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The study explores Degree Apprenticeship Identity (DAI) conceptualisation to enrich understanding to enhance work-integrated learning (WIL). Lived experiences of degree apprentices (DAs) are examined, and a model of DAI developed to support teaching and learning interventions on this relatively new and significant programme.

It draws pragmatically upon qualitative data from semi-structured interviews with Chartered Manager Degree Apprenticeship from diverse backgrounds in a higher education institutes (HEI). Data were explored abductively, using thematic analysis to investigate common patterns that influence identity; investigating personal experiences, socio-economic and cultural background, educational context and social interactions.

Influential themes surfaced, including pride in work, supporting others, sharing experiences and belonging, facilitating DAI model formation. The model illustrates that DAI is composed of existing personal, necessary professional and power of learning transformation through social identity by interventions that encourage peer engagement, group reflection and group-actualisation.

As this is a small-scale exploratory study, it is not intended to be representative of wider populations, which results in generalisability of findings. Data were collected from a well-established closed cohort programme led by the researcher, previously programme director. Interviews generated a broad range of anecdotal evidence, surfacing valuable insights relating to DAI formation.

To enhance WIL, tutors can foster social interventions that encourage peer dialogue, heighten DAs sense of self as capable learners and increase confidence growth.

The research provides a DAI Model, a fresh approach to understanding ways to enhance WIL for DAs through a stronger focus on group identity through social interventions. This preliminary model presents an opportunity for further research; other apprenticeships, larger and/or open cohorts.

The purpose of this paper is to test the impact of selected characteristics of jobseekers on employers’ decisions regarding potential hires (direct and probabilistic signals). The main focus of the study is to test the impact of jobseekers’ participation in selected active labour market programmes on employers’ hiring decisions for three positions: unskilled worker, skilled worker and administrative employee. Other characteristics tested include age, gender, presence of children in the household, state of health, experience of short- and long-term unemployment and indebtedness.

This study analyses data from a representative survey of employers with five or more employees in the Czech Republic. The survey was conducted in December 2020 using stratified random sampling, combining online questionnaires and personal interviews. The study includes 1,040 employers and uses the factorial survey experiment (FSE) design.

The results of the FSE suggest that the perceived positive impact of completing one of the activation programmes depends on the position for which the candidate is being recruited. While for the unskilled job category, the completion of any of the tested schemes (training, subsidised jobs or public works) had a positive effect; for the skilled job category, only the training and subsidised jobs schemes had a positive effect; and for the administrative job category, public works programme even had a negative effect.

A somewhat limiting factor in the context of this study seems to be the definitions of the positions tested (unskilled and skilled workers and administrative staff). The decision-making of the respondents was somewhat restricted by such broadly defined categories. Typically, studies with FSE designs have a focus on a specific sector of the economy, which allows for a better definition of the positions or jobs under test. The relationship between position and the impact of individual characteristics is clearly a matter for further research.

The results of the study confirm that completion of the activation programme, as well as other candidate characteristics, constitute differentiating signals for employers that influence their hiring decisions. At the same time, there is evidence that the training programme and the subsidised jobs programme are effective in terms of increasing participants’ chances of employment.

The demand side should be included in the evaluation of activation policies. The design of the FSE provides an appropriate way to test the impact of activation measures on the decision-making of employers.

The aim of this empirical research is to define blended learning (BL) in the context of tourism education and discuss its effectiveness in learning and, upon completion, the employability of graduates in due cause.

The qualitative research consists of 22 in-depth interviews with experts from the tourism industry and graduates. The sampling method was purposive (judgmental), and open-ended questions were asked in order to encourage the interviewee to be expressive and to share their views and opinions on what the impact of the BL program has been.

The study found that the most significant obstacles were a lack of funding, a lack of cooperation from the local and various levels of government and a lack of knowledge about sustainable tourism product development among local residents.

During the COVID-19 pandemic, the majority of the tourism schools and university departments have developed a combination of mixed learning to include online, classroom and sector experience, which can be summarized as BL. This research suggests that BL has provided for a blend of skills and, as a result, employable graduates.

This paper applies a stakeholder salience theoretical framework to facilitate the understanding of the roles salient stakeholders can have in the integration of education for sustainable development, one of the important Sustainable Development Goals (SDGs), into Jordan’s university accounting education.

We used stakeholder salience theory to inform our study. This study adopted a qualitative research method. The study used semi-structured interviews to collect qualitative, open-ended data that explored the salient stakeholders’ thoughts, beliefs and feelings about their roles in influencing the integration of education for sustainable development into the Jordanian accounting curriculum.

The results indicate that education for sustainable development in accounting is important; however, most Jordanian salient stakeholders indicate their inability to integrate sustainable education into the accounting curriculum due to their lack of power to do so. The findings show that there is currently an inappropriate distribution of power, legitimacy and urgency amongst the salient stakeholders, who indicate that a progressive education solution is required in the critical area of education for sustainable development in accounting. This research indicates that a significant number of salient stakeholders would like the Jordanian government to provide power, legitimacy and urgency to enable accounting educators to become definite stakeholders as this will enable them to integrate sustainable education into the accounting curriculum.

The study is limited to Jordan only. The paper draws attention to the need for an appropriate distribution of power, legitimacy and urgency amongst salient stakeholders in Jordan.

This paper provides evidence that the salient stakeholders in this emerging economy want to make changes in their education system to address climate change concerns, an important SDG, through a better education curriculum for sustainable development in Jordanian universities.

Accounting educators should be given the power to make changes in the accounting curriculum, such as integrating education for sustainable development.

There is an inappropriate distribution of power, legitimacy and urgency amongst the Jordanian salient stakeholders and this imbalance hinders the integration of education for sustainable development into the accounting curriculum.

While technical vocational education training (TVET) has been studied in-depth, the evolution and performance patterns of the subject remain unknown and limited. A bibliometric analysis was performed to examine the global scientific literature to assess the state of the art in TVET research over the past 23 years.

The Web of Science (WoS) database was searched to explore TVET-related research from 1999 to 2021, resulting in the identification of 7,512 articles. The VOSviewer software was used to investigate the network of collaboration between authors, institutions, countries and author keywords.

The results reveal that the subject categories of “education” and “educational research” are the most prolific contributors to TVET-related research, with 3,314 articles. Most of the previous studies in Phase I (1999–2006) focussed on human capital resources development in the TVET sector. Phase II (2007–2014) follows with the centralisation of TVET, focussing on technology transition in education. However, in Phase III (2015–2021), researchers appear to focus on vocational studies in higher education towards increasing the productivity of human resources via the implementation of technology transition.

The valuable findings of this study can facilitate better understanding among scholars on the trends of TVET research developments and on the direction of future research.

This study aims to explore the opinions of Built Environment Professionals (BEP) on the usage of fourth-generation digital technologies in the construction industry.

This study adopts a qualitative research approach and conducts semi-structured interviews with Black, Asian and Minority Ethnic (BAME) professionals to explore the adoption and utilisation of fourth-generation digital technologies in the construction industry. The semi-structured interviews allowed the participants to elaborate on their experiences, and thematic analysis was employed to identify and analyse significant themes related to the topic.

Accounts from BAME construction professionals reveal that the increased popularity of fourth-generation digital technologies, also known as Industry 4.0 technologies, does not necessarily result in increased usage. This is because many of these new technologies have not been embraced and are unpopular in certain circles. A more significant revelation is the impact of BAME community settings on determining the career pathways of most individuals, which often do not support the construction or digital technology pathways within the construction industry.

Research targeting ethnic minorities may not necessarily yield a large response due to the sensitivity of the issues raised. However, conducting a nationwide research with a larger sample size drawn from various locations in the UK could achieve more robust findings and uncover additional issues. Meanwhile, the results of this research can serve as a framework for more extensive investigations.

The research offers valuable recommendations to industry and academia regarding the need to address the specific challenges faced by the BAME community in terms of digital technology adoption. These issues are often overlooked in most discussions about digital technology.

The study provides critical recommendations that are relevant to Further and Higher Education (HE) institutions, industries, construction organisations, government bodies, etc. Recommendations include a call for collaboration between educational institutions, industry partners and local communities to facilitate awareness and orientation programmes within the community.

Following the remarkable debut of ChatGPT and its rapid adoption by a global audience since its launch in November 2022, this study delves into educators' perceptions of ChatGPT within the specialized domains of tourism and hospitality education. While acknowledging ChatGPT’s swift rise and advanced capabilities, this research aims to comprehensively explore educators' perspectives, advantages and concerns regarding its integration into academic settings.

A qualitative approach was utilized to reveal dominant themes from in-depth, semi-structured face-to-face interviews with twenty lecturers in tourism faculties in North Cyprus. Collected responses from respondents were subjected to analysis using Leximancer software.

Our analysis unearthed seven significant themes encapsulating educators' perceptions of ChatGPT: 1 – “reliability and accuracy concerns”; 2 – “dependency”; 3 – “student engagement”; 4 – “ethical considerations”; 5 – “time efficiency and productivity”; 6 – “teacher-student interaction” and 7 – “learning flexibility”. Noteworthy positive perceptions emerged regarding “student engagement,” “time efficiency and productivity,” and “learning flexibility.”

This study contributes to the originality of research by addressing the underexplored aspect of educators' perceptions of ChatGPT within the domains of tourism and hospitality education, shedding light on its potential implications, advantages and drawbacks in a specialized educational context. Furthermore, it aims to offer insights into educators' recommendations for the effective incorporation of ChatGPT technologies into this specific educational setting, filling a crucial gap in understanding the integration of artificial intelligence (AI) in specialized fields of study.

This study aims to use the dual-continuum model of mental health to explore mental health in Australian construction apprentices from the perspective of key stakeholders in the apprenticeship model. In particular, this study explored how construction apprentices, Vocational Education and Training (VET) teachers, industry employers and mental health workers understood the construct of mental health, factors associated with the dimension of psychological distress/symptoms of mental illness, and factors associated with the dimension of mental wellbeing.

This study used an exploratory qualitative research design. Data from 36 semi-structured interviews were analysed using thematic analysis. Participants comprised 19 Australian construction apprentices, 5 VET teachers, 7 industry employers and 5 mental health workers.

In total, 14 themes were generated from the data set. Participants across stakeholder groups reported a limited understanding about mental health. Participants cited a range of negative personal, workplace and industry factors associated with psychological distress/symptoms of mental illness, but only reported a few factors associated with mental wellbeing.

To the best of the authors’ knowledge, this study is one of the first to use the dual-continuum model of mental health to explore the mental health of Australian construction apprentices, and to explore the factors associated with both dimensions of this model from the perspective of key stakeholders in the Australian construction apprenticeship model.

This chapter draws on longitudinal case study research that focused on the experiences of hospitality employees working in a UK university who worked split shifts in the morning and evening while completing NVQ 2 and 3 apprenticeship training. We show how fragmented working time (Rubery, Grimshaw, Hebson, & Ugarte, 2015) rather than long hours led to the apprenticeship training further eroding an already blurred work-life boundary as workers were required to complete training activities in their non-work time which for them is during the middle of the day. We argue current depictions of the positive impact of training and development on low paid workers are decontextualized from the challenges and priorities of workers whose work-life interface is already complex because of working fragmented hours across the day. This is complicated even further by the dynamic and evolving experiences of workers themselves as they experience the highs and lows of combining paid work and training. We situate the research in the context of wider conceptual debates that call for a more inclusive approach to research on the work-life interface (Warren, 2021) and highlight implications for HR practitioners who want to offer such opportunities to low paid workers in sectors such as hospitality, while also recognizing the complex challenges such workers may face.

Many veterans struggle with the civilian world and the loss of identity associated with leaving the service. This research investigates the Building Heroes Charity's role in assisting service leavers transitioning to civil employment, in the United Kingdom (UK) and what can be learnt from the training and support.

An exploratory case study design was chosen to investigate the transition from military to civilian employment. The case study consisted of 12 in-depth interviews consisting of nine veterans, who had attended the Building Heroes courses and three course tutors.

The Building Heroes Charity does have an important role to fulfill in the transition of military personnel from the service to civilian work. There are positive outcomes that complement the work done by the Career Transition Partnership (CTP), but there still needs to be recognition that the needs of veterans do differ by age, transferability of competencies and the financial resources available.

The limitations of this research are the sample size is small and the majority of the veterans are from the Army. This is mostly because the Army is the largest of the services.

Though there is limited research into the employment of veterans, there is evidence to demonstrate that veterans are more likely to suffer from depression and potential homelessness than nonservice personnel. This research is unique in investigating the role of a charity whose main purpose is to improve the employability of veterans by reducing the competency skills gap between the military and construction industry.