Component Theories for Human Resource Development in China: A Proposition

Autor/inn/en	Schmidtke, Carsten; Chen, Peng
Titel	Component Theories for Human Resource Development in China: A Proposition
Quelle	In: International Journal of Adult Vocational Education and Technology, 7 (2016) 4, S.35-53, Artikel 3 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-8607
DOI	10.4018/IJAVET.2016100103
Schlagwörter	Human Resources; Labor Force Development; Foreign Countries; Theories; Guidelines; Economic Development; Cultural Context; Sociology; Psychology; Job Performance; Employees; Talent; Knowledge Management; Human Capital; Social Theories; Social Capital; Career Development; Transformative Learning; Learning Theories; China + Suchen Sie Ihr Suchwort? Humankapital; Arbeitskräftebestand; Ausland; Theory; Theorie; Richtlinien; Wirtschaftsentwicklung; Soziologie; Psychologie; Work performance; Arbeitsleistung; Employee; Arbeitnehmer; Beschäftigter; Begabung; Hochbegabung; Wissensmanagement; Gesellschaftstheorie; Sozialkapital; Berufsentwicklung; Pädagogische Transformation; Learning theory; Lerntheorie
Abstract	Chinese scholars have not yet achieved consensus on the specific theories that should be part of a Chinese HRD theory base. A review of the Chinese HRD literature has identified four theory domains frequently mentioned as a possible foundation for the discipline: management, economics, sociology, and psychology/learning. Considering Swanson and Holton's (2009) argument that theory is important for any emergent discipline, the purpose of this paper is to help ignite the discussion on a theoretical foundation by going beyond the level of domains and proposing an initial core of theories for HRD in China. The proposed theories were chosen because of their fit with the four theory domains, with Deng Xiaoping's guidelines for the development of the Chinese economy and its human resources, and with the Chinese cultural context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01