree: GPA 4.3 out of 5.0; or GPA 3.6 out of 4.0 UK 2:1 degree: GPA 3.8 out of 5.0; or GPA 3.0 out of 4.0 UK 2:2 degree: GPA 3.3 out of 5.0; or GPA 2.5 out of 4.0

Slovakia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (180 ECTS credits) (minimum 3 years) from a recognised institution. UK 1st class degree: 93%; or 1 overall (on 1 to 4 scale, where 1 is highest mark) UK 2:1 degree: 86%; or 1.5 overall (on 1 to 4 scale, where 1 is highest mark) UK 2:2 degree: 72%; or 2.5 overall (on 1 to 4 scale, where 1 is highest mark)

Slovenia We normally consider the following qualifications for entry to our postgraduate taught programmes: Univerzitetni Diplomant (180 ECTS credits) (minimum 3 years) from a recognised institution. UK 1st class degree: 9.5 out of 10 UK 2:1 degree: 8 out of 10 UK 2:2 degree: 7 out of 10

Somalia Bachelor degrees from Somalia are not considered for direct entry to our postgraduate taught programmes. Holders of Bachelor degrees from Somali National University can be considered for our Pre-Masters programmes on a case by case basis.

South Africa We normally consider the following qualifications for entry to our postgraduate taught programmes: NQF Level 8 qualifications such as Bachelor Honours degrees or Professional Bachelor degrees from a recognised institution. UK 1st class degree: 75% UK 2:1 degree: 70% UK 2:2 degree: 60%

South Korea We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 4 years) from a recognised institution. UK 1st class degree: GPA 4.2 out of 4.5; or GPA 4.0 out of 4.3; or GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.5 out of 4.5; or GPA 3.3 out of 4.3; or GPA 3.2 out of 4.0 UK 2:2 degree: GPA 3.0 out of 4.5; or GPA 2.8 out of 4.3; or GPA 2.5 out of 4.0

Spain We normally consider the following qualifications for entry to our postgraduate taught programmes: Titulo Universitario Oficial de Graduado en [subject area] (Grado) or Titulo Universitario Oficial de Licenciado en [subject area] (Licenciatura) from a recognised institution. UK 1st class degree: 8.0 out of 10; or 2.5 out of 4.0 UK 2:1 degree: 7.0 out of 10; or 2.0 out of 4.0 UK 2:2 degree: 6.0 out of 10; or 1.5 out of 4.0

Sri Lanka We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (Special or Honours) or Bachelor Degree (Professional) (minimum 4 years) from a recognised institution. UK 1st class degree: GPA 3.5 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.4 out of 4.0

Sudan We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Honours degree from a recognised institution or Bachelor degree in one of the following Professional subjects: Architecture; Dentistry; Engineering; Medicine/Surgery from a recognised institution. UK 1st class degree: 80% UK 2:1 degree: 65% UK 2:2 degree: 60%

Sweden We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (Kandidatexamen) or Professional Bachelor Degree (Yrkesexamenfrom) (180 ECTS credits) from a recognised institution. UK 1st class degree: Overall B grade with at least 75 ECTS at grade A or above (180 ECTS minimum overall); or at least 65% of credits graded at VG overall UK 2:1 degree: Overall B grade (180 ECTS minimum overall); or at least 50% of credits graded at VG overall UK 2:2 degree: Overall C grade (180 ECTS minimum overall); or at least 20% of credits graded at VG overall.

Switzerland We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor degree (180 ECTS credits) from a recognised institution. UK 1st class degree: 5.5 out of 6; or 9 out of 10 UK 2:1 degree: 5 out of 6; or 8 out of 10 UK 2:2 degree: 4.25 out of 6; or 7 out of 10

Syria We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 85% UK 2:1 degree: 75% UK 2:2 degree: 65%

Taiwan We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from selected institutions. UK 1st class degree: 85 to 90% UK 2:1 degree: 70 to 75% UK 2:2 degree: 65 to 70%

Tajikistan We normally consider the following qualifications for entry to our postgraduate taught programmes: Specialist Diploma or Masters Degree from a recognised institution. UK 1st class degree: 4.7 out of 5 UK 2:1 degree: 4.0 out of 5 UK 2:2 degree: 3.5 out of 5

Tanzania We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 4.4 out of 5.0 UK 2:1 degree: GPA 3.5 out of 5.0 UK 2:2 degree: GPA 2.7 out of 5.0

Thailand We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 3.40 to 3.60 out of 4.00 UK 2:1 degree: GPA 3.00 to 3.20 out of 4.00 UK 2:2 degree: GPA 2.40 to 2.60 out of 4.00

Offer conditions will vary depending on the institution you are applying from.

Trinidad and Tobago We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0; or First Class Honours from the University of West Indies UK 2:1 degree: GPA 3.0 out of 4.0; or Upper Second Class Honours from the University of West Indies UK 2:2 degree: GPA 2.4 out of 4.0; or Lower Second Class Honours from the University of West Indies

Tunisia We normally consider the following qualifications for entry to our postgraduate taught programmes: Licence; Diplome National d'Architecture; Maitrise; Diplome National d'Ingeniuer; or Doctorat en Medecine / Veterinaire from a recognised institution. UK 1st class degree: 16 out of 20 UK 2:1 degree: 13 out of 20 UK 2:2 degree: 11 out of 20

Turkey We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 3.40 to 3.60 out of 4.00 UK 2:1 degree: GPA 2.80 to 3.00 out of 4.00 UK 2:2 degree: GPA 2.30 to 2.50 out of 4.00

Turkish Republic of Northern Cyprus We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 3.60 out of 4.00 UK 2:1 degree: GPA 3.00 out of 4.00 UK 2:2 degree: GPA 2.50 out of 4.00

Turkmenistan We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Diploma of Higher Education (awarded after 2007) from a recognised institution. UK 1st class degree: 4.7 out of 5 UK 2:1 degree: 4.0 out of 5 UK 2:2 degree: 3.5 out of 5

Turks and Caicos Islands We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (accredited by the Council of Community Colleges of Jamaica) from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0; or 80% UK 2:1 degree: GPA 3.3 out of 4.0; or 75% UK 2:2 degree: GPA 2.7 out of 4.0; or 65%

Uganda We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) from a recognised institution. UK 1st class degree: GPA 4.4 out of 5.0 UK 2:1 degree: GPA 4.0 out of 5.0 UK 2:2 degree: GPA 3.0 out of 5.0

Ukraine We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Specialist Diploma from a recognised institution. UK 1st class degree: 10 out of 12; or 4.7 out of 5 UK 2:1 degree: 8 out of 12; or 4.0 out of 5 UK 2:2 degree: 6 out of 12; or 3.5 out of 5

United Arab Emirates We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.5 out of 4.0

United States of America We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.2 out of 4.0 UK 2:2 degree: GPA 2.5 out of 4.0

Uruguay We normally consider the following qualifications for entry to our postgraduate taught programmes: Titulo de Licenciado/ Titulo de [subject area] (minimum 4 years) from a recognised institution. UK 1st class degree: 10 to 11 out of 12 UK 2:1 degree: 7 to 9 out of 12 UK 2:2 degree: 6 to 7 out of 12

Uzbekistan We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 4 years) or Specialist Diploma from a recognised institution. UK 1st class degree: 90%; or 4.7 out of 5 UK 2:1 degree: 80%; or 4.0 out of 5 UK 2:2 degree: 71%; or 3.5 out of 5

Venezuela We normally consider the following qualifications for entry to our postgraduate taught programmes: Titulo de Licenciado/ Titulo de [subject area] from a recognised institution. UK 1st class degree: 81% UK 2:1 degree: 71% UK 2:2 degree: 61%

Non-percentage grading scales, for example scales out of 20, 10, 9 or 5, will have different requirements. 

Vietnam We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 8.0 out of 10; or GPA 3.7 out of 4 UK 2:1 degree: 7.0 out of 10; or GPA 3.0 out of 4 UK 2:2 degree: 5.7 out of 10; or GPA 2.4 out of 4

Yemen We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters (Majister) degree from a recognised institution. UK 1st class degree: 90% UK 2:1 degree: 80% UK 2:2 degree: 65%

Bachelor Degrees from Lebanese International University (in Yemen) can be considered for entry to postgraduate taught programmes - please see Lebanon for guidance on grade requirements for this.

Zambia We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters Degree from a recognised institution. UK 1st class degree: 75%; or GPA 3.7 out of 4.0 UK 2:1 degree: 65%; or GPA 3.0 out of 4.0 UK 2:2 degree: 55%; or GPA 2.4 out of 4.0

Zimbabwe We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 4 years) or Bachelor Honours degree from a recognised institution. UK 1st class degree: 75% UK 2:1 degree: 65% UK 2:2 degree: 60%

English language requirements

If you got your degree in an English speaking country or if it was taught in English, and you studied within the last five years, you might not need an English language qualification - find out more .

The minimum English Language requirements for entry to postgraduate degree programmes within the School of Business and Management are:

7.0 overall including 6.0 in Writing, and 6.0 in Reading, Listening and Speaking. MSc Management with Integrated Pre-Masters requires 5.5 overall including 5.5 in Reading, Writing, Listening and Speaking.  

100 overall including 21 in Writing, 19 in Reading, 18 in Listening and 21 in Speaking. MSc Management with Integrated Pre-Masters requires 72 overall including 17 in Writing and Listening, 18 in Reading, and 20 in Speaking.

76 overall including 65 in Writing, and 65 in Reading, Listening and Speaking. MSc Management with Integrated Pre-Masters requires 59 overall including 59 in Writing, Reading, Listening and Speaking.

Trinity College London, Integrated Skills in English (ISE) III with Merit in Writing,  Reading, Listening and Speaking. MSc Management with Integrated Pre-Masters requires Trinity ISE II with Pass in Writing, Reading, Listening and Speaking.

185 overall including 169 in Writing, Reading, Listening and Speaking. MSc Management with Integrated Pre-Masters requires 162 overall including 162 in Writing, Reading, Listening and Speaking.

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Sample Dissertations

Sample Dissertations | University Dissertations | Dissertation Examples

Best HRM Dissertation Topics For University Students

Hrm dissertation topics.

Your HRM dissertation is an extended piece of work on a topic of your own choosing. Working on a dissertation often involves searching for more specialized subject information beyond your University library catalog. You may like to look at the HRM Dissertation Topics we have on offer.

Your HRM dissertation aims to integrate your human resource management skills and knowledge with the published research in the area under study so that the project meets the high academic quality and high relevance to the HRM communities for which it has been written. While this blog post is designed to provide all the information that you need to write your own HRM Dissertation Proposal and formulate a handful of HRM Dissertation Topics.

We would advise you to visit our HRM Dissertations  pages, where you can find additional information as well as guidance. Our website offers support for the HRM dissertation you will undertake. Students and HR Professional will be offered the opportunity to explore the HRM Dissertation Topics we have on offer.

Please note that your dissertation supervisor might not have the same research interest as you but he/she is the ultimate source for providing students with guidance on how to succeed in writing your own HRM Dissertation. The role of the supervisor is to oversee your academic and professional development and to assist you.

The aim of the team at study-aids is to help students develop their research skills, knowledge and understanding of the human resource management. This will give new insights into HRM research, which will enable you to commission, undertake and evaluate HRM research in your chosen area of management throughout your future career. We recognize that for many of you formulating HRM Dissertation Topics can be a daunting task. For this reason, we expect you to ask questions and clarify your understanding as and when necessary. Remember that effective and successful HRM Dissertation involves asking as many questions as possible from yourselves and from the people around you.

What Is A Dissertation?

Before you begin to think about possible HRM Dissertation Topics for investigation, make sure you are clear in your own mind about what a dissertation is. You will be familiar with the principles of HRM, but it is worth reviewing briefly what a HRM Dissertation is really designed to do, and looking at how a HRM dissertation may mirror but also differ from a standard dissertation in a different subject area.

Different subject disciplines may emphasize different features, but, broadly speaking, a dissertation is a continuous piece of writing, arranged in clearly demarcated paragraphs, in which an argument (a clear line of thought) is developed, in response to a central question or proposition (thesis). The line of argument is supported by evidence you have acquired through research, which you are required to analyse, and which supports or contradicts the various perspectives explored in the course of that argument. Your HRM Dissertation then reaches a conclusion in the final section which pulls together the threads of your argument, supporting, qualifying or rejecting the original dissertation.

It is worth bearing in mind that your HRM dissertation is not a piece of writing designed to reproduce information available elsewhere, but something new and expressive of your individual abilities to analyse and synthesize. In addition, the process of academic writing will, of itself, help you to learn, by enabling you to work with concepts and information relevant to your subject, and thereby developing your intellectual skills.

Your HRM Dissertation should follow the fundamental principles of academic writing, but bear in mind the following key points. It is an extended piece of writing, usually divided into chapters. Make sure that you know the lower and upper word limits acceptable for your HRM dissertation, and what that will look like in terms of word processed pages. Be sure to find out whether you should be following a particular sequence of chapter headings for example, introduction followed by literature search followed by an experiment or a survey and, or an analysis of your research and whether you are expected to devise your own sequence and structure.

Your HRM dissertation contains a detailed exploration of evidence. The evidence referred to may comprise evidence from published texts, for example if you are exploring the literary texts of a particular writer, or it may consist of primary data gathered by your own, first hand research, for example a sociological study of attitudes to gender roles based on research methods such as interviews and questionnaires.

You are required to be clear about the nature of the methodology you will use for gathering the evidence why are you collecting data or analyzing evidence in that way rather than in another way it must be underpinned throughout by awareness of theory your argument should be placed within the context of existing theory relevant to the human resource management subject. It has to be presented in a professionally finished manner. Your supervisor should give you precise details about the format, layout and stylistic requirements of your assignment. Make sure that you know exactly what these are.

The importance of having a dissertation and evaluating it critically remember that you are constructing an argument from the beginning to the end of your assignment. Think of this central idea, and the logical development of your argument (train of thought) around this, as being the central path of your HRM dissertation, and make sure that you do not have sections or paragraphs which are somewhere in the shrubbery out of sight of the main path. Every paragraph should further the central argument, by providing another angle on it, additional evidence, and evaluation of that evidence in relation to your HRM Dissertation.

Comparative Management Practices (Especially With Regard To China)

Co-Operative (And “Partnership”) Aspects of Employment Relations

Cross-Cultural Communication (And Mis-Communication) In Business

Enterprise Restructuring In Emerging and Formerly Socialist Economies

Equal Opportunities and Managing Diversity

Ethical Aspects of Organisational Activities

Gender Aspects of Work and Management

Government Vocational Education and Training Policy

HRM and Organisational Performance

HRM and Shareholder Value In Management

HRM in Buyouts

HRM in the SME Sector

Industrial/Employment Relations

Inter-Organisational Relationships (Mergers, Alliances, Acquisitions Etc)

Knowledge Management

Managing Culture

Organisational Change

Performance Related Pay

Recruitment and Selection

Team Working

Technology Change in Organisations

Trade Unions

HRM Dissertation Samples

There is so much to explore within the field of human resource management. The following is a list of HRM dissertation topics that have been written by successful HRM graduates and are used by HRM professionals.

Strategic Role of Human Resource Management Policies and Practices in Organizational Change

The Relationship between Employee Benefits and Employee Satisfaction at Google

The Importance of Training Staff in the Modern Workplace Era

Managing Workforce Diversity

Can Flexible Working Act as Employee Recruitment and Retention Tool?

Formulating Your Own HRM Dissertation

A HRM dissertation is a good example of a scientific work which needs more than merely writing and research skills. It must be kept in mind that such writings as HRM dissertation have specific rules to follow and the special instructions to keep to.

  • One must understand that a HRM dissertation requires that students could demonstrate specific skills. Thus, students are supposed to do the following, according to the HRM dissertation requirements.
  • Students must demonstrate the ability to choose the methods for their research on their own, HRM dissertation rules say.
  • A typical HRM dissertation would presuppose that a student can perform an appropriate inquiry without assistance.
  • A HRM dissertation demands that students should take a critical approach to the issues which are being researched in their HRM dissertations, so that the students could conduct an independent research.
  • Among the demands to those who are writing their HRM dissertation, there is the one concerning the so-called subject-specific skills. Narrowing the research of the dissertation, this demand concerns the bibliographical material. Such dissertations are supposed to be grounded on a profound aspect of specific literature, and the chosen area of HRM dissertation must embrace all possible literature, including the most modern one.
  • There is also a demand to HRM dissertations which says that a good dissertation must make a good use of the research data to construct a well-built argument.
  • The way in which the data in the HRM dissertation is going to be presented matters much as well. The data in your HRM dissertation must be arranged well represent a logical structure and suggest a problem which will further on be developed into an enticing argument. Such are the basic demands to a good HRM dissertation

Choosing Suitable HRM Dissertation Topics

This is often the hardest part of the dissertation. This is because you must choose the topic, your supervisor cannot do it for you (though she or he can help you refine ideas that you do have). There are no hard and fast rules about the topic for your dissertation, but the following guidelines may help. Think about the areas of HRM that you are most interested in or a topic that you yourself are particularly interested in to which a sociological angle can be discerned. Also consider which theories and concepts have interested you the most. Along these lines, consider the courses you’ve taken so far. Which lectures or courses most captured your imagination? You can go back and look at your notes and textbooks to jog your memory.

Do not try to be too ambitious about what you can achieve given your time and resource constraints – We are sure you will find a collection of outstanding HRM dissertation topics. The best dissertations are analyses of modest scope done well rather than broad ones done poorly. Think about the kind of research that you will actually do, and make sure that it is something that you yourself can feasibly do in the time available. A general word of advice is to choose quality HRM dissertation topics that are interesting to you. You will spend a great deal of time working on a relatively narrow issue, so choose one you will enjoy! Members of staff may be able to help you refine your thoughts, but the ideas and the motivation has to come from you.

Click Here For A Full List Of HRM Dissertations

Other relevant blog posts.

HRM Gender Influence Career Success

Organizational HRM

Reward System HRM Dissertation

If you enjoyed reading this post on how to obtain quality HRM Dissertation Topics, I would be very grateful if you could help spread this knowledge by emailing this post to a friend, or sharing it on Twitter or Facebook. Thank you.

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Steve Jones

My name is Steve Jones and I’m the creator and administrator of the dissertation topics blog. I’m a senior writer at study-aids.co.uk and hold a BA (hons) Business degree and MBA, I live in Birmingham (just moved here from London), I’m a keen writer, always glued to a book and have an interest in economics theory. View all posts by Steve Jones

57 thoughts on “Best HRM Dissertation Topics For University Students”

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Some outstanding HRM dissertation topics here and and definitely worth comment. Could you make these available to download please? All the best!!

Hi Gracie, these HRM dissertation topics can only be accessed via the main web page.

Hi Steve. I must say that there are some really good sample dissertations here. I have checked a few titles out this morning and I will be purchasing 2 x HRM sample dissertations from you shortly. I’m glad I found this post. Thanks, Cameron.

That’s great feedback Cameron. Thanks.

Great post. Some of the HRM dissertation topics are very relevant to my final year projects. I have a big interest in employee motivation and you have covered this topic off really well indeed.

Thanks Brittany. We will be adding a lot more HRM dissertation topic throughout this year that should help you out even further.

hello. do you have any HRM dissertation topics written on staff motivation within the Asian airline industry?

Hi – we do have a couple of dissertations that should help you out. These can be found within the HRM dissertation topics section of the website. Thanks for showing an interest.

Hello there. I’ve got to say these are some of the best HRM dissertation topics I have seen on the internet. You have a very good collection which covers most of the topics I am studying in my degree. Very helpful indeed.

Great post, I have checking out these HRM dissertation topics so that I can get a better understanding. I will look at obtaining one this weekend. Thank you and best of luck.

Thanks Katie. That’s great feedback. We will email to you once payment has been received.

Thank you for the powerful tips. This is very helpful to me as I’m looking forward to start my thesis

These are amazing HRM dissertation topics and I agree that students must think of this central idea and the logical development during a research project.

Are you able to upload the HRM dissertation topics so that I can download.

Hi Helen. Unfortunately, we do not upload the HRM dissertation topics and files to the post. These are accessible via the main website, the links have been provided in the post. Any problems let me know.

Hi Steve, just a quick question on the HRM dissertation topics. Can you let me know if the files are downloaded from the website or emailed. I will look at purchasing once confirmed.

Hi Marlin. The HRM dissertation will be emailed to you within 24 hours of payment to the email address you added into the PayPal transaction. The HRM dissertation will be emailed as a protected PDF with the ability to print. Give me a shout if you need to discuss further.

Hi Steve. These are great HRM dissertation titles, I will buy a couple of titles later on this week. I really need to get an insight into how to write a HRM dissertation as books and guides conflict in terms of structure. The structure of an HRM dissertation in the US and Canada differs to that of the UK and Europe. I’m a UK based student so I need to make sure I get the structure correct from the outset. My university has provided guide on how to structure the HRM dissertation but it will be valuable to see one that has been actually submitted and graded.

Thanks for the positive feedback Gareth , it is appreciated.

Hello Steve. These are truly amazing HRM dissertation topics. I do hope you will post some material relating to COVID19 and working from home. This is a topic area I am currently researching.

Hello Millard. We will be adding COVID19 HRM dissertations to our website soon. Do keep an eye out.

I cannot see where I can download the hrm dissertations. Can you tell me how to do this. thanks karin

Hello Karin. Material is not downloadable, this can be purchased via the main website. Just click on a link to take you to a title.

Hello. Thanks you for supplying the HRM dissertation topics. I will look at purchasing a couple of titles over this weekend. Thanks, Abbie.

WOW – Thanks for the really positive feedback Abbie.

Writing an HRM dissertation can be a daunting task for any student, however, there are several tips and tricks that may make the entire process a bit easier. To start with, it’s important to create a clear outline of the dissertation prior to writing. Additionally, breaking down the research and writing process into smaller tasks can help make it less overwhelming. Lastly, relying on an experienced proofreader or editor can ensure the accuracy of your writing and provide valuable advice.

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MSc Human Resource Management

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Our MSc Human Resource Management course places responsible business, decent work and good people management at the forefront of teaching and research.

Championing responsible employment and ethical people management

Globalization means that effective and fair management of people is more vital than ever. Graduates will be engaged with critical thinking to, ideally, become more ethically aware and morally responsible managers, employees and citizens, equipped to promote good people management ideas and practices in workplaces and wider society.

Human Resource Management graduates are in high demand from a wide range of top employers for their specialist skills. Our ever-growing relationship with key employers in the sector will provide you with the opportunity to meet and network with leading national and global organisations.

You will begin your studies with a Human Resource Module (HRM) module that provides a foundation of the four core pillars of HRM function: resourcing organisations, developing organisations, reward at work and employment relations. You can then explore a variety of other topics through innovative modules such as The Future of Work and Managing Equality and Diversity. Modules cover theory and practice with guest speakers and practical exercises, as well as research-led academic insights and perspectives.

Why study at Birmingham?

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  • The MSc HRM programme is distinctive in providing critical understanding of people management and the employment relationship in a ‘big picture’ national and global comparative context.
  • Birmingham Business School is home to one of the strongest research-led teaching groups of HRM, employment relations and organisation studies academics in the UK. It is also home to the Work Inclusivity Research Centre (WIRC).
  • Birmingham Business School is part of an elite group of global business schools and holds the Triple-Crown accreditation from leading bodies AMBA, EQUIS and AACSB. 
  • You can develop your understanding of business in a practical way, by working on real-time projects with top global companies through our Future Leaders Certificate. 

Accredited by the CIPD

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Upon successful completion of the MSc HRM, students who have already signed up for CIPD student membership are upgraded to Associate Member (Assoc CIPD), a professional qualification which can be used after their name. This is equivalent to the CIPD Level 7 standard. This only applies to students who exit with the full award. Students with HR work experience at the required level at this point can apply for the higher-level Chartered member (Chartered MCIPD) membership.

Discover our unique scholarship offers

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These awards are available to both UK and international applicants and range in value from partial to full tuition fee support.

Find out more about our scholarship offers

Unless indicated otherwise the modules listed for this programme are for students starting in 2024.

The following modules must be taken, each is worth 20 credits:

  • Human Resource Development  
  • Human Resource Management and Ethics at Work
  • International Perspectives on Employment Relations  
  • International Human Resource Management  
  • Managing Equality and Diversity  

You must also choose one module from the following options:

  • Leadership Development  
  • Managing Work and Organisation
  • The Future of Work

During the year you will also undertake a  Dissertation incorporating Research Methods  (worth 60 credits)

Please note: The modules listed on the website for this programme are regularly reviewed to ensure they are up-to-date and informed by the latest research and teaching methods. On rare occasions, we may need to make unexpected changes to compulsory modules; in this event we will contact offer holders as soon as possible to inform or consult them as appropriate.

Fees for 2024 - 2025

  • £15,030 (UK)
  • £29,340 (International)

Please note that you will be required to pay a £50 non-refundable application fee for all of the above courses.

  • For further information on programme fees and information please visit our  Fees and Financing  page.

Scholarships

  • For information on scholarships you may be eligible to apply for, please use our  PG Funding Database .
  • Business School Scholarships may be available, find out more about  our scholarships .

Additional Course Costs

  • In addition to the Tuition Fees you will need to consider accommodation, living expenses and daily costs. You can find financial advice and support on our  Finance  pages.
  • For information on our accommodation and services, including the support we offer to students wanting to rent privately, please visit the  Accommodation  pages.
  • Questions about funding? Use our  Student Help  knowledge base to find the answer.

How To Apply

1 June 2024 is the application deadline for international students applying through the student route who wish to study in the United Kingdom. We are not able to consider applications for 2024 made after this date. The deadline for Home students is 30 August 2024.

  • How to apply

To apply for a postgraduate taught programme, you will need to submit your application and supporting documents online. We have put together some helpful information on the taught programme application process and supporting documents on our how to apply page . Please read this information carefully before completing your application.

Our Standard Requirements

In order to be considered, applicants will have or should be expecting to achieve an Honours degree (2:1 or higher) or postgraduate diploma from a UK university (or overseas equivalent) in any subject.

Applicants who demonstrate being able to exceed the minimum entry requirements will be given preference.

Find out more about entry requirements

International Requirements

Holders of a Licence, Diplome, Diplome d'Etudes Superieures, Diplome d'Ingenieur or a Diplome d'Architecte from a recognised university in Algeria will be considered for postgraduate study. Holders of one of these qualifications will normally be expected to have achieved a score of 15/20 for 2:1 equivalency or 13/20 for 2:2 equivalency.  

Holders of the Licenciado or an equivalent professional title from a recognised Argentinian university, with a promedio of at least 7.5, may be considered for entry to a postgraduate degree programme. Applicants for PhD degrees will normally have a Maestria or equivalent

A Bachelors (Honours) degree from an accredited Australian higher education institution may be considered for admission to a Masters degree.   Applicants with 3 year Bachelors with distinction from a recognised university, can be considered for admission to a Masters degree.

Holders of a Diplom, a Diplomstudium/Magister or a three-year Bachelors degree from a recognised university with a minimum overall grade of 2.5 for 2:1 equivalency or 3.0 for 2:2 equivalency, or a high-scoring Fachhochschuldiplom (FH) from a recognised Austrian Fachhochschule, will be considered for entry to taught postgraduate programmes. 

Students with a good 5-year Specialist Diploma or 4-year Bachelor degree from a recognised higher education institution in Azerbaijan, with a minimum GPA of 4/5 or 80% will be considered for entry to postgraduate taught programmes at the University of Birmingham.

For postgraduate research programmes applicants should have a good 5-year Specialist Diploma (completed after 1991), with a minimum grade point average of 4/5 or 80%, from a recognised higher education institution or a Masters or “Magistr Diplomu” or “Kandidat Nauk” from a recognised higher education institution in Azerbaijan.

 Holders of a bachelors degree of four years duration from a recognised university in Bahrain will be considered for postgraduate study. Holders of bachelors degree will normally be expected to have achieved a GPA of 3.0/4, 3.75/5 or 75% for 2:1 equivalency or 2.8/4, 3.5/5 or 70% for 2:2 equivalency.  

Holders of a Bachelors (Honours) degree of three years duration, followed by a Masters degree of one or two years duration from a recognised university in Bangladesh will be considered for postgraduate taught study. Students with a Bachelors degree of at least four years duration may also be considered for postgraduate study. Degrees must be from a recognised institution in Bangladesh.

Holders of Bachelors degree will normally be expected to have achieved a GPA of 3.0-3.3/4.0 or 65% or above for 2:1 equivalency, or a GPA of 2.6-3.1/4.0 or 60% or above for 2:2 equivalency depending on the awarding institution.  

Students who hold a Masters degree from the University of Botswana with a minimum GPA of 3.0/4.0 or 3.5/5.0 (70%/B/'very good') will be considered for Postgraduate Diplomas and Masters degrees.

Please note 4-year bachelor degrees from the University of Botswana are considered equivalent to a Diploma of Higher Education. 5-year bachelor degrees from the University of Botswana are considered equivalent to a British Bachelor (Ordinary) degree.

Students who have completed a Masters degree from a recognised institution will be considered for PhD study.

A Licenciatura or Bacharelado degree from a recognised Brazilian university:

  • A grade of 7.5/10 for entry to programmes with a 2:1 requirement
  • A grade of 6.5/10for entry to programmes with a 2:2 requirement

Holders of a good Bachelors degree with honours (4 to 6 years) from a recognised university with a upper second class grade or higher will be considered for entry to taught postgraduate programmes.  Holders of a good Masters degree from a recognised university will be considered for entry to postgraduate research programmes.

Holders of a good Diploma za Zavarsheno Visshe Obrazovanie (‘Diploma of Completed Higher Education’), a pre-2001 Masters degree or a post-2001 Bachelors degree from a recognised university with a minimum overall grade of 5 out of 6, mnogo dobur/’very good’ for 2:1 equivalence; or 4 out of 6, dobur/’good’ for 2:2 equivalence; will be considered for entry to taught postgraduate programmes.

Students with a minimum average of 14 out of 20 (or 70%) on a 4-year Licence, Bachelor degree or Diplôme d'Etudes Superieures de Commerce (DESC) or Diplôme d'Ingénieur or a Maîtrise will be considered for Postgraduate Diplomas and Masters degrees.

Holders of a bachelor degree with honours from a recognised Canadian university may be considered for entry to a postgraduate degree programme. A GPA of 3.0/4, 7.0/9 or 75% is usually equivalent to a UK 2.1.

Holders of the Licenciado or equivalent Professional Title from a recognised Chilean university will be considered for Postgraduate Diplomas and Masters degrees. Applicants for PhD study will preferably hold a Magister degree or equivalent.

Students with a bachelor’s degree (4 years minimum) may be considered for entry to a postgraduate degree programme. However please note that we will only consider students who meet the entry guidance below.  Please note: for the subject areas below we use the Shanghai Ranking 2022 (full table)  ,  Shanghai Ranking 2023 (full table) , and Shanghai Ranking of Chinese Art Universities 2023 .

需要具备学士学位(4年制)的申请人可申请研究生课程。请根据所申请的课程查看相应的入学要求。 请注意,中国院校名单参考 软科中国大学排名2022(总榜) ,  软科中国大学排名2023(总榜) ,以及 软科中国艺术类高校名单2023 。  

Business School    - MSc programmes (excluding MBA)  

商学院硕士课程(MBA除外)入学要求

School of Computer Science – all MSc programmes 计算机学院硕士课程入学要求

College of Social Sciences – courses listed below 社会科学 学院部分硕士课程入学要求 MA Education  (including all pathways) MSc TESOL Education MSc Public Management MA Global Public Policy MA Social Policy MA Sociology Department of Political Science and International Studies  全部硕士课程 International Development Department  全部硕士课程

  All other programmes (including MBA)   所有其他 硕士课程(包括 MBA)入学要求

Please note:

  • Borderline cases: We may consider students with lower average score (within 5%) on a case-by-case basis if you have a relevant degree and very excellent grades in relevant subjects and/or relevant work experience. 如申请人均分低于相应录取要求(5%以内),但具有出色学术背景,优异的专业成绩,以及(或)相关的工作经验,部分课程将有可能单独酌情考虑。
  • Please contact the China Recruitment Team for any questions on the above entry requirements. 如果您对录取要求有疑问,请联系伯明翰大学中国办公室   [email protected]

Holders of the Licenciado/Professional Title from a recognised Colombian university will be considered for our Postgraduate Diploma and Masters degrees. Applicants for PhD degrees will normally have a Maestria or equivalent.

Holders of a good bachelor degree with honours (4 to 6 years) from a recognised university with a upper second class grade or higher will be considered for entry to taught postgraduate programmes.  Holders of a good Masters degree from a recognised university will be considered for entry to postgraduate research programmes.

Holders of a good Diploma Visoko Obrazovanje (Advanced Diploma of Education) or Bacclaureus (Bachelors) from a recognised Croatian higher Education institution with a minimum overall grade of 4.0 out of 5.0, vrlo dobar ‘very good’, for 2:1 equivalence or 3.0 out of 5.0, dobar ‘good’, for 2:2 equivalence, will be considered for entry to taught postgraduate programmes.  Holders of a good Bacclaureus (Bachelors) from a recognised Croatian Higher Education institution with a minimum overall grade of 4.0 out of 5.0, vrlo dobar ‘very good’, or a Masters degree, will be considered for entry to postgraduate research programmes.

Holders of a Bachelors degree(from the University of the West Indies or the University of Technology) may be considered for entry to a postgraduate degree programme. A Class II Upper Division degree is usually equivalent to a UK 2.1. For further details on particular institutions please refer to the list below.  Applicants for PhD level study will preferably hold a Masters degree or Mphil from the University of the West Indies.

Holders of a good four-year government-accredited Bachelors degree from a recognised Higher Education college with a minimum overall GPA of 3 out of 4 for 2:1 equivalency, or a GPA of 2.75 out of 4 for 2:2 equivalency; or a good four-year Bachelors degree (Ptychio) from a recognised University, with a minimum overall grade of 6.5 out of 10 for 2:1 equivalency, or 5.5 for 2:2 equivalency; will be considered for entry to taught postgraduate programmes.

Holders of a good Bakalár, or a good pre-2002 Magistr, from a recognised Czech Higher Education institution with a minimum overall grade of 1.5, B, velmi dobre ‘very good’ (post-2004) or 2, velmi dobre ‘good’ (pre-2004), for 2:1 equivalence, or 2.5, C, dobre ‘good’ (post-2004) or 3, dobre ‘pass’ (pre-2004) for 2:2 equivalence, will be considered for entry to taught postgraduate programmes. 

Holders of a good Bachelors degree/Candidatus Philosophiae, Professionbachelor or Eksamensbevis from a recognised Danish university, with a minimum overall grade of 7-10 out of 12 (or 8 out of 13) or higher for 2:1 equivalence, or 4-7 out of 12 (or 7 out of 13) for 2:2 equivalence depending on the awarding institution will be considered for entry to taught postgraduate programmes.

Holders of the Licenciado or an equivalent professional title from a recognised Ecuadorian university may be considered for entry to a postgraduate degree programme. Grades of 70% or higher can be considered as UK 2.1 equivalent.  Applicants for PhD level study will preferably hold a Magister/Masterado or equivalent qualification, but holders of the Licenciado with excellent grades can be considered.

Holders of a Bachelors degree from a recognised university in Egypt will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved a GPA of 3.0/4 for 2:1 equivalency or 2.8 for 2:2 equivalency. Applicants holding a Bachelors degree with alternative grading systems, will normally be expected to have achieved a 75% (Very Good) for 2:1 equivalency or 65% (Good) for 2:2 equivalency. For applicants with a grading system different to those mentioned here, please contact [email protected] for advice on what the requirements will be for you.

Holders of a good Bakalaurusekraad from a recognised university or Applied Higher Education Institution with a minimum overall grade of 4/5 or B for 2:1 equivalency or 3/5 or C for 2:2 equivalency, or a good Rakenduskõrgharidusõppe Diplom (Professional Higher Education Diploma), will be considered for entry to taught postgraduate programmes.

Students who hold a Masters degree with very good grades (grade B, 3.5/4 GPA or 85%) will be considered for Postgraduate Diplomas and Masters degrees. 

Holders of a good Ammattikorkeakoulututkinto (AMK) (new system), an Yrkeshögskoleexamen (YHS) (new system), a Kandidaatti / Kandidat (new system), an Oikeustieteen Notaari or a Rättsnotarie, a good Kandidaatti / Kandidat (old system), a professional title such as Ekonomi, Diplomi-insinööri, Arkkitehti, Lisensiaatti (in Medicine, Dentistry and Vetinary Medicine), or a Maisteri / Magister (new system), Lisensiaatti / Licenciat, Oikeustieteen Kandidaatti / Juris Kandidat (new system) or Proviisori / Provisor from a recognised Finnish Higher Education institution, with a minimum overall grade of 2/3 or 3-4/5 for 2:1 equivalence or 1-2/3 or 2.5-3/5 for 2:2 equivalence, will be considered for entry to taught postgraduate programmes. 

Holders of a good three-year Licence, License Professionnelle, Diplôme d'Ingénieur/Architecte Diplômé d'État, Diplôme from an Ecole Superieure de Commerce / Gestion / Politique, or Diplome d'Etat Maitrise of three years duration or a Maîtrise from a recognised French university or Grande École will be considered for postgraduate taught study.

Holders of Bachelors degree will normally be expected to have achieved a minimum overall grade of 13 out of 20, bien, for 2:1 equivalency, or 11 out of 20, assez bien, for 2:2 equivalency depending on the awarding institution.  

Holders of a good three-year Bachelor degree, a Magister Artium, a Diplom or an Erstes Staatsexamen from a recognised university, or a good Fachhochschuldiplom from a Fachhochschule (university of applied sciences), with a minimum overall grade of 2.5 for 2:1 equivalency, or 3.0 for 2:2 equivalency, will be considered for entry to taught postgraduate programmes.

Students from Germany who have completed three years of the Erstes Staatsexamen qualification with a grade point average (GPA) of 10 from the first six semesters of study within the Juristische Universitätsprüfung programme would be considered for entry onto LLM programmes.  Students from Germany who have completed the five year Erstes Staatsexamen qualification with a grade point average (GPA) of 6.5 would be considered for entry onto LLM programmes. 

Students who hold a Bachelor degree from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most taught Masters programmes require a minimum of an upper second class degree (2.1) with a minimum GPA of at least 3.0/4.0 or 3.5/5.0 Students who have completed a Masters degree from a recognised institution will be considered for PhD study.

Holders of a good four-year Ptychio (Bachelor degree) from a recognised Greek university (AEI) with a minimum overall grade of 6.5 out of 10 for 2:1 equivalency, or 5.5 out of 10 for 2:2 equivalency, or a good four-year Ptychio from a recognised Technical Higher Education institution (TEI) with a minimum overall grade of 7.5 out of 10 for 2:1 equivalency, or 6.5 out of 10 for 2:2 equivalency, will be considered for entry to taught postgraduate programmes.

4-year Licenciado is deemed equivalent to a UK bachelors degree. A score of 75 or higher from Universidad de San Carlos de Guatemala (USAC) can be considered comparable to a UK 2.1, 60 is comparable to a UK 2.2.  Private universities have a higher pass mark, so 80 or higher should be considered comparable to a UK 2.1, 70 is comparable to a UK 2.2

The Hong Kong Bachelor degree is considered comparable to British Bachelor degree standard. Students with bachelor degrees awarded by universities in Hong Kong may be considered for entry to one of our postgraduate degree programmes.

Students with Masters degrees may be considered for PhD study.

Holders of a good Alapfokozat / Alapképzés (Bachelors degree) or Egyetemi Oklevel (university diploma) from a recognised Hungarian university, or a Foiskola Oklevel (college diploma) from a recognised college of Higher Education, with a minimum overall grade of 3.5 for 2:1 equivalency, or 3 for 2:2 equivalency, will be considered for entry to taught postgraduate programmes. 

Holders of a Bachelors degree of three or four years in duration from a recognised university in India will be considered for postgraduate taught study. Holders of Bachelors degree will normally be expected to have achieved 55% - 60% or higher for 2:1 equivalency, or 50% - 55% for 2:2 equivalency depending on the awarding institution.  

Either: A four-year Bachelors degree (first class or very good upper second class)

Or: A three-year Bachelors degree (first class) from recognised institutions in India.

For MSc programmes, the Business School will consider holders of three-year degree programmes (first class or very good upper second class) from recognised institutions in India.

For entry to LLM programmes, Birmingham is happy to accept applications from 3 or 5 year LLB holders from India from prestigious institutions.

Holders of the 4 year Sarjana (S1) from a recognised Indonesian institution will be considered for postgraduate study. Entry requirements vary with a minimum requirement of a GPA of 2.8.

Holders of a Bachelors degree from a recognised university in Iran with a minimum of 14/20 or 70% will be considered for entry to taught postgraduate taught programmes.

Holders of a Bachelors degree from a recognised university in Iraq will be considered for postgraduate study. Holders of a Bachelors degree will normally be expected to have achieved a GPA of 3.0/4 or 75% for 2:1 equivalency, or 2.8/4 or 70% for 2:2 equivalency.

Holders of a Bachelors degree from a recognised university in Israel will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved score of 80% for 2:1 equivalency or 65% for 2:2 equivalency.  

Holders of a good Diploma di Laurea, Licenza di Accademia di Belle Arti, Diploma di Mediatore Linguistico or Diploma Accademico di Primo Livello from a recognised Italian university with a minimum overall grade of 100 out of 110 for 2:1 equivalence, or 92 out of 110 for 2:2 equivalence, will be considered for entry to taught postgraduate programmes.

Students who hold the Maitrise, Diplome d'Etude Approfondies, Diplome d'Etude Superieures or Diplome d'Etude Superieures Specialisees will be considered for Postgraduate Diplomas and Masters degrees (14-15/20 or Bien from a well ranked institution is considered comparable to a UK 2.1, while a score of 12-13/20 or Assez Bien is considered comparable to a UK 2.2).

Students with a Bachelor degree from a recognised university in Japan will be considered for entry to a postgraduate Masters degree provided they achieve a sufficiently high overall score in their first (Bachelor) degree. A GPA of 3.0/4.0 or a B average from a good Japanese university is usually considered equivalent to a UK 2:1.

Students with a Masters degree from a recognised university in Japan will be considered for PhD study. A high overall grade will be necessary to be considered.

Holders of a Bachelors degree of four years duration from a recognised university in Jordan will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved a GPA of 3.0/4, 3.75/5 or 75% for 2:1 equivalency or 2.8/4, 3.5/5 or 70% for 2:2 equivalency.  

Students who have completed their Specialist Diploma Мамаң дипломы/Диплом специалиста) or "Magistr" (Магистр дипломы/Диплом магистра) degree (completed after 1991) from a recognised higher education institution, with a minimum GPA of 2.67/4.00 for courses requiring a UK lower second and 3.00/4.00 for courses requiring a UK upper second class degree, will be considered for entry to postgraduate Masters degrees and, occasionally, directly for PhD degrees.  Holders of a Bachelor "Bakalavr" degree (Бакалавр дипломы/Диплом бакалавра) from a recognised higher education institution, with a minimum GPA of  2.67/4.00 for courses requiring a UK lower second and 3.00/4.00 for courses requiring a UK upper second class degree, may also be considered for entry to taught postgraduate programmes.

Students who hold a Bachelor degree from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most taught Masters programmes require a minimum of an upper second class degree (2.1) with a minimum GPA of at least 3.0/4.0 or 3.5/50

Holders of a Bachelors degree of four years duration from a recognised university in Kuwait will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved a GPA of 3.0/4, 3.75/5 or 75% for 2:1 equivalency or 2.8/4, 3.5/5 or 70% for 2:2 equivalency.  

Holders of a good pre-2000 Magistrs or post-2000 Bakalaurs from a recognised university, or a good Postgraduate Diploma (professional programme) from a recognised university or institution of Higher Education, with a minimum overall grade of 7.5 out of 10 for 2:1 equivalency, or 6.5 out of 10 for 2:2 equivalency, will be considered for entry to taught postgraduate programmes.

Holders of a Bachelors degree from a recognised university in Lebanon will be considered for postgraduate study. Holders of a Bachelors degree will normally be expected to have achieved a score of 16/20 or 80% for 2:1 equivalency, or 14/20 or 70% for 2:2 equivalency.

Holders of a Bachelors degree from a recognised university in Libya will be considered for postgraduate study. Holders of a Bachelors degree will normally be expected to have achieved score of 70% for 2:1 equivalency or 65% for 2:2 equivalency. Alternatively students will require a minimum of 3.0/4.0 or BB to be considered.

Holders of a good Bakalauras (post 2001), Profesinis Bakalauras (post 2001) or pre-2001 Magistras from a recognised university with a minimum overall grade of 8 out of 10 for 2:1 equivalency, or 7 out of 10 for 2:2 equivalency, will be considered for entry to taught postgraduate programmes. 

Holders of a good Bachelors degree or Diplôme d'Ingénieur Industriel from a recognised Luxembourgish Higher Education institution with a minimum overall grade of 16 out of 20 for 2:1 equivalence, or 14 out of 20 for 2:2 equivalence, will be considered for entry to taught postgraduate programmes.

Students who hold a Masters degree will be considered for Postgraduate Diplomas and Masters degrees (70-74% or A or Marginal Distinction from a well ranked institution is considered comparable to a UK 2.1, while a score of 60-69% or B or Bare Distinction/Credit is considered comparable to a UK 2.2).

Holders of a Bachelors degree from a recognised Malaysian institution (usually achieved with the equivalent of a second class upper or a grade point average minimum of 3.0) will be considered for postgraduate study at Diploma or Masters level.

Holders of a good Bachelors degree from a recognised Higher Education Institution with a minimum grade of 2:1 (Hons) for UK 2:1 equivalency, or 2:2 (Hons) for UK 2:2 equivalency, will be considered for entry to taught postgraduate programmes.

Students who hold a Bachelor degree (Honours) from a recognised institution (including the University of Mauritius) will be considered for Postgraduate Diplomas and Masters degrees.  Most taught Masters programmes require a minimum of an upper second class degree (2:1).

Students who hold the Licenciado/Professional Titulo from a recognised Mexican university with a promedio of at least 8 will be considered for Postgraduate Diplomas and Masters degrees.

Students who have completed a Maestria from a recognised institution will be considered for PhD study.

Holders of a Bachelors degree, licence or Maîtrise from a recognised university in Morocco will be considered for postgraduate study. Holders of a Bachelors degree will normally be expected to have achieved a score of 15/20 or 75% for 2:1 equivalency, or 13/20 for 2:2 equivalency.

Students with a good four year honours degree from a recognised university will be considered for postgraduate study at the University of Birmingham. PhD applications will be considered on an individual basis.

Holders of a Bachelors (Honours) degree of four years duration from a recognised university in Nepal will be considered for postgraduate taught study. Students with a Bachelors degree of at least three years duration plus a Masters degree may also be considered for postgraduate study. Degrees must be from a recognised institution in Nepal.

Holders of Bachelors degree will normally be expected to have achieved a GPA of 3.2/4.0 or 65%-79% average or higher for 2:1 equivalency, or a GPA of 3.0/4.0 or 60%-65% for 2:2 equivalency depending on the awarding institution.  

Holders of a Bachelors degree from a recognised Dutch university, or Bachelors degree from a recognised Hogeschool (University of Professional Education), or a good Doctoraal from a recognised Dutch university, with a minimum overall grade of 7 out of 10 for 2:1 equivalence, or 6 out of 10 for 2:2 equivalence, will be considered for entry to taught postgraduate programmes. 

Students who hold a Bachelor degree (minimum 4 years and/or level 400) from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees.  Most taught Masters programmes require a minimum of an upper second class degree (2.1) with a minimum GPA of at least 3.0/4.0 or 3.5/5.0

Holders of a good three-six-year Bachelorgrad, Candidatus Magisterii, Sivilingeniø (siv. Ing. - Engineering), "Siviløkonom" (siv. Øk. - Economics) degree from a recognised Norwegian education institution with a minimum GPA of B/Very Good or 1.6-2.5 for a 2.1 equivalency, or a GPA of C/Good or 2.6-3.2 for a 2.2 equivalency; will be considered for entry to taught postgraduate programmes.

Holders of a Bachelors degree of four years duration from a recognised university in Oman will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved a GPA of 3.0/4, 3.75/5 or 75% for 2:1 equivalency or 2.8/4, 3.5/5 or 70% for 2:2 equivalency.  

Holders of a Bachelors degree of four years in duration from a recognised university in Pakistan will be considered for postgraduate taught study. Students with a Bachelors degree of at least three years duration followed by a Masters degree of one or two years duration, or holders of a two year Bachelors degree and a two year Masters degree in the same subject, may also be considered for postgraduate study.

Holders of Bachelors degree will normally be expected to have achieved a GPA of 2.8-3.0/4.0 or 65% or above for 2:1 equivalency, or a GPA of 2.6/4.0 or 60% or above for 2:2 equivalency depending on the awarding institution.  

A two-year degree followed by a three-year LLB will count as a full Bachelors degree.

All qualifications must be from recognised institutions. For further details on recognised institutions, please refer to Pakistan’s Higher Education Commission

Holders of a Bachelors degree from a recognised university in the Palestinian Territories will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved a GPA of 3/4 or 80% for 2:1 equivalency or a GPA of 2.5/4 or 70% for 2:2 equivalency.    

Holders of the Título de Licenciado /Título de (4-6 years) or an equivalent professional title from a recognised Paraguayan university may be considered for entry to a postgraduate degree programme. Grades of 4/5 or higher can be considered as UK 2.1 equivalent.  The Título Intermedio is a 2-3 year degree and is equivalent to a HNC, it is not suitable for postgraduate entry but holders of this award could be considered for second year undergraduate entry or pre-Masters.  Applicants for PhD level study will preferably hold a Título de Maestría / Magister or equivalent qualification, but holders of the Título/Grado de Licenciado/a with excellent grades can be considered.

Holders of the Licenciado, with at least 13/20 may be considered as UK 2.1 equivalent. The Grado de Bachiller is equivalent to an ordinary degree, so grades of 15+/20 are required.  Applicants for PhD level study will preferably hold a Título de Maestría or equivalent qualification.

Holders of a good post-2001 Licencjat / Inzynier (Bachelors degree), or a pre-2001 Magister, from a recognised Polish university, with a minimum overall grade of 4.5/4+ out of 5, dobry plus ‘better than good’ for 2:1 equivalence, or 4 out of 5, dobry 'good' for 2:2 equivalence, will be considered for entry to taught postgraduate programmes. 

Holders of a good Licenciado from a recognised university, or a Diploma de Estudos Superiores Especializados (DESE) from a recognised Polytechnic Institution, with a minimum overall grade of 16 out of 20, bom com distinção ‘good with distinction’, for 2:1 equivalence, or 14 out of 20, bom ‘good’, for 2:2 equivalence, will be considered for entry to taught postgraduate programmes. 

Holders of a Bachelors degree of four years duration from a recognised university in Qatar will be considered for postgraduate study. Holders of a Bachelors degree will normally be expected to have achieved a GPA of 3.0/4, 3.75/5 or 75% for 2:1 equivalency or 2.8/4, 3.5/5 or 70% for 2:2 equivalency.  

Holders of a good Diplomă de Licenţă, Diplomă de Inginer, Diplomă de Urbanist Diplomat, Diplomă de Arhitect, Diplomă de Farmacist or Diplomã de Doctor-Medic Arhitect (Bachelors degree) from a recognised Romanian Higher Education institution with a minimum overall grade of 8 out of 10 for 2:1 equivalence, or 7 out of 10 for 2:2 equivalence, will be considered for entry to taught postgraduate programmes.

Holders of a good Диплом Бакалавра (Bakalavr) degree with a minimum grade point average (GPA) of 4.0 from recognised universities in Russia may be considered for entry to taught postgraduate programmes/MPhil degrees. 

Students who hold a 4-year Bachelor degree with at least 16/20 or 70% will be considered for Postgraduate Diplomas and Masters degrees.   

Holders of a Bachelors degree of four years duration from a recognised university in the Saudi Arabia will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved a GPA of 3.0/4, 3.75/5 or 75% for 2:1 equivalency or 2.8/4, 3.5/5 or 70% for 2:2 equivalency.  

Students who hold a Maitrise, Diplome d'Etude Approfondies,Diplome d'Etude Superieures or Diplome d'Etude Superieures Specialisees will be considered for Postgraduate Diplomas and Masters degrees. A score of 14-15/20 or Bien from a well ranked institution is considered comparable to a UK 2.1, while a score of 12-13/20 or Assez Bien is considered comparable to a UK 2.2

Students who hold a Bachelor (Honours) degree from a recognised institution with a minimum GPA of 3.0/4.0 or 3.5/5.0 (or a score of 60-69% or B+) from a well ranked institution will be considered for most our Postgraduate Diplomas and Masters degrees with a 2:1 requirement.

Students holding a good Bachelors Honours degree will be considered for postgraduate study at Diploma or Masters level.

Holders of a good three-year Bakalár or pre-2002 Magister from a recognised Slovakian Higher Education institution with a minimum overall grade of 1.5, B, Vel’mi dobrý ‘very good’ for 2:1 equivalence, or 2, C, Dobrý ‘good’ for 2:2 equivalence, will be considered for entry to taught postgraduate programmes. 

Holders of a good Diploma o pridobljeni univerzitetni izobrazbi (Bachelors degree), Diplomant (Professionally oriented first degree), Univerzitetni diplomant (Academically oriented first degree) or Visoko Obrazovanja (until 1999) from a recognised Slovenian Higher Education institution with a minimum overall grade of 8.0 out of 10 for 2:1 equivalence, or 7.0 out of 10 for 2:2 equivalence, will be considered for entry to taught postgraduate programmes. 

Students who hold a Bachelor Honours degree (also known as Baccalaureus Honores / Baccalaureus Cum Honoribus) from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most Masters programmes will require a second class upper (70%) or a distinction (75%).

Holders of a Masters degree will be considered for entry to postgraduate research programmes.

Holders of a Bachelor degree from a recognised South Korean institution (usually with the equivalent of a second class upper or a grade point average 3.0/4.0 or 3.2/4.5) will be considered for Masters programmes.

Holders of a good Masters degree from a recognised institution will be considered for PhD study on an individual basis.

Holders of a good Título de Licenciado / Título Universitario Oficial de Graduado (Grado) /Título de Ingeniero / Título de Arquitecto from a recognised Spanish university with a minimum overall grade of 7 out of 10 for 2:1 equivalence, or 6 out of 10 for 2:2 equivalence, will be considered for entry to taught postgraduate programmes.

Holders of a Special or Professional Bachelors degree of four years duration from a recognised university in Sri Lanka will be considered for postgraduate taught study.

Holders of Bachelors degree will normally be expected to have achieved 60-74% or a CGPA 3.30/4.0 or B+ for 2:1 equivalency, or 55-59% or a CGPA 3.0/4.0 or B for 2:2 equivalency depending on the awarding institution.  

Holders of a good Kandidatexamen (Bachelors degree) or Yrkesexamen (Professional Bachelors degree) from a recognised Swedish Higher Education institution with the majority of subjects with a grade of VG (Val godkänd) for 2:1 equivalency, or G (godkänd) for 2:2 equivalency, will be considered for entry to taught postgraduate programmes. Holders of a good Kandidatexamen (Bachelors degree) or Yrkesexamen (Professional Bachelors degree) from a recognised Swedish Higher Education institution with the majority of subjects with a grade of VG (Val godkänd), and/or a good Magisterexamen (Masters degree), International Masters degree or Licentiatexamen (comparable to a UK Mphil), will be considered for entry to postgraduate research programmes.

Holders of a good " Baccalauréat universitaire/ Diplom / Diplôme; Lizentiat / Licence; Staatsdiplom / Diplôme d'Etat" degree from a recognised Swiss higher education institution (with a minimum GPA of 5/6 or 8/10 or 2/5 (gut-bien-bene/good) for a 2.1 equivalence) will be considered for entry to taught postgraduate programmes.

Holders of a Bachelors degree from a recognised university in Syria will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved score of 70%, or ‘very good’ for 2:1 equivalency or 60%, or ‘good’ for 2:2 equivalency.  

Holders of a good Bachelor degree (from 75% to 85% depending upon the university in Taiwan) from a recognised institution will be considered for postgraduate Masters study. Holders of a good Masters degree from a recognised institution will be considered for PhD study.

Students who hold a Bachelor degree from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees.  Most taught Masters programmes require a minimum of an upper second class degree (2.1) Students who have completed a Masters degree from a recognised institution will be considered for PhD study.

Holders of a good Bachelors degree from a recognised institution will be considered for postgraduate study at Diploma or Masters level. Holders of Bachelors degree from prestigious institutions (see list below) will normally be expected to have achieved a GPA of 3.0/4.0 for 2:1 equivalency or 2.7 for 2:2 equivalency. Applicants with grades slightly below these requirements may also be considered for an offer if they have a relevant Bachelors degree, good scores in relevant modules, or relevant work experience.

Holders of a Bachelors degree from all other institutions will normally be expected to have achieved a GPA of 3.2/4.0 for 2:1 equivalency, or 2.8 for 2:2 equivalency.

Prestigious institutions: Assumption University Chiang Mai University Chulalongkorn University Kasetsart University Khon Kaen University King Mongkut University of Technology - Thonburi (known as KMUTT or KMUT) Mahidol University Prince of Songla University Srinakharinwirot University Thammasat University

Holders of a bachelor degree with honours from a recognised Caribbean and West Indies university may be considered for entry to a postgraduate degree programme. 

Students with a Bachelors degree from the following universities may be considered for entry to postgraduate programmes:

  • Ateneo de Manila University - Quezon City
  • De La Salle University - Manila
  • University of Santo Tomas
  • University of the Philippines - Diliman

Students from all other institutions with a Bachelors and a Masters degree or relevant work experience may be considered for postgraduate programmes.

Grading Schemes

1-5 where 1 is the highest 2.1 = 1.75 2.2 = 2.25 

Out of 4.0 where 4 is the highest 2.1 = 3.0 2.2 = 2.5

Letter grades and percentages 2.1 = B / 3.00 / 83% 2.2 = C+ / 2.5 / 77%

Holders of a postdoctoral qualification from a recognised institution will be considered for PhD study.  Students may be considered for PhD study if they have a Masters from one of the above listed universities.

Holders of a Lisans Diplomasi with a minimum grade point average (GPA) of 3.0/4.0 from a recognised university will be considered for postgraduate study at Diploma or Masters level.

Holders of a Yuksek Diplomasi from a recognised university will be considered for PhD study.

Holders of a Bachelors degree of four years duration from a recognised university in the UAE will be considered for postgraduate study. Holders of a Bachelors degree will normally be expected to have achieved a GPA of 3.0/4, 3.75/5 or 75% for 2:1 equivalency or 2.8/4, 3.5/5 or 70% for 2:2 equivalency.  

Students who hold a Bachelor degree from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most Masters programmes will require a second class upper (2.1) or GPA of 3.5/5.0

Holders of a good four-year Bachelors degree/ Диплом бакалавра (Dyplom Bakalavra), Диплом спеціаліста (Specialist Diploma) or a Dyplom Magistra from a recognised institution, with a minimum GPA of 4.0/5.0, 3.5/4, 8/12 or 80% or higher for 2:1 equivalence, or a GPA of 3.5/5.0, 3.0/4, 6/12 or 70% for 2:2 equivalence, depending on the awarding institution, will be considered for entry to taught postgraduate programmes.

The University will consider students who hold an Honours degree from a recognised institution in the USA with a GPA of:

  • 2.8 GPA (on a 4.0 scale) for entry to programmes with a 2:2 requirement 
  • 3.2 GPA (on a 4.0 scale) for entry to programmes with a 2:1 requirement 

Please note that some subjects which are studied at postgraduate level in the USA, eg. Medicine and Law, are traditionally studied at undergraduate level in the UK.

Holders of the Magistr Diplomi (Master's degree) or Diplomi (Specialist Diploma), awarded by prestigious universities, who have attained high grades in their studies will be considered for postgraduate study.  Holders of the Fanlari Nomzodi (Candidate of Science), where appropriate, will be considered for PhD study.

Holders of the Licenciatura/Título or an equivalent professional title from a recognised Venezuelan university may be considered for entry to a postgraduate degree programme. Scales of 1-5, 1-10 and 1-20 are used, an overall score of 70% or equivalent can be considered equivalent to a UK 2.1.  Applicants for PhD level study will preferably hold a Maestria or equivalent qualification

Holders of a Bachelors degree from a recognised Vietnamese institution (usually achieved with the equivalent of a second class upper or a grade point average minimum GPA of 7.0 and above) will be considered for postgraduate study at Diploma or Masters level.  Holders of a Masters degree (thac si) will be considered for entry to PhD programmes.

Students who hold a Masters degree with a minimum GPA of 3.5/5.0 or a mark of 2.0/2.5 (A) will be considered for Postgraduate Diplomas and Masters degrees.   

Students who hold a good Bachelor Honours degree will be considered for Postgraduate Diplomas and Masters degrees. 

International Students

English language scores of 7.0 IELTS (no less than 6.5 in any band)

  • IELTS 7.0 with no less that 6.5 in any band
  • TOEFL: 95 overall with no less than 22 in any band
  • Pearson Test of English (PTE) including online: PTE Academic 76 with no less than 67 in all four skills
  • Cambridge English (exams taken from 2015): Advanced or Proficiency – minimum overall score of 185, with no less than 176 in any component

If you are currently studying at a Chinese university, please view our  specific entry requirements including our list of acceptable universities for further study at Birmingham .

English Presessional Programmes 

If you’re looking to improve your knowledge of spoken and written English in preparation for studying at Birmingham, our pre-sessional English courses are for you. If you have a conditional offer, you can take one of these courses as an alternative to retaking IELTS or other similar qualifications.  Find out more  

The programme is suitable for those with an Honours degree in any subject intending to start a career in HR/Employment Relations and also HR professionals who wish to further expand their knowledge.

The modules in this programme cover theory and practice with guest speakers, practical exercises and simulations as well as research-led academic insights and perspectives. The links with practice both in teaching as well as in assessment will enhance students’ employability and transferable skills. 

As well as providing you with the skills and knowledge to become effective HR practitioners, we will help you to become more ethically aware and responsible organisational citizens, equipped to develop and promote good people management ideas and practices (including, fairness at work; equality, diversity and inclusion; employee voice and influence at work). You will have the opportunity to investigate these issues during the HRM and Ethics at Work, and Managing Equality and Diversity modules, for example.  

The programme also promotes an international comparative focus on HRM and the employment relationship, enabling you to have a better multi-level ‘big picture’ understanding of the world of work. You will develop a greater comparative  understanding during the International Perspectives on Employment Relations and International HRM modules, for instance. 

We also offer the option for students to be awarded with a CIPD accreditation, subject to students being successful on taught modules and completing the policies and practices chapter in their dissertation. 

Graduates will leave Birmingham perfectly placed to take up key HRM and employment relations positions. Employers have included: TotalEnergies, BP, Tiktok, Ramboll, Novartis, Randstad, Siemens, Deloitte, Honeywell, Shakespeare Martineau LLP and County & Local Councils.

Top jobs in this area

  • HR Executive
  • Talent Acquisition Specialist
  • HR Business Partner
  • Recruitment Partner
  • P&O Business Partner
  • Associate Recruiter
  • Change Management Partner
  • Human Capital Senior Consultant
  • Senior HR Generalist
  • HR Learning Consultant 

BBS Careers and Careers Network 

As a Birmingham Business School student, you will benefit from two award-winning Careers teams.   

Careers Network  is the University of Birmingham careers and employability team offering: career fairs, employer events with top firms across the UK, start-up and entrepreneurial activities, and support. Internships and bursaries are also available exclusively to University of Birmingham students.    

BBS Careers  is a dedicated service for Birmingham Business School students. The team provides guidance, support, and work experience opportunities, tailored to business school students, to help you succeed during and after university. We offer workshops, alumni and employer events, and 1-to-1 consultations. These will help you to develop your skills and learn how to submit high-quality internship and graduate applications.   

BBS Careers is one of a few, if not the only business school career service to offer life-long support.  We are here to support you! Whether you are applying for postgraduate end-of-study internship, a graduate job, or applying for a management role five years after graduation. 

Future Leaders Certificate

The postgraduate Future Leaders Certificate, run by the Business School’s Careers in Business team, is an extra-curricular programme which is designed to prepare our MSc students for the potential impact of the Fourth Industrial Revolution (4IR). This is intended to equip students with the skills they need to stand out and succeed within this increasingly competitive market. As part of this, students will be encouraged to increase their awareness of responsible business and ethical considerations.

The Certificate culminates in our Gold Award, where students will receive expert coaching, mentoring and industry insight, and work on a group project set by multi-national companies which place high importance on their social and corporate responsibility. 

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How can you choose best HR dissertation topics?

Selecting appropriate HR dissertation topics is paramount for students embarking on their research journey in the field of Human Resource Management (HRM). These HR dissertation topics serve as the foundation upon which scholars build their academic inquiries, addressing key issues and challenges within the realm of HRM. When exploring potential HR dissertation topics, students should […]

HRM Dissertation Topics

Selecting appropriate HR dissertation topics is paramount for students embarking on their research journey in the field of Human Resource Management (HRM). These HR dissertation topics serve as the foundation upon which scholars build their academic inquiries, addressing key issues and challenges within the realm of HRM.

When exploring potential HR dissertation topics, students should consider a range of factors, including current trends in the field, organizational needs, and personal interests. By carefully selecting HRM dissertation topics that align with their academic goals and career aspirations, students can ensure that their research contributes meaningfully to the broader discourse on human resources.

HR dissertation topics cover a diverse array of subjects, spanning recruitment and selection strategies, employee engagement and retention, performance management, diversity and inclusion initiatives, and the impact of technology on HR practices, among others.

For instance, students may explore HRM dissertation topics related to the implementation of flexible work arrangements in the context of remote work trends or investigate the role of leadership development programs in fostering a culture of innovation within organizations.

Additionally, HR dissertation topics could delve into emerging areas such as the ethical implications of AI-driven HR technologies or the intersection of HRM and sustainability practices.

By critically examining these HR dissertation topics, students can contribute valuable insights to the field of HRM while developing their analytical, research, and problem-solving skills.

Ultimately, the selection of HR dissertation topics is a pivotal step in the research process, shaping the direction and impact of scholars’ academic endeavors in the dynamic and evolving field of human resource management.

Table of Contents

Recruitment and Selection

  • The effectiveness of social media recruitment strategies in attracting top talent
  • Diversity and inclusion in recruitment: Best practices for creating a diverse workforce
  • The impact of artificial intelligence on the recruitment and selection process
  • Employer branding: Building a strong employer brand to attract and retain candidates
  • Unconscious bias in recruitment and selection: Strategies for mitigating bias in hiring processes.

Employee Engagement and Retention

  • The role of leadership in fostering employee engagement
  • Flexible work arrangements: Impact on employee satisfaction and retention
  • Employee recognition programs: Strategies for enhancing morale and motivation
  • Work-life balance initiatives: Effects on employee retention and productivity
  • Career development opportunities and their influence on employee retention

Performance Management

  • The evolution of performance management: From traditional to modern approaches
  • The role of feedback in improving performance and productivity
  • Performance appraisals: Challenges and best practices for implementation
  • Goal setting and performance metrics: Aligning individual goals with organizational objectives
  • Continuous performance management: Real-time feedback and agile performance processes

Training and Development

  • Needs assessment in training and development: Identifying organizational learning needs.
  • The impact of training programs on employee skill development and performance
  • Technology-enhanced learning: Leveraging e-learning platforms for employee training
  • Leadership development initiatives: Cultivating future leaders within organizations
  • Cross-cultural training: Preparing employees for global assignments and diverse work environments.

Workplace Diversity and Inclusion

  • Creating a culture of inclusivity: Strategies for fostering diversity and inclusion in the workplace
  • Managing diversity: Addressing challenges and promoting collaboration in diverse teams
  • The business case for diversity and inclusion: How diversity drives innovation and business success
  • Intersectionality in the workplace: Understanding the overlapping dimensions of diversity
  • LGBTQ+ inclusion in the workplace: Promoting equality and creating safe spaces for all employees

Human Resource Management Dissertation Topics

  • How HR Departments manage Equal Employment Opportunity
  • What are the best practices for Equal Employment Opportunities
  • An evaluation of the importance of Equal Employment Opportunity in the workplace
  • Studying the link between Equal Employment Opportunity and Diversity in the workplace
  • What is the tole of the Equal Employment Opportunity Commission (EEOC)
  • An analysis of the impact of workplace discrimination on employee wellbeing
  • An evaluation of Direct vs. Indirect workplace discrimination
  • Studying how to handle unfair dismissal
  • A critical analysis of soft skills vs. hard skills
  • How can the inefficient selection process be improved through training?
  • A study on powerful training strategies for maximizing productivity
  • Extensive research on harassment assessment training
  • Roles and responsibilities of a training and development manager
  • A brief about the importance of training and development
  • Types of training and development strategies for excellent growth
  • Role of Mediation and Dispute Resolution in the workplace
  • How to incorporate LGBTI workers without discrimination
  • Studying the effect of employee diversity on organizational performance
  • Exploring the impact of equal employment on organizations
  • An evaluation of the performance management cycle
  • Latest trends used by big brands for improving the performance of each employee
  • A qualitative study on the different stages of performance management
  • The Relationship Between Equal Opportunities and Employee Performance
  • The historical context of talent management
  • Studying the future of talent management
  • Does provide employees paid charity days could enhance organizational citizenship behavior?
  • Strategic HRM in the SMEs: Is the Investment Really Worth It?
  • The Risks and Benefits of informing the employees about the corporate goals and achievements
  • What are the key advantages of outsourcing SHRM?
  • Strategizing and monitoring the employee life-cycle in an environment of high turnover
  • Role of Talent management in the gig economy
  • An analysis of the retention of high-value staff can deliver necessary competitive advantage: A case study
  • How does Google achieve an edge over human resources? What are the lessons to be learned?
  • Studying the HRM strategy of Patagonia: Why is it so arduous to imitate?
  • How is AI interference in HRM offering a competitive advantage to Zara?
  • How is cross-cultural HR interference offering an edge to start-up companies?
  • What are the key Talent management strategies in the military
  • The impact of representative commitment on customer dedication in the administration-based industry
  • Present an intensive examination of the components which straightforwardly impact a representative’s close-to-home choice to leave work
  • The significance of computerized nearness to improve worker relations.
  • Do better representative relations start with learning and advancement?
  • A comparison of the Google vs. IBM talent management approaches
  • The influence of recognizing the contributions of an employee on the employee retention process at Shell
  • The criticality of green HR practices in the process of employee engagement and retention
  • Exploring the attitude of HRM toward the strategies of employee retention in the banking sector
  • How could frequent attention to employee welfare programs improve employee retention in high-stress industrial sectors?
  • Examining subjectivity versus objectivity in employee assessment and evaluation
  • Examining the capacity of human resources departments to drive organizational change
  • Reviewing both legal and ethical aspects of maintaining workplace diversity
  • The implications of human resource management strategy for facilitating employee motivations

Click here, If you have still unable to select your desired topic on HRM, Get our customize Topic consultancy service of about 500 to 600 words to get approved by your tutor.

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Training and Development HRM Dissertation topics

  • The impact of employee training and development on job satisfaction and performance.
  • An examination of the effectiveness of different training methods and their impact on employee retention.
  • A study of the relationship between employee training and development and organizational success.
  • An analysis of the cost-effectiveness of various training and development programs.
  • The role of e-learning in employee training and development.
  • A comparison of the effectiveness of on-the-job training and classroom training.
  • An investigation of the impact of leadership development programs on employee engagement and productivity.
  • A study of the effectiveness of mentoring programs in employee training and development.
  • An analysis of the effectiveness of employee onboarding programs in improving job performance and retention.
  • A comparison of the effectiveness of in-house training programs and external training programs on employee development.
  • The utilization of preparation and advancement as helpful devices for improving the presentation of the workers?
  • What aptitudes are required for the present tempestuous atmosphere?
  • Do preparing and improvement indeed sway the primary concern?
  • Who gives the preparation to prepare others?
  • Soft versus hard abilities.
  • Is preparing an answer all things considered?
  • Soft abilities, which needs them?
  • Where presently, post-fiasco endurance?
  • Establish the association between hierarchical learning and individual learning
  • An evaluation of authentic learning and information for the executives for supported hierarchical execution. Set up a contextual analysis alongside your paper.
  • Does an absence of learning and improvement assume a job in a representative’s choice to stop?
  • An investigation of the way toward learning and advancement of a human asset in the open segment in the UK
  • Describe how the impact of different preparing and learning-put together exercises concerning the profitability of the representatives.

Performance Management HRM Dissertation Topics

  • Is the execution of the board powerful enough to meet hierarchical objectives?
  • Can abilities be expanded through the execution of the board framework?
  • Do people have power over their prizes?
  • Reviewing and responding to results.
  • Is it conceivable to deal with each symbolic execution by executing the board methods?
  • Can wages be topped through the execution of the board?
  • Job fulfillment and execution examinations.
  • An examination of the effectiveness of performance management systems in improving employee performance.
  • A study of the relationship between employee motivation and performance management.
  • An analysis of the impact of performance appraisal on employee engagement and job satisfaction.
  • A comparison of the effectiveness of traditional performance management systems and modern performance management techniques.
  • An investigation of the role of goal setting in performance management and its impact on employee productivity.
  • A study of the effectiveness of 360-degree feedback in performance management.
  • An analysis of the impact of performance management on employee retention and turnover.
  • A comparison of the effectiveness of individual performance management and team performance management.
  • An examination of the role of performance management in talent management and succession planning.
  • A study of the impact of performance management on employee development and career advancement.

Appraisal HRM Dissertation Topics

  • Can subjectivity be evacuated?
  • Is it reasonable? The examination between same-level workers
  • Can I have a compensation rise?
  • Are Appraisals fair?
  • Are the 360-degree evaluations legitimate?
  • Public area examinations and the spinal compensation reward.
  • Investigating the viability of execution assessments from the viewpoint of representatives.

Motivation HRM Dissertation Topics

  • Does inspired workforce increment profitability?
  • HR and inspiration.
  • Behavioral rigidity.
  • Motivation versus complete prize.
  • Motivation and employment fulfillment.
  • Cross-association examination, who hits the nail on the head?

Organizational Culture HRM Dissertation Topics

  • The effect of hierarchical culture on the execution of progression arranging
  • The association between authoritative culture and the act of program assessment in human assistance associations
  • Elaborate on the impact that authoritative culture and structures have on information the board tries.
  • What is the effect of the six sigma philosophy on the authoritative culture?
  • Determining the effect of hierarchical culture on work fulfillment
  • The job of authoritative culture on representative commitment
  • Are our administration and hierarchical culture related? Legitimize your answers with legitimate proof.

Strategic HRM Management Dissertation Ideas

  • Elaborate on the significance of the critical human asset, the executives inside an association.
  • Present a point-by-point, knowledge of the association between business methodology and essential HRM.
  • Elucidate the relationship of vital HRM with a development attitude system.
  • Elaborate on the boundaries of crucial HRM with relevant models.
  • The job of vital HRM in changing the board
  • Elaborate on the upper hand of vital HRM.
  • Discuss the significance of maintenance and onboarding as a significant aspect of the essential HRM.

Risk Management HRM Dissertation Topics and Examples

  • The effect of quickly propelling data innovation on the mechanical risk the executives, with specific accentuation on the telecom business
  • Share essential bits of knowledge on the commitment of an HR director during the time spent hazard the executives.
  • The connection between hazard the executives and individuals on the board
  • Does human asset chance administration increment profitability?

Employee relations HRM Dissertation Topics

  • An accurate assessment of the effect of globalization on work relations arrangement.
  • Present an intensive examination of the components which straightforwardly impact a representative’s close-to-home choice to leave work.
  • The significance of computerized nearness is to improve worker relations.

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Human-Resource-Management-(HRM)-Dissertation-Topics

Human resource management (HRM) refers to the management of an organisation’s workforce. In this modern age, efficient HRM is vital for a business's success. Research in HRM provides an exciting opportunity for students and researchers to propose viable recommendations. Thus, the selection of human resource management dissertation topics is crucial for students.

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Human resource management is vital for any organisation to remain competitive and provide an innovative, efficient, and effective work environment. The term 'human resources' was coined in the 1960s when labour relations gained attention for theories of motivation and organisational behaviour. This field aims to make employees more loyal, motivated, and productive. By studying human resource management, you can become a key player in your next employment position and build on the Hawthorne Experiments that initiated the human resources management movement.

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HRM Dissertation Topics

Data-driven recruitment: ethical issues and opportunities for smes., the impact of pre-recruitment tests on employee perceptions of employers in the uk service sector., can remote recruitment address the challenges of hr professionals in the hospitality sector, digital skills acquisition: a study of learning challenges for uk retail smes., how can mobile and remote learning help businesses overcome workforce competence deficiencies, the potential of gamification as an organisational learning and development tool in british mnes., motivation techniques for crisis periods: the effectiveness of non-monetary reward in stimulating staff loyalty., the attractiveness of corporate wellness options (gym membership) as an intangible performance motivator., can social media exposure be an effective motivator evidence from london-based charities, perceived remuneration fairness: the use of intangible reward in public sector organisations., can perceived job importance influence job satisfaction levels among nhs nurses, the role of culture-specific traits in defining the attitudes towards intangible rewards., what is the impact of professional training opportunities on staff loyalty in british airways, team development training for smes: the significance of organisational climate for staff loyalty., the role of perceived loyalty antecedents for recruitment decisions: an sme owners’ perspective., the impact of workplace equipment and design on employee retention. a case of starbucks., the hidden costs of employee turnover: how do layoffs influence the productivity and loyalty of remaining staff members, supervision as a retention instrument. the role of transformational and transactional workplace leaders., how can remote work opportunities incentivise medical specialists to join the nhs, job satisfaction in the customer support sector: strategies to prevent employee burnout., office perks: can small business owners imitate the experience of industry leaders, flexible work vs. remote work: analysing the practices of investment banks., coronavirus and alternative work arrangements in the uk. the impact on the recruitment industry and labour market., the effect of flexible working options on employer attractiveness in the uk software development industry., remote training: opportunities for small business owners., can investment in employee training influence staff retention in service organisations, in-house vs. third-party training and development programmes: a survey of australian retail sector employees., do performance appraisals influence the perceptions of managerial fairness in creative smes, management by objectives and the transparency of productivity evaluations in the hospitality sector., soft skills and competencies measurement: performance appraisal challenges of scottish service organisations., how can employee self-appraisals influence unsupervised productivity of hotel staff, strategies for staff performance measurement: a comparison of uk public and private sector organisations., the impact of customer feedback on employee productivity appraisals in the service sector., customer value creation in saudi repair organisations: the problem of defining waste., lean supply chain management strategies of manufacturing smes after brexit., key threats of the ‘just-in-time’ approach in the residential construction industry., the impact of brexit on the shrm strategies of uk medical organisations., the challenges of ageing workforce in british smes’ adaptation to new labour market conditions., universalist approaches to shrm: how do best industry practices affect job satisfaction and workplace performance, the role of employee voice in the creation of a supportive workplace environment., the adhocracy culture concept: what are the benefits for organisations operating under regulatory uncertainty, the influence of employee feedback on the culture of small and medium-sized insurance organisations., managerial interventions and the effectiveness of diversity management in uk service organisations., can internal reporting fully replace society-level discussions the case of discrimination-related whistleblowing., generation gaps in the ageing workforce: a study of tesco’s diversity management strategies., the impact of performance remuneration on perceived fairness: evidence from it teams., the effect of job descriptions in recruitment ads on new talent acquisition., strategies of resolving a recruitment crisis in the shrinking labour market in the uk., can collective bargaining in the uk effectively resolve the problems of individuals from minority groups, the mcdonald’s uk case: how trade unions affect employment practices., unions as organisational stakeholders. achieving a balanced representation of workers’ interests in mnes., the effect of horizontal team communication on impostor syndrome prevention., how uk hospitality organisations mitigate workplace arguments., what are the key challenges of service sector organisations in measuring teamwork productivity, workplace conflicts as antecedents of staff turnover: evidence from the uk food sector., how can employee assertiveness influence workplace conflicts outcomes, the readiness of uk retail organisations for alternative dispute resolution methods., workplace adjustments availability in uk service organisations., how can occupational health practices contribute to job satisfaction in retail organisations, mental well-being in the workplace: obstacles to sustainable working environment in the nhs., looking for something specific use our free dissertation topics service to get 3 unique topics within 48 hours.

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Dissertation by Research Examples (MA and MSc)

Examples of previous dissertations on topics of hazard, risk and resilience. Many other options are possible to suit your interests.

Meteorological and climate change

  • The Emergent Nature of UK Heatwaves: Identifying the Predictors of Risk Perception and Adaptive Behaviours Using the Health Belief Model
  • An exploration into defining a heat-health season for Tokyo, Japan, using 15 years’ worth of daily climate and health data
  • An Assessment of the Impact of El Niño Southern Oscillation on health in the Pacific Island Countries
  • Hurricane Irma: Controls upon storm surge risk
  • An investigation into the climatic influences on the spatial distribution of precipitation across the Guiana Shield
  • Using satellite data to track tree mortality from drought events through analysis of canopy characteristics of beech forests
  • An Investigation into the Effects of Climate Change on Flooding and Potential Mitigation through Natural Flood Management in Pendle Catchment
  • Can sustainable urban drainage systems reduce flood risk
  • Flood risk modelling: A Sensitivity Analysis of St Blazey, Cornwall.
  • Spatial patterns of water routing and the connectivity of flood sources under projected climate change: implications for the management of future fluvial inundation risk in a north-west England (UK) river catchment
  • Relationships between a rainfall-runoff model parameters and physical catchment characteristics for flood estimation in ungauged sites
  • Urban Flood Risk Assessment: A Case Study of Edinburgh
  • Hydrological Modelling of the Seti Catchment and Vulnerability Analysis of Pokhara City, Nepal
  • Seismic Risk Assessment of Southern California: A Scenario Ensemble Model approach
  • A Seismic Risk Assessment of Nepal
  • Effect of Seismic Hazards on low-cost Mountain Roads
  • Seismic vulnerability research on school buildings in greater Chengdu
  • Ensemble Loss Modelling of Earthquakes in Java, Indonesia
  • Landslide and debris flow impact to mountain roads in Nepal; consequences of the 2015 Gorkha earthquake
  • Localising transient landslide rates
  • Hazard mapping shallow landslides on the Isle of Wight
  • Comparing Fuzzy Logic and the Factor of Safety to assess the Thirlmere-Helvellyn Landslides caused by Storm Desmond
  • Understanding Data Quality within Tsunami Risk Maps of Vancouver, Canada
  • Developing a windstorm map for La Reunion
  • An investigation into the synoptic climatology that leads to tornadoes in the UK
  • Climatic and Ecological Influences on Wildfire in the Great Basin: Understanding Risk and Predicting Future Change

Glacial-hazards

  • Glacial Lake Outburst Flood Scenarios, Tsho Rolpa Lake, Nepal
  • Hazard Assessment of Glacial Lake Outburst Floods in the Shughnon District, south-eastern Tajikistan
  • Glacial Lake Outburst Flood Hazard in the Tajik Pamir: An investigation of the Vanj Valley
  • A Regional Scale, GIS-Based Investigation of the Risk Posed by GLOFs in the Central Swiss Alps
  • An Assessment of the 2020 Chernobyl Power Plant Wildfire: Its Impacts and Predictability'
  • A Critical Analysis of the Controversy Surrounding Subsidence Rates and the Implications on Coastal Policy in the Mississippi Delta

Fracking & Fossil Fuels

  • An Environmental Risk Analysis of Hydraulic Fracturing
  • Understanding the Risks associated with Oil and Gas exploration on the Environment: a case of the Albertine Graben, Uganda
  • Modelling The Temporal and Spatial Variability of PM2.5 Pollution Risk in Xi’an, China
  • A study of phosphorus flow and climate change using HBV-light
  • Can global physiochemical data of volcanic ash be used to predict the characteristics of ash for future eruptions for respiratory health hazard assessment?
  • Tropical Moist Deciduous Forest Cover Change in Bangladesh from 1974 to 2020: A Remote Sensing Approach
  • Coastal Cliff Retreat Hazard Assessment in Norfolk - Spatial & Temporal Analysis Centred on the Extreme Winter Season of 2013-14
  • Simulating Soil Erosion in Small-scale Watershed of Loess Plateau of China based on WEPP Model
  • Exploring the Extension of Previous Shoreline Analysis Methods to Atoll Islands

Land-cover change

Multi-hazards

  • Plugs and Floods: Assessing the Potential Hazard and Exposure of Coseismic Landslide Dam Outburst Floods in the Sindhupalchok District, Nepal
  • The Fukushima Daiichi nuclear power plant: Sea wall cost benefit analysis based on Earthquake/Tsunami recurrence intervals and sea level projections up to 2100

Vulnerability and Resilience

  • Kashmir Earthquake- 2005: Private Housing Reconstruction in District Muzaffarabad, Azad Jammu and Kashmir, Pakistan – A study of Owner Driven Approach
  • Flood Risk and Resilience in the Greater Manchester area - A study of the impact on the elderly population
  • An investigation into the impact of the equal vulnerability assumption
  • The Roles of Indonesian NGOs in Building Community Resilience to Terrorism in Indonesia from 2012 to 2014
  • Practical and innovative research for Community Flood Disaster Resilience Indicator System. A case Study of Walker, Newcastle
  • Has the GPS-Tracking of Reindeer Enhanced the Resilience of Reindeer Husbandry in Northern Sweden?

Early warning systems

  • Optimization of flood early warning system based on 2D Hydraulic Modelling—a case study of Morpeth, Northumberland
  • Instrumenting Indigenous Knowledge: Low Cost Landslide Early Warning Systems in Nepal
  • Increasing Flood Resilience in Pakistan: Strengthening Early Warning Systems in Muzaffargarh Punjab

Disaster Risk Management and Mitigation

  • A Game Theoretic Approach to Disaster Risk Management
  • Functionality of Open Spaces for Post-Earthquake Humanitarian Relief Activities in Kathmandu Valley, Nepal
  • Children’s Roles in Disaster Risk Reduction in the UK
  • Colliding fields of risk: future based approaches to the intersection of disaster and disease
  • Build Back Better: A Case-study of Reconstruction in Education Sector in Pakistan Administered Kashmir after the 2005 Kashmir Earthquake
  • Risk and Resilience, and disaster risk management
  • The Roles of District Government in Building Community Preparedness to Natural Disaster
  • A gender perspective of the 2008 Wenchuan earthquake disaster relief work and recommendations for future disaster management in China
  • Putting the Sendai Framework to Work: Building Resilience Against Fire Hazards in Sinai Slums - Kenya Through Disaster Risk Reduction

General Risk Management

  • Sea-Level Rise Related Risks in the United States and United Kingdom: An examination of the risk management process
  • Evaluation of current practice to improve catchment and water management: The Case of Stung Pursat Catchment, Pursat Province, Cambodia
  • Evaluating Exogenous Forces in Climate Change Adaptation: A Case Study of Bandar Lampung, Indonesia
  • Communications, Resilience and Disasters: A Case Study of Peru
  • What Makes an Earthquake Interesting? An investigation into the controls on public attention towards earthquake events
  • The Role of the Environment Agency’s Flood Hazard Maps in Flood Risk Communication
  • Roles of Risk Communication in Risk Perception: A Case Study of the 2017 A/H7N9 Avian Influenza Outbreak in Human in China
  • See it. Say it. Sorted.': The role of public vigilance campaigns in communicating risk and enacting responsibilisation
  • Analysis of the change in the communication of risk within the media after a high impact natural event

Risk Communication

Risk Perception

  • Secure the future from environment in urban city— study the risk perception in NCL city
  • Humanitarian Workers' Experiences and Perceptions of Risk and Resilience
  • Rethinking Flood Risk Perception and Communication, Lessons from Storm Desmond
  • Perceptions of Risk Behaviour: Evaluating the links between Race and Risky Individuals in the American Education System

Participatory Research Methods

  • A combined approach to assessing flood risk through quantitative, qualitative and participatory research methods: a case study of the Congresbury Yeo
  • The Value of Physical Demonstration on Enhancing Earthquake Knowledge at Community Level in Nepal

Socio-economic

  • Socio-Ecological Risks Associated With Oil and Gas Exploration, Drilling and Extraction in Albertine Region- Uganda
  • Food vs. Fuel The Risks of Competing for Land Use
  • An examination of the effects of Hurricane Katrina on the socioeconomic interactions of the New Orleans Metro Statistical Area
  • Risk, Security and Profit: The case of ENI's Oil Business Operations in Nigeria
  • Analysis of the Socio-Economic Consequences of Storm Surge Inundation on the Wirral Peninsula
  • Assessing the financial feasibility of flood risk reduction strategies for Appleby-in-Westmorland, Cumbria
  • Understanding the Relationship between Water Security and Poverty: The Case of Urban Slums in Dhaka, Bangladesh  
  • From Risk to Opportunity: Climate Change and Flood Policy in Bangladesh
  • An investigation into attitudes towards muslims in Britain

Geo-political

  • Risk Imaginaries of War from the Cold War Nuclear Threat to the War
  • A critical perspective on the use of foreign military assets in international disaster relief
  • An analysis of immigration discourse in British Parliamentary Debate
  • The Political Ecology of Highland Conflict: A Contextual Investigation into the Interrelationships between Scottish Grouse Moors, Peatlands and Climate Change
  • Risk and the War on Terror: Securing Civil Aviation after 9/11
  • Analysing the Risk of State Failure in Tajikistan: A Study of Economic, Political, and Religious Factors
  • China-Kazakhstan Transboundary Water Governance Under the Framework of the Belt and Road Initiative: A case study of Horgos River
  • The visualisation and analysis of maritime boundary delimitation from geographical and social perspectives
  • Risk, Response and Responsibility: Civil Enrolment in World War Two and the 21st Century
  • The future of the minority group in Hong Kong and resilience of the next generation
  • Race and Security in Policing Risk Assessment Policies in England
  • The Liberal Government of Fire on the London Underground through Risk and Uncertainty
  • Uncertainty & Governance: An Analysis of the Global Risk Dashboard
  • Risk & Activism in City Plaz
  • Engineering and Anticipating Risk: Comparing the Impact of Machine Learning Algorithms and Big Data in Political Campaigns and Security Practices
  • Creating the future: the impact of machine learning and data mining on risk and uncertainty
  • Business Consulting and Big Data Analytics: A New Variant of Risk?
  • More Than Face Value: An Exploration into the Emerging Use of Facial Recognition Technology Across the UK
  • Rethinking Risk and Resilience through the Smart Grid - How the introduction of the ‘Smart Grid’ changes the approached to (critical) infrastructural and security
  • Opportunities and risks of a new digital world: Is the smart grid an infrastructure of the Anthropocene?
  • Governing the Cyborg: Social Media Data and the August Riots

Digital risks

Insurance and capital

  • Donations from the economy to natural disasters (2006-2011)
  • Governing people’s behaviours: A case study of garbage clinical insurance in Malang, Indonesia
  • Safety in Numbers: An Evaluation of Regional Risk Pooling in the Caribbean
  • Selling Sustainability: a Critical Evaluation of the Role of Sustainability & Climate Change Consultants in Developing a Business Case to Go Green. A PWC Study
  • The Financialization of Climate Change Security
  • Disasters and their Relationship with the Insurance Cycle
  • Social Vulnerability to Flood Risk in the Fenland Basin: Refining the Approach to Index Construction
  • Insurance and business
  • Explore the impacts of the Flood Insurance Reform on Housing Market across the Vulnerable Communities
  • Insurance – A Technology of Power? A Critical Analysis of Climate Risk Insurance in the Context of the Developing World
  • The Insurance Industry: Governing through Data
  • The relationship between state and insurance industry: a comparison of UK and China's flood insurance systems
  • Bridging the Urban/Rural Divide: Investigating the Role of Social Capital in Trinidad and Tobago - A Case Study of two areas
  • The Social and Political Implications of the Securitisation of Europe in Reaction to the Migrant Crisis: An Investigation
  • Lockdown London? Reviewing the Security, Surveillance Practices, and Legacies of the London 2012 Olympic Games
  • Safe Enough to Shop: The Commercialisation of Airport Border Security
  • A Neo Liberal Approach to Security? Micro and Macro Politics of Kidnap and Ransom Insurance
  • Proportionality in the UK legislative response to terrorism 2001-2005: Rule of Law v ‘Rule of Risk’
  • Counter Terrorism Risk Governance: Forecasting Unkniwns Through Online Social Network Analysis
  • Securitisation Theory and Migration: The response of FRONTEX to the migrant crisis
  • The Construction of Risk in Britain's EU Referendum
  • The No-Fly List: an apparatus of disciminatory punishments masquarading as an 'inconvenience'
  • Factors Influencing Individuals Risk Preparedness: A Case Study of flash flood Management in Sultanate of Oman
  • Building Climate Change Resilience: The engagement of communities in the French Alps with the building of climate change resilience in alpine tourism
  • The London Urban Heat Island: Investigations of the Relationship between Urban Heat and Mortality
  • Flood Risks and Children with Disabilities in the United Kingdom: Insights from York
  • Visual Impairment in England: An Analysis of Socioeconomic Risk Inequalities
  • Analysis on potential influencing factors of sex difference in childhood obesity in Guangdong Province, China
  • Ecological Niche Model for Phlebotomus orientalis (Diptera: Psychodidae) under climate change scenarios: Risk Map for Visceral Leishmaniasis in Sudan
  • Health Inequalities among Residents with Different Household Registration Status in Wuhan,China and the Impacts of Hukou Institution upon it
  • Socio-economic factors affecting the knowledge, awareness and risk of snake bite in India taking the case study of Jasdan Taluka
  • Understanding of Temporal and Spatial Variability of PM2.5 pollution and health risk in Tianjin, China
  • Child Marriage in Nepal: Risks and Consequences on Reproductive Health of Women
  • Lived experiences of the healthcare workers sustaining needle stick injuries in the hospital setting in Palpa, Nepal
  • Socio-economic risk imbalance for the Deaf community in England
  • Maternal and Child Health Services in Nepal: Analysis of Absolute and Relative Inequalities and Impacts of Current Efforts to Address Disparities
  • Risk factors associated with hospitalization due to diarrhoeal disease in children aged 2-59 months at Indira Gandhi Institute of Child Health, Kabul, Afghanistan

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  1. 100s of Free HRM Dissertation Topics and Titles

    Topic 3:An examination of knowledge management and organisational learning for sustained firm performance. A case study of British Telecom. Topic 4:Investigating learning and development of human resources in the public sector in the UK. Topic 32:The importance of HR learning and development activities for SMEs.

  2. Masters dissertations

    MSc Human Resource Management and Consulting. Exploring the Impact of Sociocultural Norms on Female Employees in the Private Sector in Jordan. Roua Alsarabi, 2023. A study exploring the use of social media as a recruitment and selection tool by Indian startups and small businesses. Li-Yang Liu, 2023.

  3. (PDF) THE IMPACT OF HUMAN RESOURCE MANAGEMENT ON ...

    In a awareness economy, one of the prime concerns in. organizations is the regeneration and development of scarce r esources to improve. capability. An individual's awareness has become one of ...

  4. PDF The Role and Impact of Human Resource Management

    Figure 1. Model of the mediation design: HRM practices affect work engagement indirectly through relational psychological contracts. The present study contributes theoretically to research on HRM (Jiang et al., 2012) by examining HRM practices with work engagement as an outcome. Despite the high likelihood

  5. Dissertation examples

    Dissertation examples. Listed below are some of the best examples of research projects and dissertations from undergraduate and taught postgraduate students at the University of Leeds We have not been able to gather examples from all schools. The module requirements for research projects may have changed since these examples were written.

  6. PDF Master Thesis in Strategic Human Resource Management and Labour Relations

    Abstract Problematization: Previous studies have mainly focused on the long-term effects of youth unemployment and the effects of labour market programmes (hereby referred to as LMP) as well as comparisons between different types of LMPs, predominantly on

  7. Human Resource Management (HRM)

    Our MSc HRM Masters provides unique insights into this new area of Human Resource Management. HRM benefits employers and employees, as well as creating wider social benefits including lower unemployment, inclusion for marginalised people, reduced demand for out-of-work and in-work benefits while reducing healthcare burdens due to work-related illness and disability.

  8. Human Resource Dissertation Topics: 30+ Examples You Can Use

    If performance management in human resource is something that interests you, here are some topics worth exploring: Analyzing the effectiveness of call center performance management systems. Examining how performance management systems may be unproductive. Analyze the efficiency of remote team performance management systems during the COVID-19 ...

  9. MSC HRM Dissertation Examples

    Msc Hrm Dissertation Examples - Free download as PDF File (.pdf), Text File (.txt) or read online for free. Scribd is the world's largest social reading and publishing site.

  10. Human Resource Management company sponsored dissertation

    The MSc Human Resource Management (HRM) Project is an opportunity to engage with students specialising in HRM on a piece of research and analysis carried out between May and August. Alongside the academic dissertation, the main output of the project is an executive summary and/or presentation to the client.

  11. Dissertation for Human Resource Management

    Module learning outcomes. Successful completion of the dissertation will demonstrate that students are able to. 1. Undertake a significant enquiry into a HRM issue. 2. Critically analyse significant bodies of literature in the relevant topic area. 3. Apply knowledge of research skills. 4.

  12. Dissertation of MSc. Human Resource Management (2016-17)

    Preprint PDF Available. Dissertation of MSc. Human Resource Management (2016-17) April 2019. Authors: Cunqiang Shi. Bangor University. Preprints and early-stage research may not have been peer ...

  13. Human Resources Dissertation Topics for FREE

    Intrinsic vs Extrinsic Rewards HRM Dissertation Topics. According to common sense, pay is the primary motivator for employees; pay is referred to as an 'extrinsic' reward. However, there is a lot of research to suggest that 'intrinsic factors' motivate employees, too (e.g., flexible working, respect, autonomy, a good relationship with ...

  14. International Human Resource Management MSc

    The International Human Resource Management MSc examines contemporary issues and best practice in human resource management. It adopts an international focus to reflect the diversity of our students and the global nature of current HR challenges. You will learn about the crucial role of HR professionals in helping organisations develop and ...

  15. Best HRM Dissertation Topics For University Students

    The following is a list of HRM dissertation topics that have been written by successful HRM graduates and are used by HRM professionals. Strategic Role of Human Resource Management Policies and Practices in Organizational Change. The Relationship between Employee Benefits and Employee Satisfaction at Google.

  16. MSc Human Resource Management

    The MSc HRM programme is distinctive in providing critical understanding of people management and the employment relationship in a 'big picture' national and global comparative context. Birmingham Business School is home to one of the strongest research-led teaching groups of HRM, employment relations and organisation studies academics in ...

  17. 201 Best HRM Dissertation Topics and Research Ideas 2024

    Strategic HRM Management Dissertation Ideas. Elaborate on the significance of the critical human asset, the executives inside an association. Present a point-by-point, knowledge of the association between business methodology and essential HRM. Elucidate the relationship of vital HRM with a development attitude system.

  18. Human Resource / HRM Dissertation Topics

    Research Aim: This HRM dissertation aims to explore the integration and impact of AI-powered tools in the field of Human Resource Management (HRM), specifically focusing on how these tools streamline and automate tasks traditionally performed by human managers. The research will investigate the efficiency gains, resource optimization, and potential challenges associated with the adoption of AI ...

  19. Prize-Winning Thesis and Dissertation Examples

    Prize-Winning Thesis and Dissertation Examples. Published on September 9, 2022 by Tegan George.Revised on July 18, 2023. It can be difficult to know where to start when writing your thesis or dissertation.One way to come up with some ideas or maybe even combat writer's block is to check out previous work done by other students on a similar thesis or dissertation topic to yours.

  20. PDF Guide to Writing MSc Dissertations

    1.2 The dissertation Solving the problems of the MSc project is only the first half of the work. The results of the investigation are reported in the MSc dissertation. In writing a dissertation you no longer just reproduce, you produce. It is the product that counts, not the effort.

  21. Dissertation handbook for taught Masters programmes 2023/24

    2.2. Dissertation topic allocation and supervision arrangements There are some variations in dissertation topic allocation process and supervision arrangements across different divisions and programmes. However, in all cases, AMBS ensures that the dissertation topic allocation process is robust and consistent, and that each

  22. Free HRM Dissertation Topic Samples

    Strategic human resource management (sHRM) Organisational culture. Diversity management. Talent management. Trade unions. Teamwork. Conflict management. Occupational health. A wide range of Human Resources Management (HRM) dissertation topics: Selection & recruitment, Employee motivation, Organisational learning and others.

  23. Dissertation Examples

    Dissertation by Research Examples (MA and MSc) Examples of previous dissertations on topics of hazard, risk and resilience. Many other options are possible to suit your interests. Meteorological and climate change. The Emergent Nature of UK Heatwaves: Identifying the Predictors of Risk Perception and Adaptive Behaviours Using the Health Belief ...