Background and Purpose: Talent development within the context of workplace curriculum is recognized as an emerging approach to enhancing human capital and can play a key role in organizational improvement. However, the absence of a coherent theoretical framework capable of explaining the theoretical, philosophical, and practical dimensions of this concept within workplace curriculum has resulted in fragmentation in research and practice. This study aims to address this gap by proposing a theoretical framework for a talent development model specific to workplace curriculum.
Methodology: This study employed a qualitative approach. In the initial phase, the literature related to workplace curriculum and talent development was reviewed. Subsequently, semi-structured interviews were conducted with 14 experts in workplace curriculum. Data derived from documentary sources and interviews were analyzed through thematic analysis and systematic coding.
Findings: The analysis led to the identification of eight assumptions as core beliefs underlying talent development within the workplace curriculum. In addition, human capital theory emerged as the main theoretical foundation for talent development. At the philosophical level, a justice-oriented self-actualization perspective was highlighted as the dominant humanistic orientation of the workplace curriculum.
Conclusion: By presenting an integrative theoretical framework grounded in human capital theory and a justice-oriented self-actualization philosophy, this study offers a conceptual model for talent development within the workplace curriculum. The proposed model emphasizes continuous learning, justice, equal opportunities for growth, and the enhancement of human and organizational capacity. This framework can provide a foundation for researchers to design effective, human-centered workplace curricula within organizational settings globally.