This paper explores the implications for learning design in HRM education in the 21st century. An open systems perspective is used to argue the importance of establishing productive relationships between academia, professional associations, regulators and industry (resource inputs) to support the creation of optimal learning environments (the transformation process) to generate work-ready HR graduates (the product output). A comparison of Australian and Chinese curricula indicates similarities in terms of approximate programme weightings of general business units, core HRM, and elective units. It is recommended that curriculum design take into account the need to remain research-based academically, yet industry-focused, in the context of an international workplace. A key to this is the collaboration among the resource inputs. The curriculum formulation process is examined, with implications for 21st century HRM education design.