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The second edition of Qualitative Research is a one-stop resource for all those approaching qualitative research for the first time, as well as those revisiting core concepts and issues. It presents a comprehensive overview of this rapidly developing field of inquiry, cleverly combined with practical, hands-on advice on how to conduct a successful qualitative study. Written in an engaging and accessible style, this new edition includes updates such as further readings and case studies to help researchers to recognize developments in the field. Further updates include how to use social media in ethical and responsible ways, working with participants at a distance and the pros and cons of analyzing data online. The authors break through difficult terminology to guide readers through the choices they will face during research design, implementation, and publication. Each chapter is brought to life by relevant, real-life examples from expert researchers around the globe. Divided into seven sections, this unique text covers: • Considering perspectives • Acknowledging a position • Framing the study • Choosing a research approach • Collecting data • Working with data and findings • Writing about the research This book is enhanced with the addition of online Instructor and Student Resources including videos, diagrams, an instructor manual, PowerPoint slides and links to further resources. These can be found at: routledgelearning.com/qualitativeresearch. This new edition is an indispensable companion and makes for ideal reading for all those involved in qualitative research worldwide. © 2025 Maggi Savin-Baden and Claire Howell Major.

Student employability is a significant focus for universities, industry and national governments. Work-integrated learning (WIL) represents an authentic educational approach that bridges theoretical knowledge with practical experience. It has been widely used as an effective and efficient measure to enhance graduates’ employability. Nonetheless, empirical evidence shows that few students enrol in this type of course when it is not part of the required curriculum. This study investigated 29 WIL courses at Griffith University (Australia) to gain deeper insights into this issue. The objective was to identify trends and gaps across disciplines, understand WIL’s structural elements, such as WIL types, learning outcomes, and graduate attributes, and gather feedback from key stakeholders, including course convenors, industry partners, and students. The findings demonstrate that while there is no doubt about the positive impact of WIL on employability, there is a pressing need to foster a genuine WIL culture and refine certain aspects of the current WIL framework. These steps are crucial to facilitate, enhance, and promote more meaningful WIL experiences in the future. © 2025 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

Neurodiverse learners (ND) have a unique perspective on Generative Artificial Intelligence (Gen AI). Because they often face challenges in traditional educational settings, they are among the first to adopt new technologies and are eager to see how Gen AI can improve their learning experience. ND learners may struggle with sensory overload, social interactions, and executive functioning. Gen AI can help address these challenges by providing personalised learning experiences by modifying information resources to match the learner's abilities. Applications of Gen AI that can support ND learners in VET education include tools that adapt to each learner's individual learning style or create accessible learning materials such as text-to-speech and speech-to-text transcriptions and visual representations of learners’ ideas. However, educators need to also consider the challenges and limitations of Gen AI and to balance Gen AI-assisted learning with opportunities to develop critical thinking skills and creativity. Therefore, the perspectives of ND learners on Gen AI can be usefully applied to inform VET curriculum development and pedagogy. An online survey was used to gather the perspectives of tertiary ND learners on Gen AI. They were asked about their experiences with Gen AI, their perceptions of the potential benefits and challenges of using Gen AI in education, and their suggestions for ways Gen AI use would improve learning experiences. This research suggests that Gen AI has the potential to be a valuable tool for ND learners, but it is important to be aware of the challenges and to use these tools responsibly. These findings inform VET curriculum development and pedagogy in several ways. For example, the research identifies specific ways in which Gen AI can be used to address the academic needs of ND learners, informs the development of more inclusive and accessible teaching practices and can be used to raise awareness of Gen AI's potential to improve the learning experience of ND learners. This information can be used to inform the development of more inclusive and effective teaching practices, the development of Gen AI powered learning tools, and policy changes that support ND learners in VET education, including the growing international focus on supporting ND learners reflects a global shift towards more inclusive educational practices across various learning environments, including vocational education and training. © 2025 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

This chapter presents a case study investigating the student experience with AI-assisted situational analysis using the SWOT approach in construction management education. The study focuses on third-year Bachelor of Construction and Graduate Diploma in Construction Management students enrolled in a “Complex Construction” course. The aim is to enhance students’ situational analysis skills by integrating ChatGPT for SWOT analysis tasks. The spiral of inquiry facilitated the data collection process by providing opportunities to gather data generated through demonstrations, presentations, group discussions, questionnaire surveys and evaluation of student work where relevant based on the nature of a given stage and its objectives. Findings suggest that AI-assisted SWOT analysis enables a broader understanding of a given topic relevant to the construction management domain and encourages critical thinking among students in collaborative settings. This study has implications for promoting technology-enabled teaching and learning in construction management education and industry readiness. © 2025 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

Work Integrated learning (WIL) programs provide a platform for adult learners who can be empowered to engage in lifelong learning. These programs develop multidisciplinary skills and enhance employability in real-world settings, thereby integrating diversity consciousness into their lives. However, the challenges of organizing these programs not only call for meticulous planning and sufficient resources but also demand collaboration of multiple stakeholders. Therefore, this study addresses the implicit issue of WIL implementation in the undergraduate curriculum, specifically in the English and Education disciplines. Qualitative semi-structured interviews were conducted with 20 participants, including academics, employers, administrators, and students from two public universities in Pakistan to identify the challenges related to WIL implementation. Thematic analysis was executed with the online ‘Delve tool’ and seven themes were identified: upgradation of the curriculum; logistic and ethical concerns; untrained faculty members; deficit of resources; time constraints during the semester; lack of professional skills in students; and lack of collaboration between industry and higher education. Recommendations based on the findings are given to overcome the challenges of developing WIL programs in future. © 2025 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG.

In this first chapter, the background, context (including the unique bicultural Aotearoa NZ setting and its education/vocational education system), and rationale for the book are presented. The book approaches artificial intelligence (AI) from VET practitioners’ viewpoints. In particular, to realise the challenges posed by AI on education and the world of work; better understand how to leverage AI to improve VET learning; and ensure the introduction of AI and its application align with how disciplines/occupations will envisage its application. The chapter closes with summaries of the chapters in the volume along with a short discussion on the project’s limitations. © 2025 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

This chapter explores the transition from the progressive to the modular system in Intensive English Programs (IEPs) within Turkish state universities. Both systems are examined through their theoretical foundations, practical implementations, and alignment with global English as a Foreign Language (EFL) practices. The progressive approach, rooted in static placement and fixed progression, has long dominated Turkish EFL settings but often falls short in addressing learner diversity and adaptability. Conversely, the modular system introduces a dynamic, learner-centered structure, enabling flexible movement between proficiency levels based on individualized assessments. Drawing on international comparisons, research findings, and practical experiences, the chapter highlights the modular system’s potential to enhance learner motivation, tailor instruction to individual needs, and provide more responsive feedback. However, it also addresses challenges such as increased instructor workload and student resistance to frequent transitions. By critically analyzing these approaches, the chapter underscores the need for a balanced, context-sensitive model that incorporates sociocultural factors and pragmatic considerations in EFL instruction in Türkiye. © 2025 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG.

The tourism industry is increasingly demanding highly adaptable and skilled new graduates who can meet the evolving needs of the sector. As the industry becomes more competitive and customer-oriented, employers seek graduates who possess not only academic knowledge but also practical competencies such as effective communication, cultural sensitivity, problem-solving abilities, digital literacy, and customer service excellence. This study explored career motivation and perceived challenges of new tourism graduates in Eastern Visayas regarding customer care and management. New graduates (n=18) were purposively sampled to be interviewed in this study. The study found that fresh tourism graduates were primarily motivated by a strong passion for service, a desire for personal growth, and the pursuit of stable careers in a growing industry. They viewed customer care roles as emotionally fulfilling and essential for developing interpersonal skills and leadership potential. Many were intrinsically driven by empathy, purpose, and the opportunity to create positive guest experiences. However, they also anticipated several challenges, including managing difficult customer behaviors, bridging the gap between classroom learning and real-world practice, and coping with the pressure of performance metrics. They felt unprepared to handle long working hours, multitasking under pressure, and meeting the expectations of demanding employers with minimal onboarding or mentorship. These concerns reflected a need for better emotional preparedness, practical exposure, and institutional support to help graduates transition successfully into the demands of the tourism and hospitality workforce. © 2025 by author(s).

This study investigated the integration of andragogical and pedagogical strategies in critical thinking training to enhance analytical and ethical decision-making skills among business students at Makerere University Business School (MUBS). While critical thinking is globally recognized as essential in higher education, limited research has explored structured instruction tailored to the Ugandan business education or broader African context. This study addresses this gap by examining the deficiency in current training, particularly in fostering both analytical reasoning and ethical awareness among learners. The study explored four questions: (1) To what extent does critical thinking training improve analytical abilities? (2) How does it impact message crafting skills? (3) What is its effect on ethical decision-making? and (4) How does critical thinking proficiency relate to the effectiveness of business communication in professional contexts? Using a convergent parallel mixed methods design, the study combined quantitative assessments through quasi-experimental pre-test/post-test evaluations with qualitative insights from semi-structured interviews and focus group discussions to deepen interpretation. Statistical analysis using SPSS and thematic analysis via NVivo showed significant improvements in the trained groups (p < 0.001) including gains in analytical reasoning (26.3%), persuasive communication (21.7%), and ethical decision-making (26.6%). These findings provide practical implications for curriculum reform aimed at equipping graduates with essential 21st-century competencies for the modern workplace. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Today’s food, agriculture, and natural resources (FANR) workforce is constantly evolving. Lifelong learning is no longer a lofty goal but is now a necessity. Colleges of agriculture at land-grant universities have the potential to meet the lifelong learning needs of the FANR workforce. In this article, we present a model where the academic and Extension components of colleges of agriculture at land-grant universities can link together to provide seamless lifelong workforce development. Our model is built on workforce development theory and is based on the traditions of the land-grant universities evolving to meet the needs of the people. Our model can serve as the catalyst for meaningful discussions at each land-grant university about meeting workforce development needs. © This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License