Professor Kara Chan, Associate Dean (Teaching & Learning), Hong Kong Baptist University
Introduction
In recent years, research-informed teaching and learning have become increasingly important within higher education. While the value of helping students understand and engage in research is widely recognized, many students—especially in non-science disciplines—still have limited exposure to hands-on research experiences. Disciplines like business, communication, and the social sciences often lack the infrastructure or pedagogical support that science-based fields have long established.
Understanding the unequal opportunities, the project adopted a Students-as-Partners (SaP) approach, allowing students to not only learn but also to empower them to have the ability to impart their own learnings. As Lau and Zheng (2025) argue that student partners had an innate empowerment and possibility to invoke change, morphing from purely a learning environment to a space that allows students to explore and learn far beyond what they are normally accustomed to.
The project sets out to create openings for students to discover new paths in their academic life and career future through allowing students to experience research during their studies.
The Community of Practice (CoP) led by Professor Kara Chan, Associate Dean (T&L) of School of Communication was formally launched in June 2024 with funding support from the Hong Kong Baptist University totaling US$48,000. The group consisted of 16 members drawn from five universities across Hong Kong and the Asia-Pacific region. Participants included senior and junior faculty, doctoral students (who have since graduated), and a senior project assistant who facilitated the coordination of activities. Each member shared a commitment to integrating at least one course-based research assignment into their teaching during the 2024/25 academic year.
The aim of the CoP was to enrich student learning and to provide faculty with practical strategies, peer mentoring, and new insights into how course-based research can be embedded into undergraduate and postgraduate teaching. Over the course of the project, CoP members collaborated to design and implement course-based research assignments, discuss issues related to course-based research, and organize a Student Research Symposium Reflective journaling of CoP members, as well as surveys, and focus groups among students who completed assignments with research components were conducted to assess impact.
Establishing the Community of Practice
Community of Practice members discussed innovative pedagogy
Between July 2024 and October 2025, the CoP convened nine meetings held either on Saturday mornings or Tuesday evenings, using a hybrid format. Meetings typically lasted two to three hours and focused on a wide range of topics including qualitative and quantitative research design, ethical approvals, secondary data analysis, big data applications, and the use of generative AI in academic assignments. In each session, three to four members presented research-related assignments or teaching strategies they had tried, followed by group discussion. A designated facilitator ensured that the conversations remained focused on practical challenges, assessment rubrics, and shared solutions. A colleague from the library shared the availability of official statistics from international organizations for studies involving secondary data analysis. A colleague engaged students in data mining tools for campaign planning was invited to share her teaching pedagogy. A business owner shared with us an AI tool to promote secondary school students’ mental health.
After each meeting, members contributed reflective journal entries capturing their observations, insights, and personal learning. In total, 14 members submitted 39 entries, amounting to over 6,103 words.
In addition to these structured meetings, the CoP organized two activities outside the university setting. These included a visit to an art technology visualization exhibit and a tour of a government-funded financial literacy center. These excursions provided opportunities for members to experience innovative learning environments and to reflect on how such models could inform their course design.
This collaborative model reflects the APRS framework (Action, Partnership, Reflection, Sustainability) in service-learning, which promotes a cycle of co-creation and reflection that empowers both students and educators (Lau et al., 2024).
Course-Based Research and Student Learning
A central component of the CoP’s work was the creation of Course-Based Undergraduate Research Experiences (CUREs). These assignments allowed the whole class to engage in research activities while completing their coursework, developing skills such as formulating research questions, conducting interviews or surveys, analyzing data, and presenting findings. Compared to traditional assessments, CUREs offer richer learning opportunities and promote both academic and personal development. Students who participated in these assignments reported greater confidence, deeper understanding of research processes, and increased motivation to pursue further study or research-related careers.
This transformation aligns with the idea that “students engaged as partners become empowered to see their hobbies and interests as valuable skill sets,” influencing academic identity and career direction (Prasad, 2021; p. 9).
However, implementing CUREs comes with challenges. Faculty need to allocate time and resources to design assignments that are both educationally meaningful and logistically feasible. Integrating research into existing curricula can be complex, especially when considering issues like ethical approval, access to data, and the need for technical training in software such as SPSS.
To address these obstacles, the CoP provided members with a collaborative environment to co-develop assignments, troubleshoot challenges, and share resources. The process of peer review and co-creation helped ensure that new assignments were pedagogically sound, discipline-relevant, and aligned with broader learning goals.
Student Research Symposium
An undergraduate student majoring in advertising presented at the Student Research Symposium
One of the major milestones of the CoP was the organization of the Student Research Symposium, held in May 2025. The call for papers (see appendix 1) was announced in February, and students were invited to submit abstracts for consideration. Each submission was reviewed for content and originality, including plagiarism checks. Ultimately, 12 abstracts were accepted, and 13 students presented their research at the event.
Preparation for the symposium was integrated into the CoP’s sixth meeting, where members formed a committee to establish evaluation criteria and coordinate logistics. Four members served as judges at the symposium and provided constructive feedback to the student presenters. Topics ranged across disciplines, and students showcased a wide variety of research methods, data sources, and analytical frameworks. Two Best Paper Awards were given to recognize outstanding student contributions.
This event marked a shift in traditional learning models, where students did not just “receive” feedback—they co-produced knowledge and shared ownership of the learning space (Dianati, Seb & Oberhollenzer, 2020).
Students who participated in the symposium reported positive learning outcomes, particularly in areas such as teamwork, critical feedback, presenting research findings, and applying appropriate methods to complex problems. The opportunity to share their work in a professional forum enhanced their self-confidence and deepened their understanding of academic research.
Gathering Student Feedback
To evaluate the effectiveness of the CoP’s interventions, both qualitative and quantitative data were collected from HKBU students. Two questionnaires were developed and distributed to students enrolled in nine undergraduate and postgraduate courses. A total of 708 students were invited to participate, and 493 responses were received, representing a 70% response rate. The surveys asked students to reflect on their experiences with course-based research assignments, including the skills they acquired, their understanding of research ethics, and whether the experience inspired them to pursue further research.
In addition to the surveys, five focus group interviews were conducted in December 2024 and April 2025, involving 21 students. Sessions were held both in person and online, and ethical approval was obtained beforehand. Each session lasted approximately one hour and was recorded and transcribed. Through iterative coding and thematic analysis, several key insights emerged.
Students appreciated the authenticity of the assignments, particularly those that involved real-world engagement such as interviewing consumers or analyzing current social issues. However, many also reported challenges, especially when dealing with unfamiliar research software, navigating team dynamics, or selecting appropriate theoretical frameworks. Some faced language barriers, particularly when dealing with academic texts in English. Despite these challenges, students developed a range of cognitive and technical skills, including data analysis, critical thinking, active listening, and academic writing.
According to Komives et al. (2005), such transitions—where students move from “helpers” to “leaders”—are crucial stages in student identity development. SaP projects like these serve as catalysts for that transformation.
For many, the experience clarified their academic interests and career paths. Several students described the assignment as “eye-opening” and said it helped them understand others’ perspectives and appreciate the real-world relevance of their studies. One taught master program student even reported that the experience inspired her to apply for a doctoral program.
Reflections from CoP Members
CoP members consistently documented their insights through reflective journals. These reflections revealed that members not only learned new pedagogical strategies but also gained exposure to diverse institutional policies and practices. Topics of particular interest included the use of AI in student assignments, differences in ethical approval processes, and the pros and cons of using software like SPSS versus more accessible tools like Excel.
Members also discussed how to improve the design of research assignments by incorporating industry partnerships and real-world problems. In one example, students worked with a food client to develop marketing strategies using AI tools. In another, students conducted interviews on branded content in YouTube videos, simulating actual market research practices. These projects blurred the line between classroom learning and professional experience, making assignments more meaningful and impactful.
Such examples mirror the APRS model’s emphasis on “real-world relevance” and reflective engagement, which are essential for student ownership and long-term impact (Lau et al., 2024).
The CoP also fostered personal connections and professional networks. Members shared stories, exchanged contacts, and even discussed future collaborations. The sense of camaraderie extended beyond academic discussions, with members celebrating personal milestones and offering mutual support.
Kara Chan: “This experience has reaffirmed my belief that research involved teaching is not just about content delivery. It’s about building a community of inquiry where students and teachers can learn and grow together.”
Yan Wang: “It has been an incredibly rewarding journey that has truly transformed my approach to undergraduate education.”
Florin Serban: “This community gave concrete designs to pilot, data sources to teach with, and the momentum to carry these ideas into our symposium, our classes, and the communities we serve.”
Future Directions and Sustainability
Looking ahead, the CoP plans to continue evolving by integrating emerging topics such as artificial intelligence, health communication, and financial literacy into future course-based research assignments. Members are particularly interested in exploring how AI can be used both as a teaching tool and as a subject of inquiry. Thematic student symposiums centered around these topics are also being planned, providing ongoing opportunities for interdisciplinary learning and student engagement.
Sustainability remains a key concern. While the original CoP benefited from external funding, the long-term goal is to develop low-cost, scalable models that can be adopted by other institutions. Members are also exploring the development of discipline-specific toolkits to support educators in designing and implementing research-integrated curricula.
Sharing and Dissemination
Throughout the project, CoP members actively shared their experiences through conference presentations, journal submissions, and social media. Presentations were delivered at the e-Learning Forum Asia in Hong Kong and the International Higher Education Teaching and Learning Association Conference in Dubai. Four short videos featuring CoP member reflections were published on platforms like LinkedIn and Xiaohongshu. These videos can be found at https://projects-coms.hkbu.edu.hk/UG-research/.
Conclusion
The Community of Practice project successfully demonstrated how collaborative, research-informed teaching can transform learning outcomes for both students and educators in non-STEM disciplines. Through cross-institutional dialogue, shared reflection, and hands-on experimentation, members developed practical tools and insights to embed research more effectively into their teaching. As Barnett (2017) noted, co-creating higher education with students is not just about improving the university—it’s about “changing it.” This CoP exemplifies that ethos, integrating student voice, leadership, and agency into the heart of curriculum development. Students, in turn, gained critical thinking skills, confidence, and a greater appreciation for the research process. As the initiative moves forward, its emphasis on innovation, sustainability, and community ensures that its positive impact will continue to grow.
Acknowledgement
This project (June 2025 – January 2026) was funded by Hong Kong Baptist University (Project title: Building a community of practice in research-informed teaching and learning: Grant No: COP/2324/01).
References
- Barnett, R. (2017). Constructing the university: Towards a social philosophy of higher education. Educational Philosophy and Theory, 49, 78–88. https://doi.org/10.1080/00131857.2016.1183472
- Dianati, S., & Oberhollenzer, Y. (2020). Reflections of students and staff in a project-led partnership: Contextualised experiences of students-as-partners. International Journal for Students as Partners, 1, 1–15. https://eric.ed.gov/?id=EJ1464644
- Lau, P., Cheung, C. H., Tu, F., Hao, D. F., Chung, K. K. L., Wong, J. H. T., Ng, A. T. S, & Siu, S. S. Y. (2024). Cross-institutional service-learning in orthopaedics curriculum in traditional Chinese medicine education: APRS service-learning model. Journal of Service-Learning in Higher Education. https://journals.sfu.ca/jslhe/index.php/jslhe/article/view/449/273
- Lau, P., & Zheng, J. (2025). Exploring the interplay among student identity development, university resources, and social inclusion in higher education: Analyzing students as partners project in a Hong Kong university. Social Sciences, 14(3), 119. https://doi.org/10.3390/socsci14030119
- Prasad, A. (2021). Partnership for empowerment and discovering one’s purpose. Teaching and Learning Together in Higher Education, 34(9). https://repository.brynmawr.edu/cgi/viewcontent.cgi?article=1270&context=tlthe