Action Research as a Tool for Faculty Development in Service-Learning: The Impact of Action Research on Faculty’s Knowledge, Skills and Attitudes Towards Service-Learning

Higher Education Institutions in Hong Kong have adopted Service-learning pedagogy progressively for more than ten years, providing students with practical experiences and a more affluent academic environment. Existing literature suggests that service-learning allow faculty to connect their theoretical knowledge with practical application, modify their teaching skills meaningfully to address the challenges they faced during service-learning and provide faculty with the opportunity to participate in the action research process to reimagine teaching in a relevant and meaningful environment. Combining service-learning with action research can therefore promote faculty development. Using a qualitative approach, the purpose of the study was to investigate instructors’ experience of incorporating action research into their service-learning teaching and its impact on faculty development. A total of 12 instructors were interviewed. The interview was intended at eliciting their experience in conducting action research through their service-learning subjects. The findings suggested that firstly through action research, teachers were able to identify and address the issues they faced in teaching service-learning subjects. Secondly, it provided teachers with the opportunities to reflect and examine their own teaching practices. Thirdly, action research provided teachers with an opportunity to enhance their research and scholarship. These benefits enhance the teachers teaching which could then benefit students learning. However, in view of the small sample size and its qualitative approach, more research needs to be done to examine the generalisability of Action Research as an encouraging tool for faculty development and enhancing teaching and learning.