Assistant Dean International (Faculty of Business and Law) and Senior Lecturer in International Business and Management. Awarded a Ph.D. in August 2011 for his thesis entitled ‘Chinese perceptions of guanxi in mainland and overseas Chinese business communities’. Research focus is in institutional theory, economic sociology and International Business, and in developing a theoretical framework for better analysing how informal business institutions evolve over time in different polities. Also currently researching comparative higher education systems and university management.
Purpose – The purpose of this paper is to evaluate the experiences of tertiary students learning ... more Purpose – The purpose of this paper is to evaluate the experiences of tertiary students learning oral presentation skills in a range of online and blended learning contexts across diverse disciplines. Design/methodology/approach – The research was designed as a “federation” of trials of diverse online oral communications assessment tasks (OOCATs). Tasks were set in ten courses offered across all five faculties at University of Newcastle, Australia. The authors collected and analysed data about students’ experiences of tasks they completed through an anonymous online survey. Findings – Students’ engagement with the task was extremely positive but also highly varied. This diversity of student experience can inform teaching, and in doing so, can support student equity. By understanding what students think hinders or facilitates their learning, and which students have these experiences, instructors are able to make adjustments to their teaching which address both real and perceived issues. Student experience in this study highlighted five very clear themes in relation to the student experience of undertaking online oral communications tasks which all benefit from nuanced responses by the instructor: relevance; capacity; technology; time; and support. Practical implications – Using well-designed OOCATs that diverge from more traditional written assessments can help students successfully engage with course content and develop oral communication skills. The student experience can be used to inform teaching by catering for different student learning styles and experience. Student centred approaches such as this allows instructors to reflect upon the assumptions they hold about their students and how they learn. This understanding can help inform adjustments to teaching approaches to support improved student experience of learning oral communications tasks. Originality/value – The importance of learning oral communication skills in tertiary education is widely acknowledged internationally, however, there is limited research on how to teach these skills online in a way that is student centred. This research makes a contribution toward addressing that gap.
Positive-sum behaviour arises when people expect a benefit from cooperation. This article argues ... more Positive-sum behaviour arises when people expect a benefit from cooperation. This article argues that positive-sum behaviours give rise to a fairer, more civilized society; however, adoption of these behaviours is impeded by their complexity. For example, others’ actions may seem unpredictable, while individual benefit may seem intangible. Consequently, adoption of positive-sum behaviours could be encouraged by explicit instructions. This article proposes guidelines and outcomes for healthy collaboration, which is a positive-sum behaviour.
China is not just rising but some suggest it is now challenging the USA for hegemonic supremacy. ... more China is not just rising but some suggest it is now challenging the USA for hegemonic supremacy. A real challenge for China is to sustain its recent rise and to consolidate its position. The paper develops eight propositions around hegemonic “rules of the game” that the authors suggest are required to achieve such a preeminent title. These emanate from an interdisciplinary analysis and from various key works. The propositions are then applied to an examination of China hegemonic potential. The paper concludes that while the USA remains the frontrunner, China will offer a serious challenge if it can free its creative spirits and nurture more radical innovation.
Positive-sum behaviour arises when people expect a benefit from cooperation. This article argues ... more Positive-sum behaviour arises when people expect a benefit from cooperation. This article argues that positive-sum behaviours give rise to a fairer, more civilized society; however, adoption of these behaviours is impeded by their complexity. For example, others’ actions may seem unpredictable, while individual benefit may seem intangible. Consequently, adoption of positive-sum behaviours could be encouraged by explicit instructions. This article proposes guidelines and outcomes for healthy collaboration, which is a positive-sum behaviour.
While economic liberalism has delivered national wealth, substantial portions of the population h... more While economic liberalism has delivered national wealth, substantial portions of the population have been left behind. The precariously and unemployed experience reduced wellbeing that may be remedied by their greater involvement in egalitarian, purposive collaborative groups. Policy to achieve this objective may be assisted by an understanding of how positive psychology interacts with social psychology. The PILAR model of collaboration is postulated to translate between an individual's psychological capital (PsyCap) and their meeting of basic psychological needs (BPN). In a proposed cyclical model, a collaborating individual will meet BPN, thereby experience enhanced wellbeing, which bolsters PsyCap, and hence promotes further collaboration. Given collaboration is amenable to incentivisation, a policy of collaboration vouchers might cost-effectively promote individual wellbeing throughout society, whilst having complementary effects such as social cohesion.
This paper addresses an important research gap identified by Nobel Laureate Douglass North. Speci... more This paper addresses an important research gap identified by Nobel Laureate Douglass North. Specifically, to what extent do genetic predispositions and culture imperatives influence the decision frameworks of individuals, groups and societies? It is important to address this gap at this time as dominant western economic and business institutions are being challenged by alternate paradigms from modernising emerging economies. Drawing on literature from a range of disciplines including population genetics, climate science, evolutionary psychology and biology, ecology and ethology, we develop a theoretical frame-work to advance fundamental understanding of what factors underlie different national institutional configurations, how they are linked and why they are important.
Journal of Teaching in International Business, 2014
ABSTRACT The drivers of globalization are changing how, where, and when international business (I... more ABSTRACT The drivers of globalization are changing how, where, and when international business (IB) is being taught, and increasing student diversity. Concomitantly, education is becoming an important contributor to GDP in developed economies. Today, the same course may be taught at home to domestic and in-bound international students, in host countries, online, and through blended learning techniques. The increasing variety of modes of delivery raises an important question, however—how to deliver the same material in different contexts and achieve the same learning outcomes. This article examines the changing face of IB education and presents a case study on how this question has been answered at one Australian university.
Purpose – The purpose of this paper is to evaluate the experiences of tertiary students learning ... more Purpose – The purpose of this paper is to evaluate the experiences of tertiary students learning oral presentation skills in a range of online and blended learning contexts across diverse disciplines. Design/methodology/approach – The research was designed as a “federation” of trials of diverse online oral communications assessment tasks (OOCATs). Tasks were set in ten courses offered across all five faculties at University of Newcastle, Australia. The authors collected and analysed data about students’ experiences of tasks they completed through an anonymous online survey. Findings – Students’ engagement with the task was extremely positive but also highly varied. This diversity of student experience can inform teaching, and in doing so, can support student equity. By understanding what students think hinders or facilitates their learning, and which students have these experiences, instructors are able to make adjustments to their teaching which address both real and perceived issues. Student experience in this study highlighted five very clear themes in relation to the student experience of undertaking online oral communications tasks which all benefit from nuanced responses by the instructor: relevance; capacity; technology; time; and support. Practical implications – Using well-designed OOCATs that diverge from more traditional written assessments can help students successfully engage with course content and develop oral communication skills. The student experience can be used to inform teaching by catering for different student learning styles and experience. Student centred approaches such as this allows instructors to reflect upon the assumptions they hold about their students and how they learn. This understanding can help inform adjustments to teaching approaches to support improved student experience of learning oral communications tasks. Originality/value – The importance of learning oral communication skills in tertiary education is widely acknowledged internationally, however, there is limited research on how to teach these skills online in a way that is student centred. This research makes a contribution toward addressing that gap.
Purpose – The purpose of this paper is to evaluate the experiences of tertiary students learning ... more Purpose – The purpose of this paper is to evaluate the experiences of tertiary students learning oral presentation skills in a range of online and blended learning contexts across diverse disciplines. Design/methodology/approach – The research was designed as a “federation” of trials of diverse online oral communications assessment tasks (OOCATs). Tasks were set in ten courses offered across all five faculties at University of Newcastle, Australia. The authors collected and analysed data about students’ experiences of tasks they completed through an anonymous online survey. Findings – Students’ engagement with the task was extremely positive but also highly varied. This diversity of student experience can inform teaching, and in doing so, can support student equity. By understanding what students think hinders or facilitates their learning, and which students have these experiences, instructors are able to make adjustments to their teaching which address both real and perceived issues. Student experience in this study highlighted five very clear themes in relation to the student experience of undertaking online oral communications tasks which all benefit from nuanced responses by the instructor: relevance; capacity; technology; time; and support. Practical implications – Using well-designed OOCATs that diverge from more traditional written assessments can help students successfully engage with course content and develop oral communication skills. The student experience can be used to inform teaching by catering for different student learning styles and experience. Student centred approaches such as this allows instructors to reflect upon the assumptions they hold about their students and how they learn. This understanding can help inform adjustments to teaching approaches to support improved student experience of learning oral communications tasks. Originality/value – The importance of learning oral communication skills in tertiary education is widely acknowledged internationally, however, there is limited research on how to teach these skills online in a way that is student centred. This research makes a contribution toward addressing that gap.
Positive-sum behaviour arises when people expect a benefit from cooperation. This article argues ... more Positive-sum behaviour arises when people expect a benefit from cooperation. This article argues that positive-sum behaviours give rise to a fairer, more civilized society; however, adoption of these behaviours is impeded by their complexity. For example, others’ actions may seem unpredictable, while individual benefit may seem intangible. Consequently, adoption of positive-sum behaviours could be encouraged by explicit instructions. This article proposes guidelines and outcomes for healthy collaboration, which is a positive-sum behaviour.
China is not just rising but some suggest it is now challenging the USA for hegemonic supremacy. ... more China is not just rising but some suggest it is now challenging the USA for hegemonic supremacy. A real challenge for China is to sustain its recent rise and to consolidate its position. The paper develops eight propositions around hegemonic “rules of the game” that the authors suggest are required to achieve such a preeminent title. These emanate from an interdisciplinary analysis and from various key works. The propositions are then applied to an examination of China hegemonic potential. The paper concludes that while the USA remains the frontrunner, China will offer a serious challenge if it can free its creative spirits and nurture more radical innovation.
Positive-sum behaviour arises when people expect a benefit from cooperation. This article argues ... more Positive-sum behaviour arises when people expect a benefit from cooperation. This article argues that positive-sum behaviours give rise to a fairer, more civilized society; however, adoption of these behaviours is impeded by their complexity. For example, others’ actions may seem unpredictable, while individual benefit may seem intangible. Consequently, adoption of positive-sum behaviours could be encouraged by explicit instructions. This article proposes guidelines and outcomes for healthy collaboration, which is a positive-sum behaviour.
While economic liberalism has delivered national wealth, substantial portions of the population h... more While economic liberalism has delivered national wealth, substantial portions of the population have been left behind. The precariously and unemployed experience reduced wellbeing that may be remedied by their greater involvement in egalitarian, purposive collaborative groups. Policy to achieve this objective may be assisted by an understanding of how positive psychology interacts with social psychology. The PILAR model of collaboration is postulated to translate between an individual's psychological capital (PsyCap) and their meeting of basic psychological needs (BPN). In a proposed cyclical model, a collaborating individual will meet BPN, thereby experience enhanced wellbeing, which bolsters PsyCap, and hence promotes further collaboration. Given collaboration is amenable to incentivisation, a policy of collaboration vouchers might cost-effectively promote individual wellbeing throughout society, whilst having complementary effects such as social cohesion.
This paper addresses an important research gap identified by Nobel Laureate Douglass North. Speci... more This paper addresses an important research gap identified by Nobel Laureate Douglass North. Specifically, to what extent do genetic predispositions and culture imperatives influence the decision frameworks of individuals, groups and societies? It is important to address this gap at this time as dominant western economic and business institutions are being challenged by alternate paradigms from modernising emerging economies. Drawing on literature from a range of disciplines including population genetics, climate science, evolutionary psychology and biology, ecology and ethology, we develop a theoretical frame-work to advance fundamental understanding of what factors underlie different national institutional configurations, how they are linked and why they are important.
Journal of Teaching in International Business, 2014
ABSTRACT The drivers of globalization are changing how, where, and when international business (I... more ABSTRACT The drivers of globalization are changing how, where, and when international business (IB) is being taught, and increasing student diversity. Concomitantly, education is becoming an important contributor to GDP in developed economies. Today, the same course may be taught at home to domestic and in-bound international students, in host countries, online, and through blended learning techniques. The increasing variety of modes of delivery raises an important question, however—how to deliver the same material in different contexts and achieve the same learning outcomes. This article examines the changing face of IB education and presents a case study on how this question has been answered at one Australian university.
Purpose – The purpose of this paper is to evaluate the experiences of tertiary students learning ... more Purpose – The purpose of this paper is to evaluate the experiences of tertiary students learning oral presentation skills in a range of online and blended learning contexts across diverse disciplines. Design/methodology/approach – The research was designed as a “federation” of trials of diverse online oral communications assessment tasks (OOCATs). Tasks were set in ten courses offered across all five faculties at University of Newcastle, Australia. The authors collected and analysed data about students’ experiences of tasks they completed through an anonymous online survey. Findings – Students’ engagement with the task was extremely positive but also highly varied. This diversity of student experience can inform teaching, and in doing so, can support student equity. By understanding what students think hinders or facilitates their learning, and which students have these experiences, instructors are able to make adjustments to their teaching which address both real and perceived issues. Student experience in this study highlighted five very clear themes in relation to the student experience of undertaking online oral communications tasks which all benefit from nuanced responses by the instructor: relevance; capacity; technology; time; and support. Practical implications – Using well-designed OOCATs that diverge from more traditional written assessments can help students successfully engage with course content and develop oral communication skills. The student experience can be used to inform teaching by catering for different student learning styles and experience. Student centred approaches such as this allows instructors to reflect upon the assumptions they hold about their students and how they learn. This understanding can help inform adjustments to teaching approaches to support improved student experience of learning oral communications tasks. Originality/value – The importance of learning oral communication skills in tertiary education is widely acknowledged internationally, however, there is limited research on how to teach these skills online in a way that is student centred. This research makes a contribution toward addressing that gap.
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Papers by Antony Drew