Building the capacity of research-informed teaching and learning in the business, communication, and social sciences disciplines: The Hong Kong experience

Kara Chan, Noel Y M Siu, Gina W F Lai

Research output: Chapter in book/report/conference proceedingConference proceedingpeer-review


Conducting authentic research studies with undergraduate students empowers them in both knowledge generation and in taking responsibility for learning. Students’ engagement in research-related activities has increasingly been recognized as an important part of the learning and teaching process. As a result, there is a strong demand for knowledge and skills in the design and implementation of course-based research assignments. We, therefore, developed a one-year project to promote research-information teaching and learning in the business, communication, and social science disciplines. The project is developed as a peer-to-peer learning initiative aiming at strengthening colleagues’ capacity to incorporate research elements into teaching, which would, in turn, facilitate student learning through introducing course-based research activities. We organized four teaching and learning seminars and invited local and overseas speakers to share their experiences in engaging undergraduate students in authentic research. We interviewed faculty members who had experience in implementing research-informed teaching and undergraduate students engaged in research activities and documented their reflections in the form of feature articles and videos. We identified ten journal articles on the practices and evaluation of undergraduate research within and out of the classroom and rewrote them into feature stories. It enables colleagues to gain insight into undergraduate research in various contexts. A designated website was designed to share the learning resources. The website was promoted through various academic associations and conferences. The survey among workshop participants found that colleagues these workshops enlighten them on the innovative pedagogy of research-informed teaching and learning, and demonstrate the process of designing a class assignment or a project with authentic research elements in the social science and business curriculum.
Original languageEnglish
Title of host publicationICERI2022 Proceedings
Subtitle of host publication15th Annual International Conference of Education, Research and Innovation
EditorsLuis Gómez Chova, Agustín López Martínez, Joanna Lees
Place of PublicationSeville, Spain
PublisherInternational Academy of Technology, Education and Development
Number of pages4
ISBN (Electronic)9788509454761
Publication statusPublished - 25 Nov 2022
Event15th International conference of education, research and innovation - Seville, Spain
Duration: 7 Nov 20229 Nov 2022

Publication series

NameICERI Proceedings
ISSN (Print)2340-1095


Conference15th International conference of education, research and innovation
Abbreviated titleICERI2022
Internet address

Scopus Subject Areas

  • Communication
  • Education
  • Sociology and Political Science
  • Marketing

User-Defined Keywords

  • research-informed teaching
  • teaching pedagogy
  • Active learning
  • staff development
  • student engagement
  • teaching leadership
  • undergraduate research
  • innovative pedagogy
  • research-teaching nexus


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