INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,  
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)  
ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue XI, November 2025  
E-HRM Practices in Open Universities: A Digital Framework for  
Skill-Based Education  
Dr. Madhuri B. Kharjul  
Assistant Professor, School of Vocational Education and Skill Development, Yashwantrao Chavan  
Maharashtra Open University, Nashik  
DOI : https://doi.org/10.51583/IJLTEMAS.2025.1411000073  
Received: 27 November 2025; Accepted: 03 December 2025; Published: 11 December 2025  
ABSTRACT  
Electronic Human Resource Management (E-HRM) plays a crucial role in enhancing operational efficiency,  
decision-making and coordination within higher education institutions. Open universities, especially those  
offering skill-based programs, face challenges due to decentralized operations, geographically dispersed staff  
and varied administrative processes. This study presents a conceptual digital E-HRM framework for such  
institutions using secondary data, integrating student assessment (theory, practical, viva), course content delivery  
and evaluation processes. The framework draws on E-HRM typologies, technology acceptance concepts and  
insights from higher education practices and Indian skill development policies. Findings indicate that combining  
operational, relational and transformational E-HRM approaches with a structured skill-based course roadmap  
improves administrative efficiency, faculty management and program delivery quality. The framework also  
addresses digital readiness, process fragmentation and user adoption challenges, offering a strategic guide for  
implementing digital HR systems in open universities. The study provides a systematic approach to enhancing  
HR effectiveness in skill-based education and informs future empirical research.  
Keywords: E-HRM, open universities, digital HR, skill-based education, technology acceptance, Indian higher  
education  
INTRODUCTION  
Open universities play a vital role in delivering accessible education, including skill-based and vocational  
programs, to a diverse learner population. Unlike conventional universities, Open Universities operate multiple  
centers, engage numerous academic counsellors and trainers and require extensive administrative coordination.  
Managing human resources in such decentralized environments poses significant challenges, including  
inconsistent processes, limited oversight and difficulty in tracking trainer performance and learner outcomes.  
Electronic Human Resource Management (E-HRM) offers a promising solution by integrating information  
technologies with HR processes to improve administrative efficiency, communication and strategic HR  
capabilities. Furthermore, technology adoption principles emphasize that user perception specifically perceived  
usefulness and ease of use directly impacts the adoption of E-HRM systems.  
This study aims to develop a digital E-HRM framework tailored to open universities offering skill-based  
programs, based on secondary research from global and Indian higher education contexts. It explores the  
benefits, challenges and strategic implications of E-HRM adoption, providing a foundation for future empirical  
studies.  
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INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,  
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)  
ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue XI, November 2025  
Related Work  
Reference  
E-HRM  
Theory / Concept  
Application / Relevance to Study  
Dimension  
Bondarouk &  
Ruël (2009)  
Operational  
E-HRM Typology  
Provides a classification of E-HRM practices  
into operational, relational, and  
transformational, guiding the framework for  
adoption in universities.  
Davis (1989)  
– TAM  
Operational  
Relational  
Technology  
Acceptance Model  
Explains employees’ acceptance of E-HRM  
systems based on perceived usefulness and ease  
of use, useful for evaluating adoption readiness.  
Strohmeier  
(2007)  
HRM Process  
Integration  
Highlights how E-HRM facilitates  
communication and collaboration between HR  
and employees, improving relational HR  
practices.  
Marler &  
Parry (2016)  
Transformational  
Strategic HR  
Alignment  
Shows how E-HRM contributes to strategic  
HRM by enabling HR to influence  
organizational transformation and performance.  
Kavanagh et  
al. (2015)  
Operational &  
Relational  
E-HRM  
Implementation  
Model  
Offers practical insights into operational  
efficiency and relational benefits of E-HRM  
adoption in higher education contexts.  
Parry & Tyson Transformational  
(2011)  
Digital HRM  
Innovation  
Explains how E-HRM can transform HR from  
administrative focus to strategic business  
partner, applicable to universities undergoing  
digital transformation.  
Al-Hakim &  
Hassan (2013)  
Operational  
IT-enabled HR  
Processes  
Examines automation of HR processes like  
recruitment, payroll, and training, aligning with  
operational dimension of E-HRM.  
Research Methodology and Data Collection  
This study adopts a descriptive and exploratory research design based on secondary data. It examines E-HRM  
adoption in open universities and its role in managing skill-based courses through analysis of existing literature,  
university reports, and documents.  
Data were collected through review of course design and delivery practices in open universities and discussions  
with senior faculty and administrators. Insights were drawn from literature, official reports and expert opinions  
to analyze E-HRM practices and skill-based course management.  
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INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,  
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)  
ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue XI, November 2025  
Conceptual Framework  
Figure 1. Conceptual Framework of Digital E-HRM for Open Universities  
Digital  
Recruitme  
nt  
E-HRM in  
Open  
Universitie  
s
Attendanc  
e and  
Woekload  
tracking  
Digital  
Credentiali  
ng  
Performan  
ce  
Appraisal  
Components:  
1. Operational E-HRM: Automates administrative tasks such as attendance, payroll, leave management and  
assignment of academic counsellors.  
2. Relational E-HRM: Facilitates communication and coordination through digital portals, dashboards and  
reporting systems.  
3. Transformational/Strategic E-HRM: Provides analytics for workforce planning, competency mapping,  
skill-gap analysis and digital credentialing.  
4. User Acceptance Mechanisms: Ensures system usability and adoption.  
5. Policy and Compliance Alignment: Integrates national competency-based education and skill development  
guidelines.  
Figure 2. Process Flow of Skill-Course Lifecycle under E-HRM  
Stage  
Description / Activities  
Designing curriculum, defining learning outcomes, theory and practical content,  
skill assessments. Approval by academic board/committee.  
1. Course Design &  
Approval  
Notification to prospective students via online portal, study centres, and social  
media. Student registration and enrollment.  
2. Course  
Announcement &  
Enrollment  
E-HRM system verifies eligibility (prior qualifications, work experience if  
required), sets up student profiles.  
3. Eligibility  
Verification & Profile  
Setup  
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INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,  
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)  
ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue XI, November 2025  
Introducing course objectives, methodology, LMS, assessment structure, and  
resources.  
4. Orientation /  
Induction  
Conducting sessions (offline/online/blended), practical demonstrations, skill  
labs, interactive workshops, digital learning modules.  
5. Training / Learning  
Delivery  
Formative assessments, quizzes, assignments, practical tasks. E-HRM tracks  
attendance, progress, and competency development.  
6. Continuous  
Assessment &  
Monitoring  
- Theory: Students submit PDFs, written content, or objective questions online.  
- Practical: Students upload video evidence of performing the practical skills. -  
Viva/Oral: Evaluators conduct viva via LMS or video call.  
7. Student Assessment  
(Theory, Practical,  
Viva)  
Evaluators review uploaded theory documents, practical videos, and viva  
responses. Marks and competency are recorded in E-HRM.  
8. Evaluation &  
Verification  
Verified assessment records (theory, practical, viva) are available for employers  
for recruitment or background checks.  
9. Employer-Accessible  
Skill Records  
Consolidating scores, calculating grades/competency levels, declaring results  
through E-HRM/LMS, issuing digital certificates.  
10. Result Compilation  
& Declaration  
Generating skill-based certificates, updating learner skill profile in E-HRM for  
future employability and reporting.  
11. Certification & Skill  
Profile Update  
Gathering learner feedback for course improvement, reporting to administration,  
data stored in E-HRM for analytics.  
12. Post-Course  
Feedback & Reporting  
Table 1. Traditional HR vs Digital E-HRM Comparison  
Feature Traditional HR Digital E-HRM  
Record Keeping Manual, decentralized Centralized, digital  
Monitoring  
Communication Slow, hierarchical  
Strategic Focus Minimal  
Limited visibility  
Real-time dashboards  
Instant, collaborative  
Enhanced analytics & decision support  
Traditional HR relies on manual record keeping, limited monitoring, slow hierarchical communication, and  
focuses mainly on administrative tasks. In contrast, Digital E-HRM centralizes data, provides real-time  
dashboards, enables instant collaborative communication, and supports strategic decision-making through  
analytics, transforming HR into a more efficient and value-adding function.  
Table 2. Key Components and Functions of Proposed Framework  
Component  
Function  
Expected Benefit  
Recruitment  
Digital onboarding  
Faster hiring & tracking  
LMS Integration  
Assignments & scheduling Efficient course delivery  
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INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,  
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Attendance Tracking  
Performance Appraisal Digital evaluation  
Credentialing Digital certificates  
Auto logs for staff  
Reduced manual errors  
Transparent & data-driven  
Verified skills & compliance  
The proposed framework integrates key HR and learning functions digitally. Recruitment and onboarding enable  
faster hiring and tracking, while LMS integration and attendance tracking streamline course delivery and reduce  
manual errors. Performance appraisal is digital and data-driven, ensuring transparency, and credentialing  
provides verified digital certificates, enhancing skill validation and compliance.  
Table 3. Challenges and Mitigation  
Challenge  
Mitigation  
Digital literacy  
Infrastructure gaps  
Resistance to change  
Training programs, user manuals  
Phased implementation, IT support  
Awareness campaigns, leadership support  
Fragmented processes Standardized workflows, centralized monitoring  
The framework faces challenges such as low digital literacy, infrastructure gaps, resistance to change, and  
fragmented processes. These are mitigated through targeted training and user manuals, phased implementation  
with IT support, awareness campaigns backed by leadership, and standardized workflows with centralized  
monitoring to ensure smooth adoption and efficiency.  
DISCUSSION  
Secondary literature indicates that adopting Electronic Human Resource Management (E-HRM) in higher  
education institutions can significantly enhance administrative efficiency, improve data accuracy and streamline  
[1, 2, 3, 5, 6].  
HR service delivery  
In the context of open universities offering skill-based programs, a digitally  
implemented E-HRM framework supports effective scheduling and tracking of course delivery, facilitates  
[6,  
systematic monitoring of theory, practical and viva assessments and enables timely feedback and evaluation  
11, 12]. This integration allows HR functions to shift from routine administrative tasks toward strategic roles,  
including planning competency-based curricula, aligning programs with national skill development policies, and  
ensuring quality control in course offerings [4, 7, 8]. Nevertheless, challenges such as limited digital infrastructure,  
fragmented processes, low digital literacy among staff and resistance to change remain prevalent, particularly in  
[2, 9, 10, 13].  
decentralized and geographically dispersed institutions  
By combining E-HRM practices with a  
structured skill-based course roadmap, these challenges can be mitigated, providing a strategic pathway for open  
universities to enhance operational efficiency, program quality and HR effectiveness [6, 11, 14, 15].  
CONCLUSION  
The study demonstrates that a structured digital E-HRM framework can significantly enhance the management  
of skill-based programs in open universities. By integrating operational, relational and transformational  
practices, the framework supports efficient administration of course delivery, theory and practical assessments,  
and viva evaluations, while ensuring faculty and trainer management is streamlined across decentralized and  
geographically dispersed settings. The alignment of E-HRM with the skill-based course roadmap provides a  
strategic approach for improving the quality and consistency of program delivery, addressing challenges such as  
digital readiness, process fragmentation, and user adoption. Moreover, the framework offers a roadmap for future  
implementation of digital HR systems, enhancing transparency and accountability in skill-based education.  
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INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,  
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)  
ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue XI, November 2025  
Overall, the study provides a systematic approach to strengthening HR effectiveness in open universities and  
offers directions for further empirical research to validate and expand these findings.  
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