Winter Research Projects

36 hours per week between 29 June – 24 July 2026

The project can be conducted on-site, remotely or through a hybrid arrangement.

Emerging technologies such as advanced manufacturing, data-intensive technologies, energy systems, and space technologies are reshaping how organisations operate, compete, and create value. For regions such as Queensland, understanding the business implications of these technologies is particularly important, as organisations face distinct challenges related to scale, capability development, infrastructure, and regulatory environments.

This project investigates how organisations in Queensland engage with emerging technologies and how business environments enable or constrain their effective use. Using desk-based research, the project will synthesise insights from policy documents, industry reports, and academic research to identify key organisational challenges, enabling conditions, and open questions relevant to business leaders, entrepreneurs, and policymakers. The project aims to produce a clear, evidence-based overview of how emerging technologies are influencing organisational strategies and opportunities in the Queensland context.

Students participating in this project will:

• develop skills in structured desk research and evidence synthesis
• gain exposure to applied research at the intersection of technology, business strategy, and policy
• build experience translating complex material into clear, practitioner-relevant insights
• deepen their understanding of how emerging technologies affect organisations and business environments.

As part of the project, students will be expected to:

• identify, review and synthesise policy documents, industry reports, and selected academic literature
• identify recurring organisational challenges and enabling conditions related to emerging technologies
• deliver a short, written research brief summarising key findings at the end of the project.

This project is open to students from business, management, information systems, or related disciplines. Applicants should demonstrate:

• strong written communication skills
• the ability to work independently and manage time effectively
• an interest in emerging technologies and their business implications
• confidence in synthesising information from multiple sources
• prior experience with desk-based research, policy analysis, or industry research is desirable but not required.

Associate Professor Frederik von Briel

All applications will be reviewed jointly after the deadline.

36 hours per week between 29 June – 24 July 2026

The project can be conducted on-site, remotely or through a hybrid arrangement.

This project focuses on the technical development of a research study where participants interact with a Generative AI programmed to act as a specific character. In this study, the AI acts as a "gatekeeper" that only agrees to a user's request if they can provide an answer that is both creative and practical. Because AI models like ChatGPT are naturally designed to be helpful, we use a custom "system prompt" to override their default behaviour and force them to stay in character. As a Winter Research scholar, you will take our research design and integrate it into a robust experimental protocol, ensuring every participant has a consistent experience. Your job is to build the technical structure and "stress-test" the entire setup to find loopholes before we launch to participants on Prolific.

During the first week, you will focus almost exclusively on conversation consistency and tool validation. You will "red-team" the system prompt to identify "persona drift" or "helpfulness leaks" where the AI breaks character or volunteers solutions. A major part of this week is determining if ChatGPT can reliably maintain these constraints or if we need to consider alternative tools to ensure experimental rigor. In the second week, once the AI behaviour is stabilized, you will move into infrastructure setup. This involves building the survey flow in Qualtrics, including informed consent and psychometric screeners, and establishing the technical "handshake" with Prolific for anonymous ID tracking.

The third week shifts toward refining the participant experience and instructions. You will run small pilot sessions with a local cohort to identify friction points, specifically refining the "copy-paste" workflow to minimize user error when initializing the AI persona. By analysing these pilot transcripts, you will determine if participants found unintended workarounds and adjust the instructions accordingly. Your final week will involve end-to-end technical validation, ensuring Prolific IDs are correctly "stamped" on transcripts and that the Qualtrics logic accurately verifies the authenticity of the links participants submit. You will conclude by producing a technical audit report and launching the pilot study.

This role is best suited for students in Business Information Systems, Computer Science, or Psychology who enjoy troubleshooting digital systems and testing the limits of AI behaviour.

By the end of this project, you will have a clear understanding of how to move a research project from a conceptual stage to a rigorous, technically sound protocol that is ready for large-scale deployment. You will develop a specialized skillset in the intersection of behavioral science and AI, specifically in mastering how to "harden" AI personas to ensure they stay in character for every participant. You will also learn the technical procedures required to manage anonymous data flows across multiple platforms like Prolific and Qualtrics.

The project culminates in the following deliverables:

1. Technical Audit Report: A detailed log of the "red-teaming" phase, documenting where the AI persona was vulnerable, what loopholes were found, and the specific prompt or logic updates implemented to fix them.
2. Validated System Prompt: A final, stress-tested version of the "Gatekeeper" GenAI persona that has been optimized for consistency across different user accounts.
3. Refined Participant Methodology: A streamlined set of instructions and a validated Qualtrics-Prolific workflow, optimized based on pilot findings to minimize user error and ensure high-quality data collection.

We are looking for a student who is autonomous, resourceful, and enjoys creative problem-solving. This role is less about being a "coder" and more about having a "hacker" mindset—someone who is naturally curious, tech-savvy, and capable of working through technical friction points independently. While you’ll be using tools like Qualtrics and Prolific, we don’t expect you to have prior experience with them as long as you are comfortable learning new platforms on the fly.

Because this project sits at the intersection of human behaviour and technology, it is well-suited for students from a variety of backgrounds, including Business Information Systems, UX Design/HCI, Psychology, or the Social Sciences. What matters most is a genuine interest in research. You should be able to demonstrate this through your current or completed bachelor’s or master’s thesis, or a clear plan to pursue a PhD in the future. We prefer applicants who have some prior research experience and/or who feel comfortable taking an abstract idea and refining it into a functional, robust experiment.

Maylis Saigot, UQBS, BIS Discipline
Email m.saigot@business.uq.edu.au

Please contact the primary supervisor prior to applying.

Program Duration: 29 June - 24 July 2026 (4 weeks)
Engagement Hours: 20 hours per week (flexible scheduling)
Delivery Mode: Hybrid - online and on-site at the St Lucia campus

This research responds to a Call for Papers printed by the premier journal in International Business, Journal of International Business Studies (ABDC-A*; FT50) titled “Micro-foundation of International Business: Integrating Insights from Human Resource Management and Organizational Behavior”.
Deadline: 30 November 2026.

Research Question driving the Review:
What is the current state of knowledge on how neurodiversity-inclusive practices in multinational enterprises shape employees’ cognitive and affective micro-foundations? How do these mechanisms influence behaviour and collaboration across national and cultural boundaries?

Research Review Abstract:
International business research has increasingly recognised the importance of micro-foundations in explaining how individual cognition, emotions, and behaviour shape multinational enterprise (MNE) outcomes. However, existing work has largely overlooked neurodiversity as a fundamental source of micro-foundational heterogeneity. While prior research has examined how cultural background, personality, and managerial cognition influence cross-border coordination and decision-making, the role of neurocognitive differences in shaping how organisational members perceive, process, and respond to complex international environments remains largely unexplored. This omission is significant because neurodivergent individuals often exhibit distinct cognitive processing styles, attentional patterns, and affective responses, which may fundamentally influence how they interpret ambiguity, navigate cross-cultural interactions, and engage in knowledge sharing and collaboration. By integrating insights from neurodiversity research into IB micro-foundations theory, this review advances the field in three ways. First, it expands the conceptualisation of micro-foundations beyond cultural and experiential differences to include neurocognitive diversity as a critical individual-level driver of behaviour in MNEs. Second, it develops a multilevel framework explaining how neurodiversity-inclusive HRM practices shape cognitive and affective mechanisms that underpin cross-border coordination and collaboration. Third, it identifies boundary conditions under which neurodiversity inclusion enhances or constrains international collaboration, thereby contributing to a more comprehensive and psychologically grounded understanding of heterogeneity in MNE functioning. In doing so, this review positions neurodiversity as a critical, yet previously neglected, micro-foundational dimension in international business theory.

By participating in this project, the student will:

• develop advanced literature review and synthesis skills, including critical appraisal of cross-disciplinary sources
• improve academic writing and citation skills
• build familiarity with research tools such as EndNote (training provided).

Deliverables include:

• a written literature review of approximately 6,000-8,000 words, synthesising and critically analysing relevant academic literature on the topic above.

This project is suitable for:

• students in Education, Humanities, Social Science, Psychology, or Health Sciences
• those with an interest in international business, human resource management, organisational behaviour, and diversity, equity and inclusion
• 2nd-4th year undergraduate, Honours, or Master's level students

Strong reading, writing, and critical thinking skills are essential.

Prior coursework or experience in qualitative research or literature reviews is desirable but not required.

Associate Professor Miriam Moeller

For questions about the project or to discuss your suitability before applying, please email m.moeller@uq.edu.au.

The Winter Research Scholar will be engaged for 4 weeks only (29 June - 24 July 2026). The project tasks can be completed remotely; however, one or two initial meetings in Week 1 will be held in the supervisor’s office.

Week 1 (29 June — 03 July): Scholar engagement for 7 hrs/day = 35 hours

Key Tasks (4-5 hours of supervisor engagement in Week 1)

• Welcome and provide an overview of the project and set goals and expectations for the Winter Research Program.
• Provide a detailed overview of Phase I of the project.
• Share the template for recording relevant information.
• Demonstrate how to locate relevant information on a university website and record it on the provided template.
• The scholar will begin reviewing the websites of the top 50 QS-ranked universities.

Week 2 & Week 3 (6 July — 17 July): Scholar engagement for 7 hours per day (35 hours per week)
Key Tasks

• The scholar will continue reviewing the websites of the top 50 QS-ranked universities to extract and record relevant information.
• At least two 1-hour meetings will be held each week to share progress and provide feedback.

Week 4 (20 July — 24 July): Scholar engagement for 7 hrs/day = 35 hours
Key Tasks

• A 2-hour meeting to guide scholar on how to analyse information extracted from universities’ websites
• Share the template for preparing the final report.
• The scholar will submit the completed final report along with the file containing the original information extracted from the universities’ websites.
• Formal closure of the program with thanks.

The recent technological developments and rapidly changing business environment have substantially impacted marketing practice. Accordingly, industry expects graduates to possess knowledge of contemporary topics (e.g., AI, digital marketing, analytics) for marketing roles (Grewal et al., 2025). However, gaps remain between industry skills requirements and classroom learning, as few roles allow marketing graduates to apply the knowledge and skills they acquire in business schools (Taylor, 2003), resulting in dissatisfaction with fresh marketing graduates’ skill sets (Bacon, 2017). This is critical given that the primary purpose of marketing programs is to prepare students to perform effectively in organisations (Schlee & Harich, 2010). Therefore, marketing academics feel increasing pressure to prepare students beyond fundamental marketing skills (Grewal et al., 2025).

Kumar (2018) suggests that the marketing discipline is undergoing a transformation, with marketing educators playing a major role in re-evaluating the curriculum and adapting to the changing marketplace. This re-evaluation requires a thorough examination of current marketing programs, majors, and courses offered at leading institutions worldwide. Such an examination will help identify recent developments and the skills focus at the program, major, and course levels. The transformation also requires continuously assessing industry skills requirements for marketing graduates (Ang et al., 2014). Finally, comparing marketing curricula with industry skill requirements will allow the identification of necessary updates to existing marketing programs, majors, and courses, as well as the need to introduce new programs, majors, or curses.

This transformation is important for universities, industry, and students. AACSB requires business schools to monitor ongoing developments in business and organisations and to continuously adapt and improve curricula to remain relevant to the ever-changing business environment (Schlee & Harich, 2010). In addition, bridging the gaps between industry skills requirements and classroom learning will enhance organisational performance and graduates’ employability.

Therefore, the Future of Marketing Initiative (FMI) project explores the structure and focus of postgraduate (coursework) marketing education offered by universities, with particular attention to how well it aligns with industry needs. Specifically, the FMI project aims to answer the following research questions:

1. What marketing programs are offered by universities at the postgraduate (coursework) level, and what courses are included within each program?
2. What marketing-related majors are offered within postgraduate (coursework) business programs, and what courses are included in each major?
3. What core marketing courses are offered by universities in postgraduate (coursework) business programs?
4. What key skills do postgraduate marketing programs and majors aim to develop in graduates?
5. What marketing qualifications and skills do practitioners and employers look for in marketing graduates?
6. How well do postgraduate marketing program curricula align with industry expectations and skill requirements?
7. What new marketing programs, majors, and courses should be introduced at postgraduate (coursework) to better align with industry needs and address current skills requirements?

To effectively complete this project, we have divided our project into the following phases:
Phase I: Identify the marketing programs, majors, courses, and skills focus offered by the top 50 QS-ranked universities.
Phase II: Conduct interviews with mid- and senior-level marketing practitioners to identify the skill sets industry seeks in fresh marketing graduates and to determine potential skills gaps.
Phase III: Compare the content and skills focus of existing programs with industry skills requirements, based on the analysis of data obtained from Phases 1 and 2.
Phase IV: Draft an evidence-based recommendations report outlining future innovations in marketing programs, majors, and courses at the UQ Business School.

We have fully planned Phase I and are currently designing Phase II. The Winter Research Scholar will primarily contribute to Phase I (research questions 1-4), which constitutes a major component of the FMI project. This phase involves systematically reviewing the websites of the top 50 QS-ranked universities to capture detailed information on their marketing programs, majors, courses, and associated skills focus.

Learning outcomes

At the conclusion of the Winter Research Program, you will develop:

• a deeper knowledge of the marketing discipline, programs, majors and courses offered by the top universities around the world
• skills in analysing qualitative information/data
• skills to prepare and report findings.

Deliverables

The winter scholar is expected to submit a report using a provided template. In addition, the scholar will also submit the original data/information that they will use for analysis.

This project is open to applications from students who:

• are enrolled at UQ Business School in - 
  • an undergraduate program and have completed at least two years
  • a postgraduate program and have completed at least one year
• have a high GPA (6.0 or above)

While not essential, preference will be given to students with a major or Field of Study in marketing/advertising.

Knowledge of website scraping would be an advantage.

Dr Muhammad Rashid Saeed

Dr Muhammad Rashid Saeed
Lecturer in Marketing
School of Business
Room 456, Colin Clark (39) Building, Saint Lucia Campus
Email: m.saeed@business.uq.edu.au

Hours of engagement: 30 hrs per week from 29 June - 24 July 2026

This project will be offered in a flexible format, with both remote participation and face-to-face on-campus meetings as needed.

Students working on this project will learn how to conduct a systematic literature review, including defining research questions, developing search strategies, applying inclusion/exclusion criteria, screening and selecting studies, extracting and coding data, synthesising key themes, and identifying research gaps to build a strong foundation for future empirical research.

Students can gain skills in conducting a literature review and have an opportunity to generate publications from their research. Students are required to produce a report or an oral presentation at the end of their project.

This project is open to honours and master's students with a background in Information Systems and/or Business studies.

Dr. Reihaneh Bidar

For further information, please contact: r.bidar@uq.edu.au

Hours of engagement: Full-time  29 June - 24 July 2026

This project will be conducted on-site, with hybrid participation possible based on the applicant's needs. 

The project seeks to understand a critical urban mobility challenge, how can micromobility close the first/last mile connectivity gap between public transport, home, work, and other destinations? This winter research project will serve as a qualitive follow-up study to the iMOVE study “Closing the loop on first/last mile transportation: assessing the connection between micromobility and public transport in Brisbane”. It aimed to evaluate whether micromobility, particularly shared e-mobility schemes such as e-scooters and e-bikes, could effectively complement public transport to provide door-to-door sustainable and equitable transport solutions. While Brisbane’s public transport network is a robust mix of a modern bus fleet, intercity train services, ferries, and a newly launched all-electric metro service, barriers to its usage exist. The introduction of 50-cent public transport fares in Brisbane largely eliminated price as one of these barriers. Still, the classic first/last mile problem in connecting a person’s starting and ending locations persists.

This transport gap typically occurs between the trip origin/destination and the location of public transport services, which dissuades public transport usage. One possible solution is to encourage the usage of micromobility to access public transport. Particularly, shared e-mobility (e.g., e-scooters, e-bikes) presents an option to combat the first/last mile problem, allowing for on-demand and convenient short-distance transport.

Over 6 months, the study collected nearly 1,500 survey responses to assess the effectiveness two interventions: (1) installation of an e-mobility parking hubs, and (2) $1 reduced fare rides. This winter research project will entail conducting a qualitative follow-up study. The purpose is to understand what potential interventions will entice users to use micromobility to close the first/last mile gap. The study will focus on short-distance car drivers.

Scholars will learn qualitative interview and analytical methods and be directly involved in writing academic journal articles from the project. The project is ideal for a student interested in research and pursuing a subsequent HDR project (e.g., Honours, Master’s Thesis, PhD). The student will work directly with Brisbane City Council on the project and be provided an opportunity to present their work to the council’s transport planning group.

This project is open to applications from students interested in qualitative research and/or active transport. 3rd – 4th year undergraduate or postgraduate students only.

• Dr Richard Buning, UQ Business School, r.buning@uq.edu.au
• Professor Jonathan Corcoran, UQ School of the Environment, jj.corcoran@uq.edu.au
• Assoc Prof Dorina Pojani, UQ School of Architecture, Design and Planning, d.pojani@uq.edu.au

Prospective students are welcome to contact Dr Buning with any questions.
Email r.buning@uq.edu.au

The project will require 36 hours of engagement every week for the duration of 4 weeks (29 June - 24 July 2026). The project will be offered through a hybrid arrangement;  online and on-site at the St Lucia campus.

The project examines whether strengthened U.S. SEC enforcement affects M&A decisions of U.S. cross-listed foreign firms. Prior research shows that U.S. cross-listing improves governance and increases both takeover likelihood and acquisition premiums (Cosset and Meknassi, 2013). Separately, recent evidence suggests that enhanced SEC enforcement following the adoption of the MMoU reduces borrowing costs for cross-listed firms (Chy et al., 2025). However, little is known about whether strengthened regulatory oversight influences real corporate decisions such as mergers and acquisitions. This research is motivated by this gap. If enforcement reduces information asymmetry and limits private benefits extraction, it may increase acquisition activity and improve deal quality. Alternatively, stricter enforcement may increase regulatory risk and reduce managerial flexibility, potentially discouraging acquisitions.

To identify this relationship, we will use a difference-in-differences framework that exploits the staggered timing of countries’ MMoU adoption as a quasi-natural experiment. Cross-listed firms from countries that adopt the MMoU serve as the treated group, while non-cross-listed firms serve as controls. The main variable of interest is the interaction between cross-listing status and the post-MMoU period. The empirical design will include firm- and year-fixed effects, along with standard control variables such as firm size, leverage, profitability, growth opportunities, cash holdings, and prior acquisition activity.

The potential scholar will work as a research assistant on this project and gain hands-on experience in empirical corporate finance research. Expected skills developed include data collection, data management, academic writing, modelling and analysis.

The scholar's contribution to the project will be formally acknowledged in the resulting research outputs, and the experience will serve as strong evidence of research capability for their CV and future academic or professional applications.

This project is open to applications from students enrolled in Honours, BAFE, the Master of Commerce, and the Master of Global Management programs only.

Dr Shirina Lin, UQ Business School, University of Queensland. Dr Dewan Rahman, UQ Business School, University of Queensland.

Please email us your expression of interest. You can contact us at s.hsinen@uq.edu.au or d.rahman@business.uq.edu.au.