Summer Research Projects

Project duration, hours of engagement & delivery mode

Project duration: 6 weeks
Dates: 13 January – 21 February 2025
Hours of engagement: 25-30hrs per week

Remote working can be accommodated. Onsite presence is not required.

Description

Overview
This project explores the concept of “datastress” within the healthcare sector, specifically focusing on stress experienced by medical professionals such as doctors, nurses, and other hospital staff who regularly engage with data even though this data work is not a primary part of their job description. For instance, with the increasing reliance on data-driven decision-making for patient care, medical staff are often required to create and/or retrieve information (e.g., create, curate, retrieve electronic health records). This additional responsibility can lead to significant stress due to the unfamiliarity with data tools, perceived complexity and lack of control, or the time-consuming nature of these tasks. This stress could be a subcategory of technostress or a distinct phenomenon we could term “datastress.”

Research Aim
The primary goal of this study is to determine whether this stress is merely a subset of technostress or if it warrants classification as a new type of workplace stress, “datastress.” If datastress is identified as a distinct form of stress, understanding its unique characteristics will be crucial for developing effective stress management strategies, enhancing job satisfaction, and ultimately improving patient care.

Motivation and Societal Impact
Healthcare professionals’ work practices are changing rapidly because of digitalization. A large portion of their time is now dedicated to data-related activities, as they create “digital versions” of their patients, formatted as per electronic health records (EHR) systems demands (e.g., the tool requires 10 data points which might not be able to capture the full reality of the patient). This increasing reliance on electronic health records creates a new burden for healthcare professional who now must engage with several area of the data lifecycle (e.g., creating data, maintaining data, consuming data).

This additional workload is not reflected in their job title, yet there are managerial expectations that healthcare professionals demonstrate data proficiency – ultimately inducing a sense of battling with two jobs at the same time. Managing patient data is not new to healthcare professions – the main difference is that this data is now digital. This is known to induce technostress through mechanisms such as techno-overload, techno-insecurity, and techno-complexity.

Healthcare professionals often worry that digital representations of patients may not fully capture reality. While technostress involves adapting to new technologies, the stress from managing large, unreliable, and critical data might require a different approach. The psychological toll of handling inaccurate or manipulated data can affect decision-making and accountability, adding stress that is closely tied to personal identity and the desire to provide reliable care.

Finally, when medical professionals feel that their expertise and judgment are secondary to the recommendations of data management systems, it could result in a loss of control and diminished professional satisfaction. Healthcare professionals may also find it difficult to maintain meaningful connections with patients when their interactions are mediated through screens and data points. The process of transforming patients into EHR entries can erode the relational aspects of care, leaving professionals feeling isolated and disconnected.

Overall, we argue that the concept “datastress” goes beyond technostress by questioning the impact of digitalization itself, which would have tremendous implications for organizations and Information Systems research. By identifying and understanding datastress as a separate phenomenon, this research could inform the development of targeted interventions to reduce stress, prevent burnout, and ensure a healthier work environment for healthcare professionals, ultimately leading to better patient outcomes and a more efficient healthcare system.

Research Methodology
The selected students will work closely with their supervising team to demonstrate how datastress differs from the general construct of technostress and offers unique value. For this, they will design, administer, and analyse a preliminary study targeting medical staff in a hospital who interact with data but do not have data management in their official job description. Depending on the student’s skillset and interest, this study will consist of interviews or a survey to explore sources of stress, the perceived impact of data-related tasks on their work, and potential strategies for mitigating this stress. The questionnaire or interview guides will combine questions from the technostress literature and new questions specific to datastress. Access is currently being negotiated with Mater Hospital. The findings will contribute to both academic literature and practical solutions for reducing stress and burnout in healthcare settings.

Timeline
Week 1 will be focused on finding and reviewing the existing literature. Week 2 will be focused on designing the survey/interview guide. Weeks 3-4 will be focused on collecting data. Week 5 will be focused on data analysis. Week 6 will be focused on producing a short report.

Expected outcomes and deliverables

The findings from this research will contribute to a deeper understanding of the pressures and challenges faced by these workers and will be articulated in a research paper intended for submission to practitioner outlets like Harvard Business Review and academic conferences in Information Systems.

Learning Outcomes for Selected Student:

• Qualitative Interviews: Gain experience in preparing and conducting qualitative interviews with participants, including developing interview guides, managing participant interactions, and synthesizing qualitative data to uncover in-depth insights.
• Survey Design and Administration: Hands-on experience in designing and deploying surveys that explore complex workplace phenomena, including developing relevant questions, selecting appropriate samples, and ensuring data quality.
• Data Analysis: Skills in conducting qualitative and quantitative analysis, with an emphasis on identifying patterns, correlations, and significant findings related to technostress and datastress.
• Research Writing: Experience in academic and practitioner-oriented research writing, including structuring a research paper, articulating findings, and crafting compelling arguments for different audiences.
• Collaboration and Mentorship: Opportunities to work closely with a supervisory team, receiving guidance and feedback throughout the research process.
• Publication Opportunities: A chance to contribute to a research paper that will be submitted to high-profile outlets, potentially leading to recognition in both academic and professional communities.

Suitable for

This project is open to applications from students with a background in business information systems or organizational behavior.

We are looking for postgraduate or 3rd-year undergraduate students who can (i) apply sophisticated statistical analysis on survey data using software or programming languages such as Stata, SPSS, Python, or R and/or (ii) conduct qualitative research including designing, leading, and transcribing interviews. The research methods can be tailored to the student’s skills and interests.

Primary supervisor

Dr. Maylis Saigot
Prof. Andrew Burton-Jones
Assoc. Prof. Stan Karanasios

Further information

Please contact Maylis at m.saigot@uq.edu.au if you have any questions.

Project duration, hours of engagement & delivery mode

The duration for this project phase 1 is six (6) weeks and the student applicant is expected to be on-site/off-site to participate in the project.

Hours of engagement
Task 1: Identify key indicators of student well-being through an initial systematic review.

• Week 1: Wed 15 January – 17 January 2025 (3 days × 7 hours= 21 hours)
• Week 2: Monday 20 January – 24 January 2025 (5 days × 7 hours = 35 hours)

Task 2: Propose a list of questions for student interviews

• Week 3: Monday 27 January - 31 January 2025 (5 days × 7 hours = 35 hours)
• Week 4: Monday 3 February – 7 February 2025 (5 days × 7 hours = 35 hours)

Task 3: Interview students within the tourism, hospitality, and events discipline at graduate and undergraduate levels.

• Week 5: Monday 10 February – 14 February 2025 (5 days × 7 hours = 35 hours)
• Week 6: Monday 17 February – 21 February 2025 (5 days × 7 hours = 35 hours)

Total hours of engagement = 196 hours

Description

Overview
As the higher education market continues to become competitive, it is pertinent for educational providers to prioritize student well-being as part of institutional integrity and overarching success (Khatri, Duggal, Lim, Thomas, & Shiva, 2024; Lugosi, 2019). This is partly due to the understanding that well-being is rooted in a specific institutional context with a connection to teaching and education (Konu & Rimpelä, 2002). Evidences exist that the transition into higher education presents myriad health risks (Denovan & Macaskill, 2017; Douwes, Metselaar, Pijnenborg, & Boonstra, 2023). For example, reports on “increased suicides” (FreePressJournal, 2024) and “struggles” (Madigan, 2024) among higher education students underscore why well-being has become the highest priority in Australian schools. An estimated 200,000 university students are likely to experience mental health and well-being challenges yearly (Klepac Pogrmilovic et al., 2021).

Hence, research interest in well-being has received increased attention with recent studies arguing for students' perspectives (Douwes et al., 2023), conceptual framework (Konu & Rimpelä, 2002), and measurement scales (Khatri et al., 2024). However, in addition to the overall emphasis on student well-being (Ruiz-Casares, Guzder, Rousseau, & Kirmayer, 2014), there are scarce validated and automated measurements for tourism, hospitality, and event students. Therefore, it is crucial to comprehend the factors that contribute to well-being among tourism, hospitality, and events students, as well as how this can be accurately assessed for educational management interventions.

Theoretical background, objectives, and method
Taking the theoretical lens of Allardt's sociological theory of welfare,  well-being is operationalized to constitute both material and non-material human needs of having, loving, and being and should be determined by both historical and conditional changes (Allardt, 1989; Konu & Rimpelä, 2002). The four main project's objectives are to: (1) Identify the measurement indicators for diagnosing tourism, hospitality, and events students’ well-being; (2) Develop a tourism, hospitality, and event student well-being scale (THESWeS) using the identified measurement items; (3) Validate THESWeS and its nomological consequences, and (4) Automate the validated THESWeS into a web-application for deployment in universities. This project employs various multi-stage mixed methods designs with exploratory sequential mixed method as the basic methodological framework.

To achieve the first objective of this project, this 6-week summer school project will address objective 1 through three tasks: 1) identify key indicators of student well-being through an initial systematic review; (2) propose a list of questions for structured student interviews; and (3) interview at least 30 students (online) within the tourism, hospitality and events’ discipline at both graduate and undergraduate levels.

Keywords: Well-being, scale development, tourism, hospitality, and events, students, mixed methods design.

Expected outcomes and deliverables

By the end of this project, students will gain three important skills (1) Literature scoping skills; (2) Qualitative instrument design competencies; and (3) Data collection skills.

To gain these skills, the student must complete the three main tasks of this project listed above and is expected to deliver qualitative data.

Suitable for

This project is open to students with a background in Tourism, Hospitality, and Events at 4th year undergraduate or Master level (1st or 2nd Year).

Primary supervisor

Dr Elizabeth Agyeiwaah

Further information

Dr Elizabeth Agyeiwaah
Lecturer in Tourism
Tourism Discipline, UQ Business School
Email: l.agyeiwaah@uq.edu.au

References

Allardt, E. (1989). An Updated Indicator System: Having, Loving, Being. Working papers 48, Department of Sociology, University of Helsinki.

Denovan, A., & Macaskill, A. (2017). Stress and subjective well-being among first year UK undergraduate students. Journal of Happiness Studies, 18, 505-525.

Douwes, R., Metselaar, J., Pijnenborg, G. H. M., & Boonstra, N. (2023). Well-being of students in higher education: The importance of a student perspective. Cogent Education, 10(1), 2190697. doi:10.1080/2331186X.2023.2190697

FreePressJournal. (2024). Increase In Suicide Among Students Of Higher Education Alarming', Says Bombay High Court. Retrieved on 14/08/2024 from https://www.msn.com/en-in/news/India/increase-in-suicide-among-students-of-higher-education-alarming-says-bombay-high-court/ar-BB1qSQg4?ocid=BingNewsVerp.

Khatri, P., Duggal, H. K., Lim, W. M., Thomas, A., & Shiva, A. (2024). Student well-being in higher education: Scale development and validation with implications for management education. The International Journal of Management Education, 22(1), 100933. doi:https://doi.org/10.1016/j.ijme.2024.100933

Klepac Pogrmilovic, B., Craike, M., Pascoe, M., Dash, S., Parker, A., & Calder, R. (2021). Improving the mental health of young people in tertiary education settings. Retrieved on 14/08/2024 from https://www.vu.edu.au/sites/default/files/improving-the-mental-health-of-young-people-in-tertiary-education-mitchell-institute.pdf.

Konu, A., & Rimpelä, M. (2002). Well-being in schools: a conceptual model. Health Promotion International, 17(1), 79-87.

Lugosi, P. (2019). Campus foodservice experiences and student wellbeing: An integrative review for design and service interventions. International Journal of Hospitality Management, 83, 229-235. doi:https://doi.org/10.1016/j.ijhm.2018.10.019

Madigan, M. (2024). ‘Struggle’: Reality of being an Australian university student right now. Retrieved on 14/08/2024 from https://www.news.com.au/lifestyle/real-life/news-life/struggle-reality-of-being-an-australian-university-student-right-now/news-story/cede4ea279aa4ad491bcc40aa7a2866d.

Ruiz-Casares, M., Guzder, J., Rousseau, C., & Kirmayer, L. J. (2014). Cultural roots of well-being and resilience in child mental health. Handbook of child well-being, 2379-2407.

Project duration, hours of engagement & delivery mode

Six weeks, 36 hours per week. This project will be offered through a hybrid arrangement, with a mix of face-to-face and virtual meetings.

Description

Project background
Advances in digital technologies such as the emergence of digital platforms, generative AI, and high speed internet have been marvelous for generating entrepreneurial activities that have produced new societal benefits worldwide. Recently, however, a potential reversal of this positive movement—the creation of evil drifts—arose, whereby the use of digital technologies can concurrently create negative societal impacts. For instance, while once hailed as platforms that enable people from around the globe to become self-employed and make a decent living, gig-economy platforms are increasingly criticized for abusing their power to exploit workers. Likewise, while the internet has been hailed as an equalizing force that provides entrepreneurs from across the globe with equal opportunities, critical differences in the accessible internet infrastructure may instead exacerbate the disadvantages of emerging economies.

In this project we set out to better understand such evil drifts and, importantly, the strategies entrepreneurs adopt to mitigate the negative impacts of these drifts. For example, gig-economy workers such as Uber drivers fight back by blocking their phones to artificially create ‘surcharge surges’, thereby resisting eroding pay conditions. Likewise, entrepreneurs in developing countries find innovative ways to overcome disadvantages such as Kopo Kopo which enables small businesses to accept mobile payments without requiring constant internet access.

Methods
This project will adopt a qualitative, multi-case study approach. The Summer Research Scholar, will be responsible to identify cases of evil drifts that arise from the use of digital technologies in entrepreneurship, gather information about them from secondary data sources (e.g., news articles, blogs, social media), and to document and analyse this information. The overall goal is to answer the following two research questions:

1. What types of evil drifts emerge in entrepreneurship from the use of digital technologies?
2. What strategies do entrepreneurs employ to mitigate negative impacts arising from different types of evil drifts?

Contributions
The project aims to define evil drifts and conceptually clarify the types of evil drifts emerging from digital technologies; identifying entrepreneurial strategies for mitigating the effects of evil drifts; theorizing on the conditions under which entrepreneurs might choose one strategy over another; and surfacing the negative impacts that digital technologies may have on society.

Expected outcomes and deliverables

The Summer Research Scholar will be responsible for developing a corpus of case studies, conducting initial analysis to classify and categorize the evil drifts reflected in these case studies, and conducting a preliminary literature review. By doing so, the scholar will gain hands-on experience in conducting rigorous business research, with a strong focus on developing the skills that are required for publishing in ABDC A* (i.e., top tier) entrepreneurship/management journals.

At the end of the project, the scholar will deliver the categorized case studies (i.e. a database with descriptions and classifications) along with a short report outlining a synthesized literature review and initial findings.

If students are interested in further developing the project, there may be opportunity to contribute toward eventual publication(s).

Suitable for

This project is open to students with a background in business or related fields. The successful applicant should have some familiarity with qualitative research skills and a keen attention to detail.

Preference will be given to students enrolled in Honours or postgraduate study in the School of Business.

Primary supervisor

Dr Jonah Zankl

Further information

Applicants are encouraged to contact the supervisor at j.zankl@business.uq.edu.au for further information before applying.

Project duration, hours of engagement & delivery mode

Project duration: 6 weeks
Dates: 13 January – 21 February 2025
Hours of engagement: 25-30hrs per week

Please note that the project will involve in-person observations – but the students may chose any location that is compatible with the research objectives. Supervision can be conducted online as needed.

Description

Problem Statement
In public spaces, neurodivergent adults tend to experience a range of social, psychological, and sensory discomforts, which results in exacerbated stress and pain when performing daily tasks. For example, using public transport might generate anxiety related to planning or unexpected delays, as well as sensory challenges due to the presencde or loud and constant noises. Mental health issues tend to be exacerbated in the neurodivergent population, making it a public health priority to address these challenges. Today, advances in technology, including AI and wearable devices, offer unprecedented opportunities to design personalized systems that can mitigate sensory and social challenges. As cities become smarter, there is a timely opportunity to design public spaces that are not just efficient but also empathetic.

Background and Motivation
In a previous study, we identified ways through which technology can generate “technorelief”, a psychological relief achieved through the use of technology to cope with stressors from the work environment. We identified several media capabilities that drive technorelief through a network of sensory, cognitive, and affective mechanisms by filtering environmental input and improving remote collaboration. Building on this previous study, this project aims to captitalize on the opportunities offered by digital technologies and smart cities to create public spaces that are inclusive and conducive to the overall well-being of city dwellers. 

Objective
This project aims to develop a robust evaluation framework to assess and guide the integration of technological innovations into public space design, thereby fostering social sustainability as set out by the United Nations in their 17 goals for sustainable development. This framework will provide a systematic approach for assessing various technological solutions and design interventions to create inclusive and supportive public environments, specifically targeting the challenges faced by late-diagnosed autistic individuals.

Research Approach

• Literature Review: Review existing research on neurodivergence, public space design, and evaluation methods for adaptations, with a focus on neurodivergent adults.
• Framework Development: Create a framework that includes criteria, metrics, and methodologies for evaluating the effectiveness of technological and design interventions in public spaces.
• Qualitative Approach: Interview urban planners, technology providers, and neurodivergent adults to gather insights and refine the framework, ensuring it addresses the needs of late-diagnosed individuals.
• Case Study Analysis: Apply the developed framework to existing case studies of public space adaptations to test its effectiveness and gather feedback for further refinement.

Examples of relevant case studies: Hidden Disabilities Sunflower at Sydney Airport, WiseNav, Reframing Autism’s Community Summit, etc.

Expected outcomes and deliverables

Expected Output
The project will produce a comprehensive evaluation framework that provides systematic criteria and methodologies for assessing the effectiveness of public space adaptations for neurodivergent adults. This framework will be a valuable tool for researchers, practitioners, and policymakers to evaluate and improve public space designs.

Collaboration and Output
The student will work closely with the supervisors to develop, test, and refine the framework. The findings will be compiled into a research paper, with the goal of publication in academic journals and presentation at conferences focused on urban design, psychology, and information systems.

Benefits for Applicants

• Develop expertise in creating evaluation frameworks and methodologies for public space adaptations.
• Gain skills in research methodology, stakeholder engagement, and data analysis.
• Contribute to advancing academic knowledge on evaluating technology-driven public space interventions for neurodivergent individuals.
• Influence future research and practice by providing a systematic approach to assessing the impact of public space designs on neurodivergent adults.

Suitable for

This project is open to application to undergraduate (3rd year) or postgraduate students with a preferred background in qualitative methods, strategic design, entrepreneurship, and/or information systems as well as a specific interest in neurodiversity – although other students are welcome to apply too. Students with a diagnosis or self-identify with a neurodiversity will be considered favorouably.

We are looking for several students who may work together as one group or divide the project into individual sub-projects.

Primary supervisor

Dr. Maylis Saigot, Lecturer, Business Information Systems
Dr. Miriam Moeller, Senior Lecturer, International Busines

Further information

For questions, please contact Maylis Saigot at m.saigot@uq.edu.au.

Project duration, hours of engagement & delivery mode

This project will run for six weeks. During this time, the applicant will be expected to engage in 20 hours per week under hybrid and flexible working arrangements.

Description

This project investigates what and how tensions are navigated by managers of service firms in transitions towards sustainability. Recognising a paradoxical mindset as a promising way to navigate complex sustainability tensions (Carmine and De Marchi 2022a) and enable firms to achieve better environmental and social outcomes (Carmine & De Marchi 2022b), this project will investigate a paradox theory perspective (Ozanne et al., 2016; Smith and Lewis, 2011) to develop a framework for navigating the emergence of complex tensions in service firms’ sustainability transitions. The data comprises a set of in-depth interviews with twenty-one managers of Australian service organisations, which will be analysed using thematic analysis in NVivo.

Expected outcomes and deliverables

The applicant can expect to gain the following research skills upon completion of the project:

• Learn how to conduct, analyse and structure a literature review to make a strong contribution to extant research (Snyder 2019, 2022).
• Learn how to analyse and report interview data using qualitative data analysis techniques, including thematic analysis (Braun and Clark, 2006; Ozuem et al. 2021), using NVivo software.
• The applicant will have the opportunity to be involved in developing an article manuscript which will be submitted to a high-quality journal in the service research field, such as the Journal of Service Management. 

Suitable for

This project is open to applications from 3rd and 4th year students undertaking a Bachelor of Advanced Business (Hons) with a background in marketing or innovation and entrepreneurship and undertaking the Research Pathway Option. Knowledge of qualitative business research methods is desirable.

Primary supervisor

Dr Alexandria Gain, Postdoctoral Research Fellow in Marketing, UQ Business School

Further information

Please contact Alexandria Gain prior to submitting an application: a.gain@business.uq.edu.au.

References

Braun, V. and Clarke, V. (2006). Using thematic analysis in psychology, Qualitative Research in Psychology, 3 (2), 77-101.

Carmine, S and De Marchi, Valentina. (2022a). Reviewing paradox theory in corporate sustainability toward a systems perspective. Journal of Business Ethics, 184, 139-158.

Carmine, S and De Marchi, V. (2022b). Tensions and outcomes in corporate sustainability: The moderating role of paradoxical frame. Journal of Cleaner Production, 380 (1), 134952

Ozanne, L.K., Phipps, M., Weaver, T., Carrington, M., Luchs, M., Catlin, J., Gupta, S., Santos, N., Scott, K., Williams, J. (2016), “Managing the Tensions at the Intersection of the Triple Bottom Line: A Paradox Theory Approach to Sustainability Management,” Journal of Public Policy & Marketing, 35 (2), 249–261.

Ozuem, W., Willis, M., and Howell, K. (2022). Thematic analysis without paradox: Sensemaking and context, Qualitative Market Research: An International Journal, 25 (1), 143-157.

Smith, W.K and Lewis, M.W. (2011). Toward a theory of paradox: A dynamic equilibrium model of organizing, Academy of Management Review, 36(2), 381-403.

Synder, H. (2019). Literature review as a research methodology: An overview and guidelines, Journal of Business Research, 104, 333-339.

Project duration, hours of engagement & delivery mode

For the Summer program, students will be engaged for 6 weeks only.

Hours of engagement must be between 20 – 36 hrs per week and must fall within the official program dates (13 Jan – 21 Feb 2025).

Please outline if the project will be offered on-site, remotely or through a hybrid arrangement.  

Description

This research project will involve developing an international, mixed-methods study about PhD students’ experiences with unethical behaviour and the impact on their wellbeing, engagement and performance at work. The successful candidate will be required to work on a literature review, assist with development of an ethics application and interview/survey protocol, and possibly conduct interviews and/or focus groups (with supervision as needed). With the exception of an initial meeting on campus, the project can be completed remotely.

Expected outcomes and deliverables

Students will gain experience in conducting a literature review, developing an ethics application, developing a survey and interview protocol and (time permitting) qualitative and quantitative data collection.

Suitable for

This project is open to honours and Masters by coursework students only. Students must be highly conscientious and have very strong written communication skills. Experience writing literature reviews and familiarity with the ethics application process would be an advantage.

Primary supervisor

Dr Marissa Kate Edwards

Further information

For more information please contact Dr Marissa Edwards at m.edwards@business.uq.edu.au.

Project duration, hours of engagement & delivery mode

6 weeks and applicant(s) will be required on-site for the project.

Description

The applicant(s) will join an interdisciplinary team evaluating the Resilient Homes Fund (RHF) – which was established to provide Queenslanders whose homes were damaged by floods access to grants to raise, retrofit or have their home voluntarily bought back.

The applicant will support the core team at UQ Business School (including Dr Tyler Riordan, Dr Katie Meissner, and Professor Paula Jarzabkowski) in carrying out desk-based qualitative research on the RHF. 

Specifically, they will collect and download data on the RHF from multiple sources (e.g. traditional media, social media, government inquiries), and analyse existing data (including program documents).

For more information on the broader project, visit the Natural Hazards Research Australia website.

Expected outcomes and deliverables

Applicants will embed in an established research team environment. They will gain skills in qualitative data collection, analysis, writing, and presentation. They will also have the opportunity to organise and analyse data in NVivo software, attend team meetings, and work towards the production of an internal report. At the end of the project, students will be asked to produce a 2-page written report that will contribute to the research outcomes, and to provide a 5-minute presentation on key findings. The report and presentation will build students’ written and verbal skills in a business environment.

Suitable for

Project is open to 3rd or 4th year undergraduate students, as well as pre-honours or Master’s coursework students.

Some evidence of interest in qualitative methods will be expected.

Primary supervisor

Dr Tyler Riordan

Further information

For applicant enquiries, contact t.riordan@business.uq.edu.au using your student email address.