Workshops at ANZAM 2023

The ANZAM Conference Program will include a breadth of Workshops and Panels focused on topics of current academic interest and professional development to increase the value of the Conference for attendees. Time has also been allocated to ANZAM’s Special Interest Groups (SIGs) to run workshops.


In 2023, the workshop and panels cover:

1. Developing a Māori Economic Development Strategy – Reflections on Open Strategy and Co-design

2. Early Career Academic Challenges and Strategies to Support Wellbeing

3. The benefits and burdens of service and leadership roles in mid-career: Honouring your purpose, crafting your profile

4. Editors Panel: Insights, Lessons Learnt plus Interactive Discussions

5. Sustainable Development and Decolonisation in Business Education

6. Integrating Principles of Responsible Management Education into the curricula

7. From climate literacy to action: Using threshold concepts to reimagine responsible management education for a climate-changed world

8. Developing Responsible Business Leaders: Creative and Playful Pedagogies for a Sustainable Future

9. Leading for the Future: Vision(s) of Business and management education

10. Building on research in the classroom: Developing your impact as a management educator through scholarly journal publication

11. Key Lessons from science-based open innovation: An eight-year journey addressing engagement and impact

12. From Participation to Partnership: Effective research partnerships with disability-based employee resource groups (ERG)

13. Examining best practices in measurement scale quality & demonstrating a straightforward solution – measureQ – using participants’ data

14. Generating impactful research through problematization: Strategies, techniques, and illustrations

15. From the land of the long white cloud to the land of the long weekend: Findings from the Unilever 4 Day Work Week Trial


ANZAM SIG Workshops

16. Indigenous management for sustainable futures: What succession looks for Indigenous management scholars

17. Wellbeing At Work SIG Launch and Symposium

18. The HealthTech Nexus: What does technology mean for the future of healthcare?

19. Advances in Mixed Methods Research Designs and MMR Notation Systems



1. Developing a Māori Economic Development Strategy – Reflections on Open Strategy and Co-design

This Research Symposium will discuss the ongoing development and implementation of a regional Māori economic development strategy for Te Upoko o te Ika, the Greater Wellington Region. We’ll explore the community engagement and development of the strategy, addressing the combination of traditional business school knowledge and a Māori perspective. After that we will consider the engagement strategies, relating these to the opening up of strategy. Finally, we will ask ‘where to from here?’ and look at a data driven approach to development in the region, and the establishment of a charitable trust to implement the strategy.


The workshop will:

  • Explore the notion of Māori economic development
  • What material tools (i.e., a modified business canvas) supported engagement, and how
  • Relate insights from the project to Open Strategy


We expect to broaden perspectives of what ‘development’ means from a Māori worldview, develop engagement strategies for community projects, and explore the intersections between traditional business school knowledge and Indigenous worldviews, while relating many of our findings to Open Strategy.


Workshop Leaders: Jesse Pirini (VUW), Stephen Cummings (VUW), Rebecca Bednarek (VUW)

2. Early Career Academic Challenges and Strategies to Support Wellbeing

Recently, researchers have called for more attention to the wellbeing of management students and faculty, particularly those in the early stages of their careers. For example, in a recent Special Issue of the Journal of Management Education (2021) focused on mental health, the co-editors noted that very few scholars have explored this topic in the context of business schools. This is somewhat surprising, given that many management academics study wellbeing and would appear well-placed to investigate these concerns.


Broadly speaking, researchers have found that both PhD students and Early Career Academics (ECAs) face numerous challenges that can negatively affect their wellbeing. These include financial pressures, the expectation to “publish or perish”, bullying and harassment, and high workloads. Many of these issues are present during the doctoral experience and are further exacerbated once scholars formally commence their professional careers. We also know that a considerable number of ECAs in Australia, in particular, are employed on fixed-term contracts and such precarity can have a profound, harmful impact on mental health.


Indeed, there is growing evidence that the challenges of an academic career are associated with a range of maladaptive outcomes. Research supports the notion that ECAs are an especially vulnerable group, who report high rates of loneliness, isolation, stress, and burnout, as well as reduced social support at work. Increasing work demands and work-life conflict during the COVID-19 pandemic also meant that female ECAs faced more negative outcomes as compared to other groups of scholars. Collectively, studies from different disciplines indicate that many ECAs report reduced job satisfaction and engagement, and a considerable number eventually leave the academic workforce.


In this workshop, facilitated by leading academics from four different business schools across Australia and New Zealand, we will explore some of the major challenges ECAs can face and the potential consequences for well-being. The five facilitators, including three mid-career academics and two senior academics, will share how they personally addressed these challenges, and which strategies/approaches were most effective. The workshop will therefore offer participants a unique opportunity to hear from scholars about the difficulties they faced during their careers. Participants will also learn evidence-based strategies to support their own wellbeing (including specific strategies to support mental health) as ECAs, and how to encourage wellbeing in business schools broadly.


Workshop Leaders: Todd Bridgman (VUW), Melanie Bryant (Tasmania), Marissa Edwards (UQ), Stuart Middleton (UQ), Elizabeth Nichols (Otago)

3. The benefits and burdens of service and leadership roles in mid-career: Honouring your purpose, crafting your profile

Not finding enough quality time for research or teaching innovation because you feel swamped by administration or overwhelmed with requests to edit, review, join committees, and attend meetings are commonly reported mid-career frustrations. Yet, taking on service and leadership roles is part of the academic contribution expected from mid-career academics. While it is true that some service activities and roles can feel burdensome, a purely negative framing can be a self-fulfilling prophecy that can lead to missed opportunities. We highlight the potential, in particular, for meaningful roles that provide leadership to journals, the academic community and institutions and how career pathways can be established in each. Across all the pathways, based on our experience in service and leadership roles and mentoring others, we seek to establish and explore how the burdens of academic service and leadership may be offset with key benefits. In this way, certain service activities can provide value in several different forms, from intrinsic rewards to developing new connections and skills or providing a mechanism for delivering new or improved initiatives for academic and stakeholder communities. However, there is a requirement to carefully consider and shape such roles to maximise the benefits and minimise the burdens, and in this workshop, we also identify practical strategies and theoretically-informed tools that can help participants to do this.


While there is much focus on doctoral and early-career development, the mid-career stage – which can extend over decades and includes the majority of the ANZAM academic community – receives relatively little specific attention. While research and teaching innovation support can extend across multiple career stages, service and leadership roles are different and the mid-career stage is when such opportunities and duties are likely to become significant. In order to make the most of attractive service and leadership roles and opportunities (and to reshape those that are more burdensome to be more rewarding), mid-career ANZAM members will benefit from building on the experiences of the panel members, engaging with relevant career management theories and tools, and sharing experiences with colleagues from a range of institutions.


Workshop leaders: Lisa Callagher (Auckland), Bill Harley (Melbourne), Paul Hibbert (St. Andrews), Tine Köhler (Melbourne)

4. Editors Panel: Insights, Lessons Learnt plus Interactive Discussions

This workshop explores insights for publishing academic research and how one’s research expertise may be published for a variety of audiences. The workshop brings together editors and associate editors from a wide range of management journals: international and regional journals, disciplinary specific and general management journals, as well as specialist journals for teaching, research methods, and policy implications. In the first workshop section, the editors will introduce their journals and explore points of commonality and differentiation between the journal’s editorial remit and readership. The second workshop section is interactive, including: time for question-and-answer between the panel and audience; a facilitated panel discussion to identify synergies between the outlets and extract Editors ‘lessons learnt’ about publishing; and break-out tables for journal specific conversations.


Workshop Leaders: Catherine Collins (AJM), Remi Ayoko (JMO), Chinmay Pattnaik (APJM), Vipul Jain (IJIE), Gavin Schwarz (JABS), Kevin Lowe (LQ), Veronique Ambrosini (AMP), Neal Ashkanasy (JME), Tine Koehler (ORM)

5. Integrating sustainable development and decolonisation into business education, do we agree on what we are talking about?

This workshop will introduce the topics of sustainable development and decolonisation and the role they could play in business education. Sustainable development and decolonisation are hot topics at educational institutions all over the world, but we wonder whether we agree on their understanding and the implications of meaningfully including them in business education. Better understanding should allow us to discuss how they can, or whether they should be incorporated into business education. This is important especially after there have been many calls to transform management education to move beyond profit maximisation towards a model that promotes environmental stewardship, social protection, and the incorporation of indigenous perspectives “decolonising” current Western educational approaches. At this workshop, we will set the context by presenting information on sustainability education in Australia and Canada as well as identifying a baseline of activities undertaken by Canadian business schools towards reconciliation with Indigenous Peoples. Further, Indigenous Works Canada will speak to partnerships and relationships and what Luminary (a strategic arm of Indigenous Works Canada) is aiming to do to grow the Indigenous innovation eco-systems by creating new research and innovation collaborations between the academic and business school community with Indigenous business.


We will also present the experience of Griffith University changing its business school education to align more strongly with the SDGs and share ideas/conversations occurring in regards to decolonising management education and or management education organizations in Australasia.


Despite some encouraging findings and the relative success of some initiatives, we would argue that we are not doing enough to address our current societal state and how business schools could do more. While traditional approaches are no longer acceptable, we fully expect that transforming business schools will be challenging. So, how much should we change? What would be enough? While we will set the stage with academic research and practitioner initiatives, the most important part will be the discussion we expect to foster among attendees to the workshop. We will leave plenty of time for reflection, discussion, and interactions among attendees in a structured but open manner so we can together try to reflect on the questions this workshop proposes. We do not expect to answer the questions as a result of this workshop but rather to create a space for reflection and discussion. We hold the strong belief that no one alone is better than all of us together to discuss these topics and collaboratively start a journey towards further action.


Workshop leaders: Teresa Rose (Athabasca), Nathalie Lachance (Athabasca), Eduardo Ordonez-Ponce (Athabasca), Ruth McPhail (Griffith), Kelly Lendsay (Indigenous Works, Canada), Craig Hall (Indigenous Works, Canada)

6. How might we more effectively integrate ecological sustainability and social responsibility agendas in management education?

The workshop will begin by providing an overview of where management education is in integrating considerations of ecological and societal responsibility into the curriculum, and on the Principles of Responsible Management Education (PRME).


The workshop will then explore three key questions:

  1. What can we learn from institutions’ experiences so far? What are the different experiences (both positive and challenges) of interpreting and implementing PRME (or wider responsibility and sustainability goals)?
  2. What do we as management educators need to do to better integrate PRME? Does this require new ways of thinking about management education? Does it require innovative approaches to teaching and learning?
  3. What are the key areas of research (and research questions) needed to better understand how institutions can move forward? Are there opportunities for attendees at ANZAM to work together to design research projects to tackle the key RQs to extend our understanding of PRME interpretation and implementation, and to educate the next generation of socially responsible and globally sustainable business leaders?



  • Raise awareness about PRME and its aims and objectives
  • Create dialogue opportunities for workshop participants on three key questions about the challenges of integrating PRME in to the curriculum (see description below)
  • Share good practice between different individuals and institutions from the ANZAM area and globally
  • Open up collaboration opportunities for individuals to develop research opportunities on this topic
  • Feedback mechanism on this topic for attendees whose institutions are in PRME or are considering joining
  • Improved understanding about how we can create more socially responsible leaders of the future through these activities.


Workshop leaders: Joanne Larty (Lancaster), Emma Watton (Lancaster), Brad Jackson (Waikato), Danny Soetanto (UNISA)

7. From climate literacy to action: using threshold concepts to reimagine responsible management education for a climate-changed world

As management educators, we have a key role to play in supporting the transition to a zero-carbon and regenerative economy. Our curriculum equips professionals to make a difference for sustainable prosperity. Yet, despite our best efforts to integrate sustainability and responsibility into management practice, climate change worsens and progress towards sustainable development goals stalls. Perhaps being more knowledgeable about climate change is necessary but not sufficient to make managers capable of leading responsibly in a climate-changed world. With this provocation we invite you to participate in this workshop to explore thresholds concepts as a means to draw us – and the professionals we teach – out of habits of mind and practice that impede transformative climate action.


Threshold concepts can serve as ‘portals of understanding’ that confront learners with ‘troublesome knowledge’ that challenges naïve understanding and assumptions. They can lead to a transformed and integrative way of seeing and interpreting the world. Examples of threshold concepts with relevance for climate action include ‘complex systems’, ‘collaborative and polycentric institutions’, and ‘multiple ways of knowing’. Across disciplines, the notion of TC has encouraged educators to design learning environments and approaches with the potential to lead to profound shifts in learners’ worldviews and their academic or professional identity.


Our workshop makes use of participative methods: you will be encouraged to be reflexive, to inquire, and to co-create together with known and new colleagues. You will benefit from this action oriented collaborative approach as you learn from and are inspired by your colleagues to challenge and reframe how you think about learning design, and adopt a transformative mindset to think differently about learning thresholds and how to support threshold-crossing in your programs, courses and workplaces. Imagine the beneficial outcomes if we were to succeed in this session to co-produce a shared way of thinking about thresholds in learning design. Collectively, we would help Business Schools better equip professionals to operate productively in a climate-changed world and empower them to restore and regenerate the planet and our communities.



  • Despite scientific consensus on climate science and global and national policy frameworks setting regulation and guidance on mitigation and adaptation goals, there is no universal agreement on the most effective pathways for action. Managers in a climate changed world need to challenge taken-for-granted ways of thinking and operating, and find ways to shift business practice towards decisive climate action
  • While other social and environmental sciences have already developed integrative, holistic approaches to educate about climate change, business schools may be caught in a form of incrementalism, with a siloed focus on responses to climate change conceptualized from narrow disciplinary perspectives (e.g. impact finance, responsible marketing, green supply chain management). This approach may be insufficient for averting irreversible damage to ecological systems and catastrophic climate impacts
  • Threshold concepts (TC), pioneered by Meyer and Land, offer a powerful mechanism for moving beyond incremental implementation of climate-change-related learning into the management curriculum. TC have been described as ‘portals of understanding’ that confront learners with ‘troublesome knowledge’ that challenges learners’ naïve understanding and assumptions, and lead to a transformed and integrative way of seeing and interpreting the world. Examples of TC from sustainability science, with relevance for climate action include ‘complex systems’, ‘collaborative and polycentric institutions’, and ‘multiple ways of knowing’. Across varied disciplines, the notion of TC has proven generative, and encouraged educators to design learning environments and approaches with the potential to lead to profound shifts in learners’ worldviews and their academic or professional identity.
  • The proposed workshop offers management educators the opportunity to:
    • Rethink the ‘stuffed’ and entrenched business curriculum, and reimagine it around climate-focused threshold concepts
    • Learn about and ideate innovative ways to develop students’ climate action competencies, and to cultivate their boundary-crossing curiosity and their courage to ‘change the game’ rather than ‘play the game’.
  • To reach these objectives, the session offers: (1) a short panel discussion to stimulate and orient subsequent discussion, knowledge sharing and co-creation; and (2) facilitated small breakout groups. The breakout groups will discuss how threshold concepts can inform curriculum and course design, identify relevant and distinctive threshold concepts from business and management research; and share and explore effective methods to guide threshold-crossing.


Workshop leaders: Melissa Edwards (UTS), Franz Wohlgezogen (Melbourne), Fara Azmat (Deakin), Sukhbir Sandhu (UNISA), Robert Hales (Griffith), Tim Williams (UTS)

8. Developing Responsible Business Leaders: Creative and Playful Pedagogies for a Sustainable Future

The future of humanity and our planet demands a radical shift towards more responsible and sustainable business practices. To develop responsible business leaders who can shift management values and practices, educators must be equipped with the tools needed to teach sustainable values and practices. As tomorrow’s decision makers, business students hold immense potential to drive meaningful change if equipped with holistic skill sets. This workshop will introduce an innovative pedagogy and praxis meant to empower educators and provide attendees with the tools needed to meet these demands. The Impactful Five (i5) Project intends to transform business education with five impactful methodologies.


This project was built on research by the LEGO Foundation. By making learning meaningful, fostering joy and well-being, developing supportive social interactions, facilitating active engagement, and designing for iteration, educators can transform their classrooms and help students develop holistic skill sets. This workshop is designed to be an in-person workshop with 50-100 participants. The session is estimated to be 100 minutes long, broken down into three major sections. First, introducing the i5 project and research foundation. Second, delving into how the i5 pedagogy can transform business education through creative and meaningful interventions. Finally, creating a space for meaningful dialogue and outlining next steps for deep engagement, impact, and connection.


The session will be conducted using the i5 signature moves and aims to provide insights into the challenges and opportunities in business and management schools to engage participants in practical reflections and applications of creative pedagogy in the classroom. The hope is that this session will be a starting point for the i5 conversation–to spark dialogue within the ANZAM community which educators can carry forward into the school year. As educators, it is important to understand that leadership is not an individual position but a complex process of social influence that shapes the thinking and action of others toward collective goals. Responsible leaders exhibit self-awareness and ethical attention to others in the world. This is key to attaining sustainable development goals which are vital for long-term business and societal success. To strengthen learning, business educators must shift from common models of presenting information to designing and facilitating dynamic learning experiences that enable students to become the responsible business leaders of tomorrow.



  • Introduce the Impactful Five (i5) pedagogy and research foundation.
  • Delve into how the i5 pedagogy can transform business education through creative and meaningful interventions.
  • Highlight examples and the application of i5 methods in the business school context.
  • Discuss how the i5 methods in business education can promote sustainable values and practices.
  • Create a meaningful dialogue through networking and engagement with the i5 methods.
  • Encourage a space for questions and next steps to continue engagement and professional development.


Workshop leaders: Robert Hales (Griffith), Christian Schott (VUW), Smanatha Thompson (UN PRME), Cheyenne Maddox (UN PRME)

9. Leading for the Future: Vision(s) of Business and management education

The future of the higher education sector in general, and that of higher education institutions, is both troubling and uncertain. At the moment, it seems that there are several social, political, economic and technological trends that test the sector’s and the institutions’ adaptive capacities. This year’s ANZAM conference theme, “Changing Management Values and Practices for a Sustainable Future” is a testament that shifts need to occur in management and organisations today, as they seek to address the challenges of rapidly changing business environments. Business schools and management academics are core actors in assisting and expand business students’ management knowledge and skill repertoire for the changing world of the future. And an essential aspect of preparing for the future is having a futures mindset – scanning, analysing, evaluating and preparing for multiple futures. Instead of letting the “future happen to you,” why not actively participate in creating the future?


Through this workshop, we would like to invite the attendees of this year’s ANZAM’s conference to participate in visioning the future of business education. This will be a futures thinking workshop based on the futures foresight work of James Dator (2002), Elise Boulding (1995), Michel Foucault (1984), P.R. Sarkar (1984), Graham Molitor (2004), Ivana Milojevic (2005) and Sohail Inayatullah (2008, 2015).


In this workshop, participants in the room provide the data input and the facilitator (Dr. Hafsa Ahmed alongside Dr. Justine Ferrer) will take the group through several exercises to enhance futures literacy using methods such as the futures triangle, emerging issues analysis, the futures wheel, causal layered analysis, scenario development, visioning, and backcasting (Inayatullah, 2022). From these methods, concrete outputs about alternative and preferred futures of business education would emerge. Through a step-by-step process, we anticipate moving the participants from today to a set of tomorrows and preferred futures.


The symposium’s objectives are to:

  • Share and gather insights into the role and future of management education
  • Share and explore opportunities as to how management education can be designed to be future-ready.


The activities of the symposium are:

  • Introduction for futures foresight pillars
  • Facilitated brainstorming in groups
  • Concluding comments and wrap up


Workshop leaders: Hafsa Ahmed (Lincoln), Justine Ferrer (Deakin)

10. Building on research in the classroom: Developing your impact as a management educator through scholarly journal publication

Understanding the distinctive focus of the main management education journals is vital in enabling potential authors decide the most appropriate outlet for their manuscript. Journals in this field are characterised by different methodological, philosophical, theoretical and practical orientations and traditions. Authors are therefore more likely to find success with publishing their work if they understand the background of each journal and how they might engage with previously published work.


Understanding also entails appreciation of the topics and areas where journal editors, reviewers and readers have an interest in seeing further research develop, and how work in these traditions is shaped for successful publication.


This workshop will help scholars to position their work thoughtfully in the overlapping spaces occupied by the different management learning and education journals, through highlighting key success (and failure!) criteria, helping participants learn from successfully published exemplar papers, and offering direct one-to-one feedback to potential authors on their draft papers or management education project ideas.


To accomplish these aims, this workshop brings together editors and associate editors of four leading journals in the field of management learning and education who can help participants understand how to find the right journal for their work, how to shape their paper to maximise their publication chances, and how to connect with researchers and readers to have impact.


A key part of the workshop is the chance to submit a full paper (ANZAM conference length) or research idea (5 pages) for one-to-one discussion with an editor, to help authors develop and target their specific project. This one-to-one feedback is optional; if you wish to take advantage of it, send your paper (which may be your conference paper or any other in the management education domain) to Stuart Middleton ( by 1 December 2023.


Through presentations, panel Q&A and one-to-one feedback, this workshop will help participants to:

  • Learn about the main journals in the management education space.
  • Understand how to target the right outlet for their scholarly writing and education research projects
  • Be informed about the specific criteria for publications to succeed at key outlets, including how to fit with the aims, the different kinds of contributions expected, and ‘hygiene factors’
  • Learn from the analysis of successfully published papers in each outlet
  • Develop the benefits and impact of their management education research for educators, students or (future) managers
  • Receive in-person, one-to-one feedback on research project ideas or draft journal papers, from editors of the leading journals in the field


Workshop leaders: Stuart Middleton (UQ), Paul Hibbert (St. Andrews), Todd Bridgman (VUW), Marissa Edwards (UQ)

11. Key Lessons from science-based open innovation: An eight-year journey addressing engagement and impact

Researchers across all disciplines are being pushed to engage and collaborate more actively with external stakeholders as part of their research. These new practices add to rather than replace existing academic outcomes and expectations. For science teams, this would include actively involving external stakeholders (such as industry or Māori businesses, organizations and communities) throughout the project. However, this practice is not typical of project teams, which tend to rely on existing social connections. Project teams are often restricted to single organizations, disciplines, experience and expertise due to having fewer external connections as well as organizational constraints on what, how much and who can be funded.


Breaking away from these entrenched practices requires doing science in a deliberately different manner, to address different meanings, skills and competences, infrastructure and ‘materials’. The symposium will provide insights and suggestions for undertaking research differently. It will extend this to reflect on how business academics can achieve greater impact by reconsidering established practices and trialling new options for identifying and connecting to key stakeholders. For example, greater impact could result from developing and promoting policy implications of their research more actively and separately from academic publications. Achieving such practices and outcomes requires the development of human and relational capacities prior to and during projects.

  • indicate deliberately different perspectives taken on by SfTI and associated practices to address paradoxes typical in research projects and teams
    (includes capacity development, project management, and best team formation so that greater external engagement, inclusion of Māori/early career researchers)
  • summary of evolution of practices and deliverables during longitudinal project
  • present benefits, learnings and insights related to engagement/collaboration with external stakeholders (before, during, at end of research projects)
  • present best practice insights for co-design with Māori [decolonising approach]
  • findings related to values-based innovation, particularly with respect to inclusion of early career researchers
  • applying learnings to understand expanding impact beyond academic excellence


Workshop leaders: Katharina Ruckstuhl (Otago), Urs Daellenbach (VUW), Jarrod Haar (Massey), Sara Walton (Otago), Paula O’Kane (Otago), Jesse Pirini (VUW), David Brougham (Massey), Omid Aliasghar (Auckland)

12. From Participation to Partnership: Effective research partnerships with disability-based employee resource groups (ERG)

This interactive discussion and workshop will pose the questions: what is the role of the collective voice through disability-based employee resource groups (ERGs) in fostering organisational diversity and inclusion? And how can research projects leverage these professional networks for shared outcomes? Participants will hear about the co-creation process with reflections from QUT researchers and the then VPS Enablers Network President and the workshop will share insights into vertical and horizontal alignment approaches for multi-partner research partnerships and a tool used to map, manage and maximise the dissemination and impact of the research.


The workshop is based on a recent research project ‘Getting on at Work: Progression and Promotion of Women with Disability in the Victorian Public Service’ led by the Queensland University of Technology (QUT) that explored the career experiences of women with disability, highlighting the enablers, barriers and inclusive practices central to their career progression and promotion opportunities in the Victorian public service (VPS). It centred the voices of participants and encouraged senior leaders and critical stakeholders in the VPS to consider how the lived experiences of women with disability could contribute to a review of current practices and the development of more inclusive career contexts. The research aimed to enable the VPS to achieve its vision to support people with disability to realise their full potential and provide a safe and inclusive environment for employees with disability.


The research project was supported by partnerships with the Victorian Public Sector Enablers Network, a disability-based employee resource group, and the Disability Leadership Institute, a professional community of practice for people with disability to build & support their leadership development.


‘Getting on at Work: Progression and Promotion of Women with Disability in the Victorian Public Service’ was funded by the Victorian Government through the Commission for Gender Equality in the Public Sector Research Grants Round 2022.



  • To provide a high-level summary of the research project ‘Getting on at Work: Progression and Promotion of Women with Disability in the Victorian Public Service’ and its findings.
  • To provide a facilitated discussion of the workshop presenters of factors that supported the research project through a lens of a project ‘post-mortem’, including:
    • aligning to a common purpose
    • highlighting the opportunity of disability employee networks and other employee resource groups to researchers in recruiting participants,
    • understanding contextual uses of language and terminology through co-creation,
    • framing and presenting the research findings for a range of audiences,
    • dissemination of research findings into organisational and/or network processes, and
    • discussing the research project’s impact at the organisational, practice/policy and individual levels.
  • To demonstrate the value proposition of the collective ‘lived experience’ through disability employee networks (and other employee resource groups) through a case study and storytelling.
  • To share a planning framework to maximise the dissemination and impact of research activities.


Workshop leaders: Jannine Williams (QUT), Maria Hameed Khan (QUT), Duncan Chew (VPSEN)

13. Examining best practices in measurement scale quality & demonstrating a straightforward solution – measureQ – using participants’ data

This workshop is based on the following recently-published article: Cheung, G. W., Cooper-Thomas, H. D., Lau, R. S., & Wang, L. C. (2023).  Reporting reliability, convergent and discriminant validity with structural equation modeling: A review and best-practice recommendations.  Asia Pacific Journal of Management.


Our overall aim in this workshop is to provide a best-practice reference for future authors, reviewers, and editors in reporting and reviewing the quality of measurement scales in empirical management studies using a simple R-based software package called measureQ.  Moreover, in the second half of the workshop, participants will have the opportunity to see how measureQ can be implemented with their data.  The issue that we solve is as follows.


Many constructs in management studies, such as perceptions, personalities, attitudes, and behavioral intentions, are latent constructs that are not directly observable. Typically, empirical studies measure such constructs using established scales with multiple indicators.  Researchers commonly report the quality of these measurement scales based on Cronbach’s alpha and confirmatory factor analysis results, including the model fit of the measurement model, significance tests of the factor loadings, and whether the correlation coefficients among latent constructs are significantly lower than unity.  However, these results are usually inadequate and sometimes inappropriate as evidence for reliability, convergent and discriminant validity.  For example, Cronbach’s alpha is commonly reported but assumes equal item factor loadings, which is rarely the case.  Moreover, researchers rarely report sampling errors for these psychometric quality measures.


In this workshop, we critically review current practices and recommend best practices in assessing reliability, convergent and discriminant validity based on multiple criteria and taking sampling errors into consideration.  Then, we illustrate with numerical examples provided beforehand by participants the application of a specifically-developed R package, measureQ, that provides a one-stop solution for implementing the recommended best practices and a template for reporting the results.  measureQ is easy to implement, even for those new to R.  Those leaving the workshop should be ready and able to implement measureQ in their own work.


Workshop leaders: Gordon Cheung (Auckland), Helena Cooper-Thomas (AUT)

14. Generating impactful research through problematization: Strategies, techniques, and illustrations

Key for social scientists is to have something to say not only to academics but also to a broader audience, such as students, practitioners, and educated public. This requires an understanding of how to generate knowledge that are experienced as interesting and relevant in terms of new ideas and other forms of intellectual insights.  However, most contemporary research tends to adhere to standardized methods and formulas, leading mainly to marginal contributions instead of more influential and ground-breaking research.


The aim of this workshop is to discuss and exemplify how academics can generate more interesting and impactful research through problematization. In other words, to be able to have something to say both academically and practically. The workshop consists of one ‘seminar’ and one ‘practice’ component: The seminar component will provide an overview of the (sad) state of management studies and outline a problematization methodology for generating more impactful research. In the practice component participants will apply the problematization methodology on actual research texts, as a way to generate more interesting and impactful research.


The main objective of this research symposium is to provide researchers with the necessary resources to develop research that is both interesting and impactful. Specifically, during the symposium, we will delve into how researchers can generate interesting and impactful research by employing the method of problematization. The seminar will cover the following topics:


  • Discussing the factors that differentiate influential theories from others.
  • Demonstrating how the commonly used method of “gap-spotting” in theory development typically falls short in leading to impactful research.
  • Proposing Problematization as a more promising method to generate influential theories and providing a comprehensive explanation of this methodology.
  • Providing concrete illustrations of how the Problematization method enables researchers to generate novel research questions that have the potential to produce interesting and ground-breaking research contributions


Workshop leader: Jörgen Sandberg (UQ), Alina Haider (VUW)

15. From the land of the long white cloud to the land of the long weekend: Findings from the Unilever 4-Day Work Week Trial

Flexible Work Arrangements have long been considered as a potentially mutually beneficial solution for organisations to support employees to manage work and non-work commitments. Most recently, the interest in one particular form of flexible work known as the 100-80-100 Four-Day Work Week (4DWW) has grown. To measure the longer-term impact of the 100-80-100 4DWW on key business and employee outcomes, as well as the processes that determine its successful implementation, the 18-month trial (December 2020–June 2022) of the 100-80-100 4DWW at Unilever New Zealand was evaluated. Using a mixed methodology research design, which included three online surveys of all employees (N=78) and 57 in-depth semi-structured interviews, this evaluation found that by the end of the trial, Unilever New Zealand had achieved strong business results, exceeding all business key performance indicators, including sales, market share, profit and overheads. Absenteeism was also significantly reduced, turnover was stable, and all other employee outcome metrics were stable or showed directional improvement.


In this workshop, attendees will benefit from the experience of the UTS academics who conducted the Unilever NZ 4DWW research as well as hearing from the Unilever executives involved in the implementation of the trial.


Alongside discussion of the trial results workshop attendees will gain an understanding of the barriers to implementation of the four-day work week, challenges in the implementation process and critical success factors.


As well as consideration of business and employee outcomes, a broader societal lens is also applied in the workshop. The drivers of interest in the 4DWW are examined and questions are asked around the current limitation of a benefit such as the 4DWW to skilled, permanent and educated workers. Will the 4DWW create a greater divide between those white-collar workers with permanent positions and unskilled workers in the gig economy? Is the 4DWW the future of work or a fad?


Attendees will have the opportunity to ask questions in a Q & A session during the workshop and will leave the workshop having advanced their knowledge of the 4DWW as a flexible work arrangement.


Workshop leaders: Bronwen Johns (UTS), Rowena Ditzell (UTS), Cameron Heath (Unilever)


16. Indigenous management for sustainable futures: What succession looks for indigenous management scholars

The workshop theme is succession among Indigenous management scholars, researchers, academics, and practitioners. The provides a forum for relationship building, facilitated dialogue and planning on what the Indigenous Issues Special Interest Group can and will do to advance the aspirations of Indigenous peoples through collaborative research, knowledge sharing, and engagement, with a particular focus on the issue of succession.


The objectives and activities of this workshop are to:

  • Re-establish connections among Indigenous and non-Indigenous scholars, researchers, and students who have an interest in and support for Indigenous management research
  • Host a panel of diverse speakers on the long term future of Indigenous management research and what values, practices, and frameworks can help to realise that future
  • Facilitate small group discussions on desirable initiatives and actions to support the realisation of the long term future of Indigenous management research within ANZAM and with other groups
  • Devise a plan and programme of activity for the Indigenous Issues Special Interest Group over the next three years and how to achieve this


Workshop Leaders: Jason Mika (Waikato), Mark Jones (Melbourne), Jarrod Haar (Massey), Ella Henry (AUT), Teresa Rose (Athabasca), Diane Ruwhiu (Otago)

17. Wellbeing At Work SIG Launch and Symposium

This symposium will a) showcase the world-leading and impactful wellbeing at work research that is being led by research centres across Australia and New Zealand and b) foster collaborations on exciting workplace health and wellbeing issues with the aim of fostering excellent and impactful research. Attendance will provide insights into some of the key challenges that ANZAM researchers are addressing through their innovative projects as well as highlighting some exciting emerging themes and projects.


  • To launch our Wellbeing@Work ANZAM SIG – a national consortium of world-leading scholars in workplace health and well-being
  • To showcase research accomplishments related to health and wellbeing at work as well and build a wider understanding of research accomplishments and priorities in workplace health and wellbeing.
  • To bring together researchers in a manner that will facilitate research excellence as well as engagement and impact.
  • To foster research collaborations in the field of workplace health and well-being with the aim of facilitating research excellence and national competitive funding success.


Workshop Leaders: 1. Rebecca Mitchell (Macquarie), Brendan Boyle (Newcastle), Jarrod Haar (Massey), Ashlea Troth (Griffith), Helena Nguyen (Sydney), Tim Bentley (ECU), Michelle Tuckey (UNISA), Helen DeCieri (Monash)

18. The HealthTech Nexus: What does technology mean for the future of healthcare?

The future of healthcare is intrinsically intertwined with the rapid evolution of technology. As cutting-edge advancements continue to reshape every aspect of our lives, they hold the promise of revolutionising healthcare delivery, patient outcomes, and the entire medical ecosystem. From precision medicine and telemedicine to artificial intelligence (AI) driven diagnostics and personalised treatments, technology’s role in healthcare is poised to be transformative.


Technology offers healthcare many avenues to improve what we do and how we do it with considerable benefits at the personal, social, organisational, and economic levels. Consider precision medicine, whereby medical interventions are tailored to individual patients, accounting for their genetic makeup, lifestyle, and environmental factors. Similarly, the convergence of high-speed internet, mobile devices, and sophisticated communication platforms has enabled healthcare professionals to diagnose and treat patients remotely using telemedicine. The value of telemedicine was particularly apparent during the global pandemic. AI, particularly generative AI, is emerging as a game-changer in healthcare. Machine learning algorithms can analyse vast amounts of medical data to identify patterns, predict disease outcomes, and aid diagnosis. Furthermore, AI-driven chatbots and virtual assistants provide immediate medical information and guidance, enhancing patient education and engagement. The future of healthcare also envisions the integration of the internet of things (IoT) devices into medical practices. Wearable sensors and smart medical devices can continuously monitor vital signs, detect early warning signs of health issues, and transmit real-time data to healthcare professionals. Data analytics and interoperability are crucial aspects of the future healthcare landscape. The accumulation of vast amounts of patient data, when properly analysed and shared across healthcare systems, can lead to valuable insights for population health management, epidemiological studies, and drug development. Interoperable electronic health records systems ensure seamless communication between different healthcare providers, reducing medical errors, duplication of tests, and enhancing the continuity of care. Collectively, these innovations have the potential to redress health inequities that continue to compromise the wellbeing of equity groups.


Despite the aforesaid opportunities to improve healthcare, technology also comes with challenges and consequences, including those that are unintended and those that might emerge in time. Consider ethical and privacy concerns. As more data are generated and shared, cybersecurity breaches remain a real concern, and can erode public trust in technological innovations. Furthermore, there is a limited understanding of the implications for leadership, management, interprofessional care, as well as education and training.


This event will address what remains both an exciting and a contentious area in healthcare – namely, the use of technology. It invites conference delegates to critically consider the role of technology in healthcare. A panel discussion will be hosted to consider its benefits and challenges, with reference to: generative artificial intelligence; the opportunities for, and compromises to value-based healthcare; how it is implemented and sustained; its ethical use; and the implications for leadership, management, interprofessional care, as well as education and training. Following this, conference delegates will be invited to participate in a question-and-answer session.


Workshop leaders: Ann Dadich (WSU), Eric Ford (Alabama), Timothy Huerta (Ohio State), Lester Levy (AUT)

19. Advances in Mixed Methods Research Designs and MMR Notation Systems

The Workshop will provide an update on Advances in Mixed Methods Research Designs and MMR Notation Systems. Topics to be covered include innovations in MMR designs that better reflect rapidly changing business contexts, complex research problems, new advances in mixing of methodologies and the new extended MMR notation system which assists in the rigorous reporting of innovative and complex MMR studies. The Workshop will provide guidance for editors, reviewers, supervisors, examiners, researchers and HDR students alike. We encourage attendance to those who utilise MMR and want to take note of the recent advances, those new to or curious about MMR, supervisors and HDR students navigating their way through MMR and reviewers and journal editors.


Content to be covered includes:

  • Innovations in MMR Designs
  • MMR Designs that reflect multi-level analysis
  • MMR Designs that reflect complexity
  • Mixing of methodologies (E.g., Mixed Methods Action Research (MMAR), Longitudinal Mixed Methods (L-MMR), Mixed Methods Grounded Theory (MM-GT) and Case Study-Mixed Methods Research (CS-MMR & MM-CS)
  • New Extended MMR Notation System


Workshop leaders: Roslyn Cameron (Torrens), Anneke Fitzgerald (Griffith)