From alignment to integration: A systems-based curriculum governance framework for human resource management graduate employability in South Africa

Abstract

Orientation: Persistent misalignment between university curricula and labour market expectations constrains the employability of human resource management (HRM) graduates in South Africa. These challenges are further intensified by rapid technological change and evolving professional standards associated with the Fourth Industrial Revolution (4IR) demands, necessitating systemic curriculum reform.
Research purpose: This study aimed to develop and operationalise an integrated, evidence-informed curriculum development framework to strengthen HRM graduate competence by aligning stakeholder expectations, professional standards and curriculum processes within a systems perspective.
Motivation for the study: Although curriculum models and HRM competence frameworks are well established, there is a lack of empirically grounded, integrated approaches that connect competence architecture, pedagogy, assessment, stakeholder engagement and governance within a unified framework.
Research approach/design and method: A qualitative design grounded in a constructivist paradigm was employed. Data were generated through a thematic literature review (2013–2024) and semi-structured interviews with 14 HRM academics from a selected university and three representatives of the South African Board for People Practices. Thematic analysis guided data interpretation and informed framework development.
Main findings: The study empirically validates three interdependent competence domains – technical-digital, strategic-cognitive and relational-ethical – and demonstrates that curriculum misalignment is systemic rather than content-specific.
Practical/managerial implications: The resulting Integrated Curriculum Development Framework, together with a prototype curriculum scorecard and accreditation rubric, provides empirically derived and traceable governance tools.
Contribution/value-add: The study advances a systems-oriented curriculum governance framework for HRM education and offers a systems-based framework supported by empirical findings and prototype instruments requiring further validation.