Pond-Ering: Using A ‘Drawing A Duck’ Exercise As A Mechanism To Surface and Discuss Key Contextual, Situating and Shaping Influences In Undergraduate Business Students

The introductory exercise for MOBTS OCEANIA 2025 aims to reveal and acknowledge the diverse ways students understand knowledge, contextualize their influences, and recognize their assumptions. It begins with students ‘drawing a duck,’ symbolizing themselves and their context. This exercise, part of the Stage One undergraduate business program, empowers students to present themselves authentically and highlights the importance of their cultural capital (Martin & Mirraboopa, 2003). It fosters a safe environment for authentic belonging (Abbott-Chapman, 2011; Boon-Nanai et al., 2017; Matapo & Baice, 2020; O’Shea, 2016; Zepke, 2016). By engaging in this activity, students build social connections, reflect on their identities, and develop empathy for their peers’ experiences (DeTurk, 2001). The exercise underscores the value of diverse knowledge and perspectives, enhancing decision-making, learning outcomes, and a sense of trust and belonging (Gehlbach, 2004; van Bel et al., 2009).