Using educational drama to teach investments management: evidence of cross cultural relevance from Australia and China

Changing foci in the field of investment management, along with the increasing use of concentrated teaching formats, present new challenges for educators seeking to enhance student learning. This paper examines a promising new pedagogical approach, educational drama, for the teaching of investment management, and reports on students’ perceptions of its effectiveness in both Sydney, Australia and Hong Kong, China. Based on both quantitative and qualitative responses to 18 statements about the perceived learning effectiveness of educational drama in investment management, students in both Sydney and Hong Kong were generally favourably disposed to the approach. Comparison of the Sydney and Hong Kong responses showed promise for the cross-cultural applicability of educational drama, while also highlighting some potentially culture-driven differences.