This study investigates the use of generative AI tools to create culturally inclusive case studies in postgraduate project management education, addressing a critical gap in existing research. While prior literature highlights the benefits of culturally responsive teaching (CRT) practices, there is notable lack of exploration into how generative AI can be leveraged to develop culturally relevant learning materials. Using an interpretivist philosophy and action research methodology, the study engaged eight international students to evaluate the effectiveness of AI-generated case studies tailored to diverse cultural contexts. The major contribution of this study is the development of a structured framework of strategies and considerations that guides educators in designing culturally inclusive materials using generative AI tools. The inclusion of clearly defined strategies provides educators with practical guidance, while the accompanying considerations act as essential safeguards, encouraging critical reflection on potential risks such as bias, stereotyping, and ethical misuse. The findings hold significant implications for educational practice, emphasising the ethical use of AI, targeted professional development for educators, and the potential for scalable, inclusive teaching strategies that enhance student engagement, equity, and learning outcomes in multicultural classrooms.

The Solent Student Partnership Project is a cross-institutional co-creation scheme hosted by the Education Office at Solent University. This chapter discusses how and why, over a three-year period, the project has moved from being hierarchically managed to being operationalised through a matrix environment. The chapter starts by outlining the evolution of the co-creation initiative in our context. It then shares our mixed experiences of moving our project into a matrix environment via three themes of contradiction: (1) losing sight and gaining visibility, (2) cohesive and conflicting identities, and (3) ground moving and groundbreaking. The chapter concludes by reflecting on the lessons learned and proposes some possible ways forward for staff-student co-creation in a matrix environment.

Solent Student Partner Programme is a cross-institutional, third-space project led by the central Education Office at Southampton Solent University in the UK. This case study discusses how we have used kinaesthetic play to support our Student Partners to articulate and negotiate the challenges of third-space partnerships. It starts by outlining our Student Partner Programme in the context of the third-space partnership literature. Then it describes the Play-Doh method that we used to support students to reflect on their identity and experiences as third-space partners. The case study concludes by arguing that play provides an empowering tool for students (and staff) to mould third-space partnerships together.

We conducted action research on a programming class of 66 MSc students following a content co-creation approach. This allowed students to create problems and write programs to solve them, enhancing their understanding and programming skills. Pre-tests, post-tests, and a survey assessed their knowledge and opinions. Post-test scores on 28 consenting participants showed significant improvement and enhanced comprehension irrespective of their background. Positive feedback highlighted improvements in critical thinking, motivation, and a sense of belonging. The results evidence a positive impact of content co-creation, proving it to be an inclusive approach to develop all students’ coding skills.