CTR FOR THE ENHANCEMENT OF TEACHING AND LEARNING
| Researcher : Chan CKY |
| Project Title: | HKU Assessment Resource Centre |
| Investigator(s): | Chan CKY, Corbet EF, Prosser MT |
| Department: | Ctr for the Enhancement of Teaching and Learning |
| Source(s) of Funding: | Teaching Development Grants |
| Start Date: | 02/2009 |
| Abstract: |
| 1.To establish an assessment resource centre in HKU. 2.To give evidence and a research basis for a policy paper on assessments from the assessment sub-committee to the steering committee. |
| Project Title: | HKU ASSESSMENT RESOURCE CENTRE |
| Investigator(s): | Chan CKY |
| Department: | Ctr for the Enhancement of Teaching and Learning |
| Source(s) of Funding: | Leung Kau Kui Research and Teaching Endowment Fund - Teaching Grants |
| Start Date: | 02/2009 |
| Abstract: |
| The 4-year curriculum reform has allowed for a set of educational aims for undergraduate education at The University of Hong Kong (HKU) to be clearly expounded in the document Transforming Student Learning. Central to the attainment of these aims is a reform of the assessment system in parallel with the reform of the curriculum, as assessment should support learning. Assessment has always been a driving force for student learning, thus the importance of appropriate assessment methods, criteria and grading standards which are well aligned with intended learning outcomes are absolutely essential for the transformation of student learning in this new reformed curriculum structure. According to Gibbs (1995) ‘What is to be learnt, how and when it is to be learnt, with what outcome, what criteria and standards are to be used, how the judgments are made and by whom these judgments are made’ are absolutely essential to student-centred learning. A survey on assessment practices across Faculties in HKU has revealed a diversity of assessment approaches being used in general. However, examples of good appropriate assessment practices in support of student learning have not yet been identified. Once identified, these could guide HKU teachers in designing appropriate assessments for courses to which they contribute course design input and also encourage diversity in assessment. As advised by Brown, S., Rust, C., Gibbs, G. (1994), high quality learning occurs in diversity of teaching activities and assessment. Furthermore, best international practices in University undergraduate assessments, when identified, could further guide HKU teachers in designing appropriate assessment schemes. An assessment website resource centre accessible by teaching staff as a resource for all materials in promoting appropriate undergraduate student assessment in the 4-year curriculum would be a welcome development. As assessment is such a central element in undergraduate student learning, feedback from students on their experiences of current assessment practices could inform the reform of assessment, in the same way as monitoring of student course experience has informed curriculum reform. It is so true that “Students can escape bad teaching; they can't escape bad assessment,� Boud (1995). In response to the 4-year curriculum reform, preliminary groundwork on assessment techniques has already begun prior to the submission of this proposal. Hence it is proposed that the project commences as soon as possible. OBJECTIVES OF THE PROJECT: 1. To establish an assessment resource centre in HKU. 2. To give evidence and a research basis for a policy paper on assessments from the assessment sub-committee to the steering committee. Specifics of the Objectives: a. To identify and provide HKU teaching staff a compilation of assessment methods and good grading practices currently used in undergraduate assessment at HKU. b. To align appropriate assessment practices with HKU educational aims. c. To research and identify some of the international assessment practices which reinforce student learning. d. To understand our students’ experiences on the current assessment practices. References: Boud, D. (1995) Enhancing learning through self-assessment London: Kogan Page Gibbs, G. (1995). Assessing Student Centred Courses. Oxford: Oxford Centre for Staff Learning and Development. Brown, S., Rust, C., Gibbs, G. (1994) Strategies for Diversifying Assessment Oxford Centre for Staff Development, UK |
| Project Title: | Student and Teacher Perceptions of Transferable Skills in Engineering in relation to Learning Outcomes, Delivery and Assessment |
| Investigator(s): | Chan CKY |
| Department: | Ctr for the Enhancement of Teaching and Learning |
| Source(s) of Funding: | Seed Funding Programme for Basic Research |
| Start Date: | 04/2009 |
| Abstract: |
| Providing academic excellence in teaching is an essential part of any degree course in higher education. Increasingly though, employers are looking for more than in-depth knowledge and understanding of relevant subject discipline from their recruits (Bertelsen and Chadha, 1999). They are now looking for well-rounded graduates who do not just excel in their disciplines but on a variety of broader subjects and skills such as communication, teamwork, initiatives, problem-solving, self and time management and lifelong learning; “we are increasingly articulate about what we expect from our university students. We expect graduates to be able to manipulate subject knowledge critically and analytically, argue effectively and reflectively, organise their study and time, work well in groups and so on� Staddon (2002). Most of the business leaders commented that they could find employees who have "hard skills", that is the capability to fulfill the discipline related tasks, but many potential hires lack the "soft skills" that a company needs for driving forward. In a world where discipline specific knowledge rapidly becomes obsolete, it means employees need to upgrade their hard skills regularly as hard skills would only have a short shelf live, thus employees with good lifelong learning skills and positive attitudes towards learning are preferred. This is true even in professional careers such as engineering, science and related areas. Sharma and Trankina (1995) stated that, in an increasingly competitive market, even scientific and technical specialists find that they need their ancillary personal transferable skills to thrive in their chosen career. All this is evidenced by the external forces from Government whom in turn have been lobbied by employer demands to introduce key-skills development strategy in higher education. Numerous white papers, from the Council of the European Union (2001) to the Dearing Report in UK (1997) and the recently addressed issue on “Knowledge Transfer� by the University Grant Committee (2007) in Hong Kong have impacted significantly on the need for undergraduates to be better prepared for the world of work in order to ensure international competitiveness towards a knowledge-based economy. Of course, it is not merely about making students more employable, it is about making students more capable. Given that these days a significant proportion of students are likely to enter employment unrelated to their primary degree discipline, it is our duty to ensure the students possess certain aspects of the skills portfolio which are transferable regardless of discipline when they complete college. Despite the assumption that ‘transferable’ skills are part and parcel of a graduate’s portfolio and the skills agenda has been at the forefront of higher education provision for some time, there is a lack of information about the extent to which such skills may be perceived by students to be valuable and similarly by teachers. There is certain amount of haziness for both students and teachers in their perceptions on key-skills - the awareness, the understanding and the delivery of learning and the assessment of such skills. The discrepancy between student and staff perceptions on the skill-set are vitally important to ensure their expectations are aligned. Some evidences on students’ and teachers perceptions were found on a small scale by Haigh and Kilmartin (1999) in the geography discipline areas at the Oxford Brookes University and by Burke, Jones and Doherty (2005) in the sport area at the University of Luton, however, most key-skills researches are empirical studies on development work with little research on how to assess key-skills and how it affects student engagement (Chadha and Nicholls, 2006). Transferable skills are not addressed enough in higher education (Atlay and Harris, 2000) and it is argued that course structure and delivery methods need to be radically rethought and redesigned for the skills agenda to be sufficiently tackled. There is a lack of research to support methodologies aimed at promoting optimal transfer of skills to work environments – the linkage between the nature of the learning environments that may be provided, and the types of outcomes that are purported to accrue. It is important to remember key-skills are not by tradition part of a degree curriculum. Many academic professors do not actually have the personality or skill-sets to demonstrate such wisdom (Chan, 2005). Often the learning methods are not relevant to the skill-sets they try to teach or not related to authentic examples, there is little coherent link between course outcomes, methodology and assessments. In addition, students are often not explicitly explained what the learning outcomes of such skills deliver. Indeed, despite widespread efforts to address the skills agenda, there is a dearth of empirical evidence to support the efficacy of the initiatives that have been adopted particularly on student motivation and engagement in relation to the topic, a lack of research about the issue from the student perspectives. In this proposed research project, we seek to address some of the concerns raised above, specifically in the engineering discipline, we aim to: 1. Assess students’ perceptions of transferrable skills acquired during their undergraduate degree programmes in the engineering discipline. a. The awareness – What do they know about transferable skills? b. The learning outcomes – What types of transferable skills are most valuable and important to them and why? c. The practice – How are the transferable skills being taught in the engineering degree? d. The assessment – How are the transferable skills being assessed in the engineering degree? e. Type of practices preferred – Embedded, integrated or stand-alone courses? f. Student engagement – Do they find the teaching on transferable skills engaging? 2. Evaluate teachers’ perceptions of transferrable skills in the engineering programmes a. The awareness – What do they know about transferable skills? b. The learning outcomes – What types of transferable skills are most valuable and important to the students and why? c. The practice – How are the transferable skills being taught in the engineering degree? d. The assessment – How are the transferable skills being assessed in the engineering degree? e. Type of practices preferred by the students – Embedded, integrated or stand-alone courses? f. Student engagement – Are the teaching activities on transferable skills engaging for the students? 3. Investigate the discrepancy between student and staff perceptions on the skill-set, including the alignment of the skills’ learning outcomes, the learning practice and the assessment of transferable skills in the duration of the programme. 4. Evaluate the perceived effectiveness of the strategies adopted in respect to learning transfer, student engagement and the desirability of adding value to the undergraduate engineering programmes in this manner; Establish the value which students themselves place on embedded, integrate and stand-alone teaching approaches for developing their transferable skills. 5. Study the effectiveness on the different type of assessment methods used to assess transferable skills. The findings from the project will inform us on what is important to the students and the discrepancy between students and teachers’ perceptions on key-skills so to align their expectations in their learning and teaching. In fact, if students are to be successful, we must refocus the curriculum to prepare students to third level learning, to help them acquire the skills to navigate a complex organisation, and in so doing, to embrace processes of learning, personal development and career planning for life at university and beyond graduation. |
| Project Title: | EDULEARN09 the International Conference on Education and New Learning Technologies THE IMPACT OF CULTURE, DISCIPLINE AND UNGUIDED INSTRUCTION IN PROBLEM-BASED LEARNING APPROACH |
| Investigator(s): | Chan CKY |
| Department: | Ctr for the Enhancement of Teaching and Learning |
| Source(s) of Funding: | URC/CRCG - Conference Grants for Teaching Staff |
| Start Date: | 07/2009 |
| Completion Date: | 07/2009 |
| Abstract: |
| N/A |
| List of Research Outputs |
| Chan C.K.Y., Conference Review Board - Reviewer, SoTL (Scholarship Of Teaching And Learning) Commons Conference Georgia, USA. Georgia, USA,. 2010. |
| Chan C.K.Y., Curriculum Design Model for the Development of Transferable Skills for Effectively Engage Undergraduate Students, International Conference on Learning and Teaching – Temasek Polytechnic, Singapore. 2010. |
| Chan C.K.Y., Editorial Board, In: Cindy Xu, International Education Studies. Canadian Center of Science and Education. 2010. |
| Chan C.K.Y., International Advisory Committee, International Joint Journal Conference in Engineering 2009 IJJCE and International Journal of Recent Trends in Engineering . 2009. |
| Chan C.K.Y., International Advisory Committee, International Joint Journal Conference in Engineering 2010 IJJCE and International Journal of Recent Trends in Engineering. 2010. |
| Chan C.K.Y., The Impact Of Culture, Discipline And Unguided Instruction In Problem-based Learning Approach, The International Conference On Education And New Learning Technologies . 2009. |
| Chan C.K.Y., The Impact of Online Laboratory to Student Learning, , The International Conference of Education, Research and Innovation. 2009. |
| Fok W.W.T. and Chan C.K.Y., Evaluating the Learning Experiences in Virtual Laboratory Training in Electrical and Electronic Engineering through Student Perceptions - A case study in the University of Hong Kong, Engineering Education: the Journal of the Higher Education Academy, Engineering Subject Centre, Dec 2009. ournal of the Higher Education Academy, Engineering Subject, 2009. |
| Researcher : Chan WSC |
| List of Research Outputs |
| Chan S.S.M., Chiu H.F.K., Chen E.Y.H., Chan W.S.C., Wong P.W.C., Chan C.L.W., Law Y.W. and Yip P.S.F., Population-attributable risk of suicide conferred by axis I psychiatric diagnoses in a Hong Kong Chinese population, Psychiatric Services. 2009, 60: 1135-1138. |
| Fu K.W., Chan W.S.C., Wong P.W.C. and Yip P.S.F., Internet addiction: prevalence, discriminant validity and correlates among adolescents in Hong Kong, British Journal of Psychiatry. UK, The Royal College of Psychiatrists, 2010, 196: 486–492. |
| Webster B.J. and Chan W.S.C., Conceptualising graduate attributes and what they mean for undergraduates in Hong Kong, Proceedings Temasek Polytechnic International Conference on Learning and Teaching. Singapore, 2010, 10 pages. |
| Webster B.J. and Chan W.S.C., First year transition experiences and effects on student outcomes, Proceedings of the 32nd HERDSA Annual Conference. 2009, 608-613. |
| Webster B.J. and Chan W.S.C., Transition from school to university: PBL, student engagement, and learning outcomes, the 6th International Conference on PBL in Dentistry. Hong Kong, 2009. |
| Researcher : Hong CSL |
| List of Research Outputs |
| Kember D.R., Ho A. and Hong C.S.L., Characterising a teaching and learning environment capable of motivating student learning., Learning Environments Research. 2009, 13: 43-57. |
| Kember D.R., Ho A. and Hong C.S.L., Initial motivational orientation of students enrolling in undergraduate degrees., Studies in Higher Education. 2010, 35: 263-276. |
| Researcher : Lam LK |
| List of Research Outputs |
| Salter Menzo D.J. and Lam L.K., International Award Winning University Teachers Perceptions and Use of Technology. , Ed Media International, June 2010.. 2010. |
| Salter Menzo D.J. and Lam L.K., Approaches to teaching and technology use among international award winning university teachers. , Ed Media International Conference, June 29 – July 2, 2010, Toronto, Canada: Association for the Advancement of Computing in Education.. 2010. |
| Yang M., Carless D.R., Salter Menzo D.J. and Lam L.K., Giving and receiving feedback: A Hong Kong Perspective, International Conference on Learning and Teaching. 2010. |
| Researcher : Moore FCT |
| Project Title: | Developing learning environments |
| Investigator(s): | Moore FCT, Kwo OWY |
| Department: | Ctr for the Enhancement of Teaching and Learning |
| Source(s) of Funding: | Other Funding Scheme |
| Start Date: | 05/2001 |
| Abstract: |
| To edit and organise selected papers into a book from a conference on the scholarship of teaching and learning; to illuminate new challenges for educational practice in higher education in Hong Kong; to present scholarly responses to the challenges. |
| Researcher : Prosser MT |
| Project Title: | Research – Teaching Relationship |
| Investigator(s): | Prosser MT |
| Department: | Ctr for the Enhancement of Teaching and Learning |
| Source(s) of Funding: | Seed Funding Programme for Basic Research |
| Start Date: | 06/2008 |
| Completion Date: | 09/2010 |
| Abstract: |
| Conflicting evidence and contrary viewpoints characterise our understanding of relations between the two primary functions of university faculty staff. Internationally, academics assert that there is a positive relation between teaching and research; universities contend that the two aspects of academic practice enrich each other; and quality assurance audits often indicate that research-intensive universities discharge undergraduate teaching functions more effectively (Neumann, 1993; Brew and Boud, 1995; Rowland, 1996; Jenkins, Blackman, Lindsay and Paton-Saltzberg, 1998; Brew, 1999; QAA 2000, . In addition, it has been argued that global changes in modes of knowledge production imply an increasing use of inquiry-based, transdisciplinary and client-centred curricula which aim to develop research and problem-solving skills in undergraduates (Gibbons, 1998). These would prima facie tend to tighten connections between university teaching and research functions. Nevertheless, a substantial body of empirical evidence indicates that there is little or no relation between teaching and research performance. Ramsden and Moses (1992) reported small negative correlations between teaching and research activity and outputs in Australian higher education. A key meta-analysis based on 58 (principally North American) studies contributing 498 correlations found an overall correlation of .06 between measures of teaching (such as student evaluations) and measures of research output (such as publications and competitive grants) (Hattie and Marsh, 1996). This result has again been confirmed by Marsh and Hattie (2002) There is no available evidence that research productivity among academics is predicted by a strong commitment to teaching, either at individual or aggregate level (Ramsden, 1994). Recent progress in the field has focused on promising theoretical explanations of these puzzling phenomena. Elton (2000), for example, proposed that a positive nexus between teaching and research was achieved through focusing on student learning as a process. He argued that “student-centred teaching and learning processes are intrinsically favourable towards a positive nexus, while more traditional teaching methods may at best lead to a positive nexus for the most able students�. Glassick, drawing on Boyer’s (1990) attempt to integrate different aspects of academic work through the concept of scholarship, proposed that academics practising the ‘scholarship of teaching’ experience a symmetry between teaching and research through the common elements of clear goals, adequate preparation, appropriate methods, significant results, effective publication, and reflective critique (Glassick, et al., 1997). Martin and Ramsden (2000) similarly maintain that a nexus between teaching and research is embodied in the experience of teaching as making student learning possible. When teaching is experienced as the delivery of information, then research and teaching logically remain in separate compartments. More recently, Robertson and Bond (2001) have been exploring disciplinary differences in the relationship and conclude that there is a relationship between the way academics experience their teaching and their research. In a series of studies beginning in 1994, Prosser and Trigwell and their colleagues have shown that there is a qualitative variation in the way academics approach their teaching, how they conceive of their teaching and their students learning, and how the way they approach their teaching relates to the way in which their students approach their learning. More recently they, with their colleagues Ramsden and Martin, have been studying the variation in the way academics understand their subject matter, experience their research and how those experiences relate to how they approach their teaching. In summary, that body of research has established that the way in which university teachers approach their teaching is systematically related to how their students approach their learning, how they themselves conceive and understand teaching and learning, and how they perceive their teaching and leadership environment (Prosser, Trigwell and Taylor, 1994; Trigwell, Prosser and Taylor, 1994; Trigwell, Ramsden, Martin, and Prosser, 1995; Trigwell and Prosser, 1996a, 1996b; Trigwell, Prosser and Waterhouse, 1999). The essence of the outcomes of this research is that university teachers who approach their teaching with an information transfer and teacher centred approach have students who have more surface oriented approaches to learning. These learning approaches are, in turn, associated with lower quality learning outcomes. On the other hand, university teachers who approach their teaching with conceptual change and student-focused approaches are more likely to have students who adopt deeper approaches to learning and have higher quality learning outcomes. More recently, we showed for the first time, how qualitative variation in the way academics experienced their understanding of their subject matter related to their experiences of teaching (Prosser, 2005). We found that student-focused perspectives on university teaching were linked to more complex and research-based understandings of subject matter. Specifically, a phenomenographic analysis showed that these understandings ranged from one in which the subject matter is experienced as a series of facts and/or techniques with little awareness of how that subject matter relates to other aspects of the field of study, to one in which the focus is on underlying theories and conceptions with a coherent understanding of how the parts fit to form a whole and how that whole relates to the field as a whole. In our most recent project, we used this result to reconceptualise the proposed relationship between teaching and research. We argued that the relationship may be more in the experience of teaching and research, and may be mediated through an understanding of the subject matter. In our most recent Australian Research Council funded project we focused on the variations in academics’ experience of research, how these variations relate to their experience of teaching, and how the relationship between these two experiences is in turn associated with their experiences of understanding their subject matter. We conclude that qualitative variation in the experience of research is related (a) moderately to experience of teaching and (b) strongly to experience of understanding the subject matter as we had hypothesised. That study was a small scale qualitative study. We now wish to extend that work in a large scale qualitative study, and in the process examine any gender, disciplinary, cultural and institutional variations in the relationship. Specifically, this propose projects aims to: 1. Based upon the categories of experience of research indentified in the previous project, to develop an Experience of Research Inventory which can be used in large scales studies. 2. Use that inventory, along with our previously developed Approaches to Teaching Inventory to confirm the relationship found in the previous small scale qualitative study 3. Investigate the gender, disciplinary, cultural and intuitional variations in the relationship In exploring these questions we will also address how universities can balance teaching and research and work towards the enhancement of teaching and student learning. |
| Project Title: | 13th Biennial Conference of the European Association for Research on Learning and Instruction Higher Education Research: a vision of the future |
| Investigator(s): | Prosser MT |
| Department: | Ctr for the Enhancement of Teaching and Learning |
| Source(s) of Funding: | URC/CRCG - Conference Grants for Teaching Staff |
| Start Date: | 08/2009 |
| Completion Date: | 08/2009 |
| Abstract: |
| N/A |
| List of Research Outputs |
| Chan L.K., Ip M.S.M., Patil N.G. and Prosser M.T., What else do medical graduate wish they had studied in medical school?, The 7th Asian Pacific Medical Education Conference, 6-7 February 2010. |
| Ginns P., Kitay J. and Prosser M.T., Transfer of academic staff learning in a research-intensive university, In: Sue Clegg, Teaching in Higher Education. London, Taylor and Francis, 2010, 15: 235-246. |
| Prosser M.T., A Perspective on Student Learning in the East and the West, Annual Conference International Society for the Scholarship of Teaching and Learning. 2009. |
| Prosser M.T., Academic Staff Experiences of Teaching, Understanding Subject Matter and Research: a student learning perspective , In: Christensesn, J. and Mighty J., Taking Stock: Research on Teaching and Learning in Higher Education. Montreal Quebec, McGill-Queen's University Press, 2010, 129-137. |
| Prosser M.T., Advisory Editor, In: Tolmie, A, British Journal of Educational Psychology. British Psychological Society, 2010. |
| Prosser M.T., Experiencing Teaching and Learning in Higher Education, The International Symposium on Development of University Teachers' Potentials, Capital University of Economics and Business, Beijing. 2009. |
| Prosser M.T., Member, International Advisory Board, In: van Rensburg, W. , Education as Change. Johannesburg, Centre for Education Practice Research, 2010. |
| Prosser M.T., Problem-based Learning: Student learning experiences and outcomes, 6th International Conference on Problem-based Learning in Dentistry, The University of Hong Kong, Hong Kong. 2009. |
| Prosser M.T., Teaching and Learning for Understanding in Higher Education, 1st International Conference on Learning and Teaching, Burapha University, Bangkok. 2009. |
| Prosser M.T., Teaching for High Quality Student Learning, Internationalization, Teaching, Learning and Liberal Education Symposium, Sun Yat-Sen University, Guangzhou. 2009. |
| Prosser M.T. and Trigwell K., Teaching in a Student-Centred University , University of Witwatersrand. 2010. |
| Prosser M.T., The Student Experience of Learning, Annual, Learning Academy Fest 09, Temasek Polytechnic, Singapore. 2009. |
| Prosser M.T. and Trigwell K., Using Phenomenography to Understand the Research-Teaching Nexus, In: Elizabeth Henning - University of Johannesburg, Education as Change. Abington UK, Routledge, 2009, 13: 325-338. |
| Prosser M.T., Vision and Future Symposium, Biannual Conference of the European Association for Research in Education, Amsterdam. 2009. |
| Researcher : Salter Menzo DJ |
| Project Title: | Lessons from Award Winning Teachers: Implications for Staff Development and Institutional Change |
| Investigator(s): | Salter Menzo DJ |
| Department: | Ctr for the Enhancement of Teaching and Learning |
| Source(s) of Funding: | Seed Funding Programme for Basic Research |
| Start Date: | 11/2008 |
| Abstract: |
| A significant and ongoing challenge faces institutions in higher education regarding building leadership for learning and teaching within institutions (Kotter, 1990; Ramsden, 1998). However, there is a lack of consensus in what constitutes best practice in learning and teaching, and a lack of consensus on the meaning of leadership in learning and teaching (Marshall et al, 2000; Anderson and Johnson, 2006). Most institutions of higher education invest heavily in staff development to train academic staff to improve the quality of teaching (Prebble et al, 2005). This is a relatively new phenomena for higher education; prior to the 1960’s, academics were generally hired and promoted on their content knowledge and research expertise alone, and ‘good teaching’ was assumed to evolve by picking up the skills as they taught (Prebble et al, 2005). Evidence of the emergence of staff development activity can be seen in the training programs offered by ‘teaching and learning centres’ that are a component of the majority of universities. However, the impact of programs is variable and only recently have investigations into the relationship between staff development and teaching practice been initiated. In a comprehensive review of research on academic staff development undertaken by the Ministry of Education in New Zealand, http://www.minedu.govt.nz.goto/UgradStudOutcomesRpt, more than 150 international studies were examined. Only 33 of the studies examined were empirical and the researchers found that much of the research analyzed was of limited value as they involved case studies undertaken by academic developers concerning their own practice. However, two propositions related to the relationship between staff development and student learning outcomes were suggested, supporting the beliefs that a.) good teaching has positive impacts on student learning outcomes and also that b.) teachers can be assisted to improve the quality of their teaching. Two qualitatively different approaches to teaching have been identified (Trigwell et al, 1994) that may be categorized as being either ‘student focused’ (focused on changing students conceptions of the material being studied (Trigwell et al, 1994) or ‘teacher-focused’ (focused on the content of the material to be learned and subsequent transmission of information). Significant differences in approaches to learning and teaching have shown that to improve students’ learning outcomes, teachers should adopt a more student-focused approach to their teaching (Hanbury et al, in press). This approach fosters meaningful learning rather than learning for replication of information. However, some disciplines may lend themselves to more of a ‘transmission of information/content focused’ approach and yet still result in students’ success in attaining learning outcomes and perceiving the teacher as an ‘excellent teacher’. A growing awareness of the importance of good teaching is impacting practice in higher education institutions. Although promotion and tenure in higher education is still mainly tied to research and publication, the emergence of local and national teaching awards and the growing importance of student evaluations of teaching as a component of performance review have raised the stakes and prestige for academics to give consideration to their teaching skills. Changes internationally have put new emphasis on the importance of teaching, as well as research, with faculty teaching fellowships providing a ‘value added’ for reward and recognition among peers. To support improved teaching and learning, many research intensive universities have incorporated programs of study for professorial staff to complete as ‘graduate certificate programs’ in learning and teaching, with some institutions requiring completion of these programs as a condition of employment related to the academic performance review process. These certificate programs help academics to be aware of the relationship between teaching quality and student learning outcomes. However, limited work has been done to evaluate the conceptions and experiences of award winning teachers in terms of whether they went through any sort of formal staff development program, what they feel should be in such programs, how they became an award winning teacher (their path to excellence) or their beliefs about teaching excellence, approaches to teaching or lessons learned that may be relevant for staff development initiatives. One of the earliest studies into the beliefs of award winning teachers was conducted by Dunkin & Precians (1992) in a study at the University of Sydney. In this study, award winning teachers were interviewed to tap into their conceptual repertoires regarding teaching effectiveness and evaluation of teaching. This study compared award winners to novice teachers in terms of complexity and flexibility of concepts of teaching effectiveness. Other studies, related to examining good teaching practice, have explored issues such as teachers experiences of academic leadership and their approaches to teaching (Ramsden et al, 2007) and academics’ conceptions of science learning and teaching, (Prosser et al, 1994). Kember (1998) reviewed 13 articles about the conceptions of teaching of university academics. Kember argues that conceptions of teaching and teaching approaches are strongly influenced by the teacher’s underlying beliefs, and that this must be taken into account if measures to enhance the quality of teaching are to be effective. Award winning teachers beliefs about teaching and their strategies for teaching are explored further by Kember et al 2006. Eighteen interviews were conducted with award winning teachers at the Chinese University of Hong Kong to explore beliefs about excellent teaching and also the rationales given by award winning teachers for their choice of instructional strategies. In the resulting book ‘Excellent University Teaching’, Kember describes the strategies of these eighteen award winning teachers. In the final chapter the question of ‘How can institutions apply these principles (about good teaching derived from excellent teachers) into the design and delivery of professional development for university teachers’? is raised. The current study will attempt to find some suggestions in response to this question. The current study will go beyond the previous work in several aspects. In addition to investigating conceptions and approaches to teaching, recommendations for implementing effective staff development will be explored. The study will also investigate cross-disciplinary differences and different international locations. The sample size of this study (36) is larger than previous phenomenological studies into the conceptions of teaching and will provide rich data for inter-disciplinary comparisons. It is hoped that the findings of this study may provide some answers to the question posed by Kember et al (2006) in terms of ideas to enhance teaching through the formulation and implementation staff development to enhance university teaching. as an ‘excellent teacher. Specifically, this proposed research will investigate the conceptions of award winning teachers in higher education institutions in terms of their approaches to teaching and learning in the areas of a.) How do they define ‘good teaching’? What is the difference between ‘good’ and ‘excellent’ teaching? b.) How did they achieve a level of excellence (as defined by their award criterion); what contributed to their success? c.) How do they define ‘good learning’? c.) How could staff development programs help teachers to develop the knowledge and skills needed to be a good teacher? As part of the study, differences in the use of criterion used at international institutions for teaching awards and different disciplinary approaches of the teachers in the study will be explored. |
| Project Title: | ED MEDIA 2010 Approaches to Teaching and Technology Use among International Award Winning University Teachers Students use of Laptops in Large Lecture Classes: Distraction, Partial Attention or Productive Use? |
| Investigator(s): | Salter Menzo DJ |
| Department: | Ctr for the Enhancement of Teaching and Learning |
| Source(s) of Funding: | URC/CRCG - Conference Grants for Teaching Staff |
| Start Date: | 06/2010 |
| Completion Date: | 07/2010 |
| Abstract: |
| N/A |
| List of Research Outputs |
| Chan L.C., Chen J.Y. and Salter Menzo D.J., Communicating humanistic values through doctors' and patient stories , Frontiers in Medical and Health Sciences Education "Making Sense in Communication" . 2009. |
| Chan L.C., Chen J.Y. and Salter Menzo D.J., The development of a medical humanities special study module, 7th Asia Pacific Medical Education Conference. 2010. |
| Chen J.Y., Chan L.C. and Salter Menzo D.J., Communicating humanistic values: students perspectives through visual art, Frontiers in Medical and Health Sciences Education "Making Sense in Communication" . 2009. |
| Chen J.Y., Salter Menzo D.J. and Chan L.C., Pen, brush, and camera: exploring doctor and patient stories and why they matter – a medical humanities elective module for medical undergraduates, 7th International Medical Education Conference. 2010. |
| Chen J.Y., Salter Menzo D.J. and Chan L.C., Pen, brush, and camera: exploring doctor and patient stories and why they matter – a medical humanities elective module for medical undergraduates, In: Ron Harden Innovation in Medical Education Award, 7th International Medical Education Conference, International Medical University, Malaysia. 2010. |
| Chen J.Y., Chan L.C. and Salter Menzo D.J., Student perception of a medical humanities special study module, 7th Asia Pacific Medical Education Conference . 2010. |
| Churchill D., Salter Menzo D.J., Law N.W.Y. and Tai B.Y.T., Social bookmarking-Repository-Networking: Possibilities for Support of Teaching and Learning in Higher Education, Serial Records. 2009, 35(3): 142-148. |
| Salter Menzo D.J. and Lam L.K., International Award Winning University Teachers Perceptions and Use of Technology. , Ed Media International, June 2010.. 2010. |
| Salter Menzo D.J., International perspectives on creative staff development. , STLHE 30th Annual Conference, June 23 – June 26, 2010, Toronto, Canada: Society for Teaching and Learning in Higher Education.. 2010. |
| Salter Menzo D.J. and Lam L.K., Approaches to teaching and technology use among international award winning university teachers. , Ed Media International Conference, June 29 – July 2, 2010, Toronto, Canada: Association for the Advancement of Computing in Education.. 2010. |
| Salter Menzo D.J., Chan L.C. and Chen J.Y., Creating a learning environment to develop students' reflection and communication about medical humanities , Frontiers in Medical and Health Sciences Education "Making Sense in Communication" . 2009. |
| Salter Menzo D.J., Pang M. and Sharma P., E-Scholars: Case Examples for Designing for Learning, Journal of University Learning and Teaching (JULTP). 2009, 6, Issue 1, Article 4: 6, Issue 1, Article 4. |
| Salter Menzo D.J. and Purgathofer P., Students use of laptops in large lecture classes: distraction, partial attention or productive use?, Ed Media International Conference, June 29 – July 2, 2010, Toronto, Canada: Association for the Advancement of Computing in Education.. 2010. |
| Salter Menzo D.J., Transforming curricula: staff development linked to strategic initiatives. , STLHE 30th Annual Conference, June 23 – June 26, 2010, Toronto, Canada: Society for Teaching and Learning in Higher Education.. 2010. |
| Tam V.W.L., Lam E.Y.M. and Salter Menzo D.J., An interactive and pen-based simulator to enhance eduction and research in computer systems: An experience report., 2009 International Conference on ICT in Teaching and Learning. http://www.ict2009.ouhk.edu.hk/. 2009. |
| Yang M., Carless D.R., Salter Menzo D.J. and Lam L.K., Giving and receiving feedback: A Hong Kong Perspective, International Conference on Learning and Teaching. 2010. |
| Researcher : Webster BJ |
| Project Title: | Outcome-based learning environments and student learning in higher education |
| Investigator(s): | Webster BJ |
| Department: | Ctr for the Enhancement of Teaching and Learning |
| Source(s) of Funding: | General Research Fund (GRF) |
| Start Date: | 10/2008 |
| Abstract: |
| 1) To investigate outcomes-based curriculum, approaches to learning and student outcomes in higher education in Hong Kong; 2) To assess student perceptions of outcomes-based learning environments; 3) To investigate differences between the intended and perceived learning environments and associations with approaches to learning and student outcomes; 4) Identify Faculty level differences in associations between perceptions of learning environment, student approaches to learning and student outcomes |
| Project Title: | HERDSA 2009 First year transition experiences and effects on student learning outcomes |
| Investigator(s): | Webster BJ |
| Department: | Ctr for the Enhancement of Teaching and Learning |
| Source(s) of Funding: | URC/CRCG - Conference Grants for Teaching Staff |
| Start Date: | 07/2009 |
| Completion Date: | 07/2009 |
| Abstract: |
| N/A |
| Project Title: | Modeling transition effects of Hong Kong undergraduate first year experiences and learning outcomes |
| Investigator(s): | Webster BJ |
| Department: | Ctr for the Enhancement of Teaching and Learning |
| Source(s) of Funding: | General Research Fund (GRF) |
| Start Date: | 11/2009 |
| Abstract: |
| 1) To investigate Hong Kong undergraduates’ experiences of transition to university including academic transition, induction to the discipline and achievement of goals. 2) To identify relationships between students’ perception of course experience and perceptions of academic transition, induction to the discipline and achievement of goals. 3) To test the metric equivalence across discipline areas of the relationships between undergraduates' experiences of transition, course experience, learning approaches and learning outcomes. 4) To measure effects of student perceptions of academic transition, induction to the discipline and achievement of goals on learning approaches and learning outcomes. 5) To test a mediating model of transition to university, course experience and learning approaches and learning outcomes. |
| List of Research Outputs |
| Webster B.J. and Chan W.S.C., Conceptualising graduate attributes and what they mean for undergraduates in Hong Kong, Proceedings Temasek Polytechnic International Conference on Learning and Teaching. Singapore, 2010, 10 pages. |
| Webster B.J. and Chan W.S.C., First year transition experiences and effects on student outcomes, Proceedings of the 32nd HERDSA Annual Conference. 2009, 608-613. |
| Webster B.J. and Chan W.S.C., Transition from school to university: PBL, student engagement, and learning outcomes, the 6th International Conference on PBL in Dentistry. Hong Kong, 2009. |
| Zeng M. and Webster B.J., Examining students’ research experiences with the Postgraduate Research Experience Questionnaire (PREQ) in a Hong Kong university, the 9th Quality in Postgraduate Research Conference. 2010. |
| Researcher : Yang M |
| Project Title: | Study on the International Education Experience of HKU Undergraduates – Stage 2 Investigation |
| Investigator(s): | Yang M, Prosser MT, Webster BJ |
| Department: | Ctr for the Enhancement of Teaching and Learning |
| Source(s) of Funding: | Small Project Funding |
| Start Date: | 12/2008 |
| Completion Date: | 09/2009 |
| Abstract: |
| Internationally, there has been a growing interest in integrating co-curriculum experiences into the undergraduate curriculum for promoting students’ all-round development (Crutcher, Corrigan, O'Brien, & Schneider, 2007). As one of the important co-curricular elements, programmes of international student exchange, overseas work-based/service learning are increasingly attracting attention from governments and universities (King & Ruiz-Gelices, 2003). This international concern carries strong implications for Hong Kong. If Hong Kong is to strengthen its economic, political and cultural position in the regional/international communities, then it should ensure that its universities graduates are well-equipped with international communication skills, intercultural sensitivity and a concern for global issues. Against this background, we propose to conduct this project. The Small Project Funding being applied for will be used to conduct an investigation into the international education experience of HKU Undergraduates. The overall purpose of the project is to investigate in depth the range of HKU undergraduates’ experiences, perceptions and outcomes of international education (through participation in programmes of international student exchange or overseas internships/volunteer work). The findings are intended to inform HKU’s new 4-year undergraduate curriculum. The research question being explored is: What were the participating students’ experiences of and perceptions about and outcomes from studying and living abroad on their exchange (or overseas internships/volunteer work) programme? We propose to investigate the academic/professional and social-cultural learning processes of HKU undergraduate students’ international education experience and how such experience has impacted on their intellectual, intercultural and personal development. The specific objectives of the project are to investigate: • Participating students’ motivations and expectations regarding study/work abroad; • The challenges they encountered while adapting to the learning/working and living environments of the host university/organization and their associated needs for guidance and advice; • The extent to which participants were able to become integrated into the host university or organization; • The extent to which their academic / professional and social experiences at the host university/organisation have impacted on their intellectual, intercultural and personal development; • The range of participants’ experiences of interacting with the local people, traveling and other intercultural activities; • The extent to which participants’ intercultural interactions and experiences have impacted on their intellectual, intercultural and personal development and multi-cultural competences. Below is an overview of this project’s theoretical background. In this research, ‘international education’ denotes the opportunities offered to HKU undergraduate students to cultivate their global citizenship, international communication skills, intercultural sensitivity and multicultural understanding through cultural immersion while continuing to develop academic/professional abilities. In the literature, similar concepts are sometimes interchangeably used: global education, intercultural education, cross-cultural education and multicultural education (Alred, Byram, & Fleming, 2002; McAllister & Irvine, 2000; Teichler & Jahr, 2001). Each is oriented towards certain ideological assumptions and pedagogical approaches, and carries different meaning to different researchers/practitioners. For instance, the international educator may aim at enhanced national competitiveness; or s/he may stress increasing young people’s responsiveness to global issues. The ensuing teaching-learning processes and learning outcomes can therefore be different (ibid). Relevant concepts/issues include: globalization, interconnectivity, intercultural and international exchange, cultural and ethnical diversity, international collaborations for increasing international/regional student mobility and exchange (e.g. the Bologna Process of the European Union) (King & Ruiz-Gelices, 2003). Studies in this area have been undertaken at national, institutional, programme and individual student levels (Douglas & Jones-Rikkers, 2001; Leong & Ward, 2000; Murphy-Lejeune, 2002; Sutton & Rubin, 2004; Teichler & Jahr, 2001). Diverse aspects of study abroad have been investigated, ranging from descriptive studies of programme characteristics and student features, through evaluative studies of the impact of study abroad on the institution (in terms of curriculum development, student recruitment/retention, financial resources, etc.) and on students (in terms of their academic achievement, personal-cognitive growth, linguistic-cultural learning and satisfaction) and finally to the exploration of students’ personal experiences and adventures. Researchers have used a scope of methodologies, including: questionnaire surveys, narrative inquiry, interviews, case studies, documents (e.g., student works and journals, university databases, etc.) (ibid). For the purpose of this research project, studies in the following dimensions are of relevance: (1) The academic/professional development dimension: Studies in this dimension have focused on issues relating to the continuity of students’ academic/professional development as an integral part of their degree programmes while they are abroad (Kauffmann, 1992; Sutton & Rubin, 2004). Thus, curriculum integration and academic advice and arrangements that ensure host-home curriculum coherence are of primary importance in this dimension (ibid). The same is true when it comes to overseas work-placement, internships and service learning, since these overseas practical work can only be meaningful if they are designed to help students’ application of knowledge and skills learned in their academic degree programme (DiBiasio & Mello, 2004). (2) The socio-cultural and linguistic dimension: Studies in this dimension examine how and why study abroad can develop students’ abilities in communication with people from across the border, in understanding themselves and others from different cultural perspectives and in dealing with multiple social and environmental issues that have global impact (Douglas & Jones-Rikkers, 2001; McAllister & Irvine, 2000). It is suggested that these abilities can be fostered in students by promoting intercultural learning, language learning as well as personal growth (ibid). It is also contended that students should be systematically helped in these learning processes (Laubscher, 1994). In this dimension, the most prominent theoretical models are: Bennett’s model of development in intercultural sensitivity (Bennett, 1986), models of cultural adjustment/adaptation (Kauffmann, 1992; Klineberg & Hull, 1979; Weaver, 1986), the sociological theory of ‘student strangers’ (Murphy-Lejeune, 2002) and the theory of experiential learning (Laubscher, 1994). (3) The administrative dimension: Within this dimension, studies have been undertaken on administrative arrangements of international student exchange programmes, such as student advice/orientation, housing, health and safety measures, etc., which make it possible for study abroad programmes to run smoothly (DiBiasio & Mello, 2004). This research project will focus mainly on the first two dimensions described above, while issues in connection with the third dimension will be touched upon only when they can inform the understanding of issues in the other two dimensions. |
| Project Title: | Temasek Polytechnic International Conference on Learning and Teaching Giving and receiving feedback: A Hong Kong perspective |
| Investigator(s): | Yang M |
| Department: | Ctr for the Enhancement of Teaching and Learning |
| Source(s) of Funding: | URC/CRCG - Conference Grants for Teaching Staff |
| Start Date: | 06/2010 |
| Completion Date: | 06/2010 |
| Abstract: |
| N/A |
| Project Title: | Student moral identity development through service learning at university |
| Investigator(s): | Yang M, Webster BJ, Chau AWL |
| Department: | Ctr for the Enhancement of Teaching and Learning |
| Source(s) of Funding: | Seed Funding Programme for Basic Research |
| Start Date: | 06/2010 |
| Abstract: |
| The investigators will employ a multi-method case study approach to the overall research question: How does participation in service learning programmes influence Hong Kong undergraduate students’ moral identity development? Service learning is ‘a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development. We have planned this research with a concern over an imbalance between the prevalent rhetoric of whole person education in educational policies in HKSAR, and an inadequacy of researchers’ attention to student moral development. Despite the rhetoric, existing Hong Kong studies have primarily concentrated on outcomes related to generic skills (knowledge application, critical thinking, problem solving, leadership, communication, and intercultural understanding, etc.) under the umbrella term of ‘global citizenship competences’ (Lee, 2004). In contrast, moral development outcomes have been given little attention. Important as it is to investigate how service learning impacts on global citizenship competences, there is also an urgent need to explore how service learning influences moral development. Service experiences are inherently moral, since they typically entail moral actions that are accompanied by moral judgment and mobilised by moral commitments. Theories of moral identity consider moral actions as a natural expression of the moral identity. Identity is characterised with self-awareness, coherence and continuity of aspects of the self across time and contexts, sense of social association with others, and orientation to specific actions (Hart, 2005). Moral identity is an individual’s use of moral beliefs and values to define the self (Damon, 2004). It connects personal identity with social identity through moral identifications (Damon, 2004; Reed & Aquino, 2003). Hart and associates developed a model of moral identity formation (Hart, 2005; Hart & Atkins, 2004). It features five influences in two layers. The first layer, personality and social characteristics (family, neighbourhood, culture and class), is not controlled by the individual. The second, comprising moral judgment, moral/civic attitudes, sense of self, and opportunities for moral participation, is more plastic and susceptible to educational interventions. Individuals differ in the ability of moral judgment when faced with moral dilemmas. Kohlberg identified three levels of moral reasoning (preconvention, conventional, and post conventional), each with two stages (Kohlberg, Levine, & Hewer, 1983). The stages are identifiable by the sense of justice and moral principles, which are based on self-interest and material advantage at earlier stages and on internalised conscience at later stages. Moral development research provides strong rationale for offering youth the cognitive tools for moral judgment (Blatt & Kohlberg, 1975) and the opportunities to engage in moral, political and civic processes (Youniss, McLellan, & Yates, 1997; Youniss & Yates, 1999). In particular, service programmes (service learning, volunteer service and other service-oriented programmes) are advocated as a means of socialising young people to moral/civic values and responsibilities and enhancing their confidence and abilities as change agents (Damon, 2004; Sax, Astin, & Avalos, 1999). An extensive body of literature concentrates on citizenship outcomes from service programmes (Eyler, Giles, & Braxton, 1997, March; Flanagan et al., 1999; Sax et al., 1999). A meta analysis by Perry and Katula on 37 key empirical studies found that service positively influenced citizenship-related cognitive understanding and later giving and volunteering, and that service learning in particular generated the most consistently positive results. Their theoretical model described family background as the antecedents, individual and service attributes as the direct influences, and the actual change process and institutional contexts as the mediating factors for citizenship outcomes. Theory of experiential learning, originated by Dewey and further explicated by Kolb, is widely accepted as the pedagogical foundation for service learning programmes (Giles & Eyler, 1994). Goal setting is yet another useful pedagogical device (Everett, 1998; Parker-Gwin & Mabry, 1998). Goals mediate acquisition of skills and knowledge by drawing the individual’s attention to specific goals, mobilising effort and persistence and motivating the development of strategies and action plans that require specific skills and creative problem solving (Locke, Shaw, Saari, & Latham, 1981). In service learning programmes, goal setting can support students in making explicit and attaining concrete (e.g. building a village school) and less tangible goals (e.g. enhanced ability to tackle environmental problems). In summary, to investigate the research question, we propose an interactive, process-oriented theoretical framework that we call ‘an experiential learning model for moral identity development through service learning’. Characteristics of the student’s experience may include the sense of commitment to the service, moral dilemmas experienced in the service, and social relationships with important others (service users, peers, teacher/mentor and community supervisor). Characteristics of the programme may comprise the duration, group processes, service and pedagogical objectives, action plans, and pedagogical devices. The service context can be a local or overseas site that exposes students to specific socio-cultural/political characteristics of the community. Specifically, we will examine the following issues that are informed by the theoretical framework: (1) What are the characteristics of the service learning programme and the service context? (2) What are the student’s goals for participation in the service? (3) What are the characteristics of the student’s experience in the service? (4) What changes to moral identity does students experienced as a result of the service programme? (5) How have the situational (1) and personal (2 & 3) elements of the service experience interacted to bring out the changes to his/her moral identity (4)? In an initial inquiry, we have designed and piloted a set of research instruments (see Section VII). We will modify and improve these instruments according to the overall research question and the theoretical framework delineated above. |
| List of Research Outputs |
| Yang M., Carless D.R., Salter Menzo D.J. and Lam L.K., Giving and receiving feedback: A Hong Kong Perspective, International Conference on Learning and Teaching. 2010. |
| Yang M., Making Interdisciplinary Subjects Relevant To Students: An Interdisciplinary Approach, Teaching in Higher Education. 2009, 14. |
| Researcher : Zeng M |
| Project Title: | The adaptation of Mainland postgraduate students to the universities of Hong Kong |
| Investigator(s): | Zeng M |
| Department: | Education Faculty |
| Source(s) of Funding: | Sik Sik Yuen Education Research Fund |
| Start Date: | 03/2004 |
| Abstract: |
| To study the adaptation of Mainland postgraduate students to the universities of Hong Kong. |
| Project Title: | Conceptual changes of Mainland Chinese research students in domestic, sibling, foreign cultural environments |
| Investigator(s): | Zeng M, Webster BJ |
| Department: | Ctr for the Enhancement of Teaching and Learning |
| Source(s) of Funding: | Small Project Funding |
| Start Date: | 09/2009 |
| Abstract: |
| Having a considerable number of international students in a higher education institution is a very common phenomenon since the 1970s (Damme, 2001). Over the past 40 years, the worldwide growth rates in international student have outweighed the expansion rates of higher education in general (Li, 2006). Apart from external forces (economic, educational, social, cultural, and political factors) that impacted student decisions to study abroad, there are students’ personal reasons too such as their willingness to understand and experience other cultures, eager to broaden their horizons, and wishes to gain different perspectives on their subjects (e.g., Allen & Herron, 2003; Li, 2006; West, Dimitropoulos, Hind, & Wilkes, 2000). The presence of international students on the campuses of universities help cultivate a multicultural environment for international education, a much desired educational outcome many higher education institutions are pursuing nowadays (Alred, Byram, & Fleming, 2002; McAllister & Irvine, 2000). More recently, more and more international students are full-fee paying students. The policies of some host countries of higher education have shifted from scholarship support or fee-free to full-fee paying with limited scholarship, the international students’ flows have become more trade than aid (Marginson & McBurnie, 2004). Therefore, to have a better understanding of the experiences of these students in a foreign university and in turn promoting their experiences and catering their needs are very important for their own sakes and as a strategy for the higher education institutions to compete in the global educational market. According to cross-cultural psychology, when people travel cross cultures they experience sociocultural and psychological adaptations which lead to certain affective, behavioral, and cognitive outcomes (Ward, 2001). While in most of acculturation studies international students were only taken as one of the convenient samples among other acculturating groups, their cognitive outcomes were not deeply studied other than ethnic identities like the other acculturating groups. However, as research postgraduate students, they are supposed to challenge the existing knowledge or belief and create new knowledge (Blume, 1995; Chiang, 2003; HEFCE, 1996). This obviously involves more conceptual changes than merely ethnic identification as a type of cognitive outcome. To understand what conceptual changes research students may go through during their acculturation and educational experiences, the Small Project Funding being applied for will take one particular ethnic group of research students – Mainland Chinese research students -- as the target and compare their possible conceptual changes and mechanism of the changes in three different cultural settings: domestic, sibling cultural and foreign environments. The major research questions are: 1. What sorts of conceptual changes these research students may experience? 2. Why do these changes happen? Or why not? How do these changes happen? 3. What is the impact of these changes on their studies and life in general? 4. How are the conceptual change experiences of these students compared cross domestic, sibling, and foreign cultural settings? The theoretical background of this study is based on two bodies of literature: acculturation and conceptual change. Having acquired the culture of one’s home country, it is very likely that people will have problems in behaving properly when first entering a new cultural environment. As anthropologists put it, acculturation is the phenomena that result in subsequent changes in the original culture patterns of either or both groups when groups of individuals having different cultures come into continuous first-hand contact (Redfield, Linton, & Herskovits, 1936). In another formulation, acculturation is defined as “culture change that is initiated by the conjunction of two or more autonomous cultural systems� (Social Science Research Council, 1954, p974). As implied in these definitions, acculturation may involve a contact, a process, and a state (Berry, 1990). First, there are continuous and first-hand contacts or interactions between the cultures. Then, there will be a process of individual development as a result of the contact, involving people’s changes in attitudes, values, behaviors, and cultural identity. Finally, these results of the process may be relatively stable over some time but may still be subject to ongoing process of change (Berry, 1990). Investigations of acculturation have been guided by theoretical approaches borrowed from mainstream social and health psychology. There are three major theoretical and empirical approaches: stress and coping, culture learning, and social identification (Ward, 2001). The first approach applies the psychological theories of stress and coping. The affective outcomes such as satisfaction (e.g., Sam, 2001) and stress (e.g., Hashim, 2003; Jou & Fukada, 1996; Wan, Chapman, & Biggs, 1992) are interpreted within this framework. The second applied a culture learning approach, which reflects the learning of culture-specific skills needed to survive in a new cultural environment. It indicates the behavioral outcomes of acculturation. The third uses social identification theories that are concerned with people’s identifications with their own groups and other groups. These theories provide a framework for the enquiry into the cognitive changes and outcomes of acculturation. However, little research explored cognitive outcomes of international students other than ethnic identification when educational experiences get entangled with cultural experiences. The nature of research postgradaute education has been to encourage challenges to existing knowledge framework, modify conceptions, and create new knowledge. What may happen as a result of such a learning experience is what can be typically defined as conceptual change: revisions in personal mental representations that are precipitated by purposeful educational experiences (Murphy & Mason, 2006). The investigation of conceptual change is rooted in developmental psychology as well as in research on science education. It was described as a domain-general modification of cognitive structures that affect the knowledge acquisition process in all subject-matter areas (Piaget, 1950). The constructivist emphasized the active role of learners in such a process who interpret new information on the basis of what they know from previous experiences (Schnotz, Vosniadou, & Carretero, 1999). It is believed that misconceptions (less sophisticated understanding) of students will be restructured through learning experiences (Murphy & Mason, 2006; Pine & West, 1983). However, the present studies on conceptual changes have concentrated too much on science education and on college and school levels. Little is known how such a process is happening among a more sophisticated educational level -- research postgraduate education, particularly in social sciences domains. |
| List of Research Outputs |
| Zeng M. and Watkins D.A., Adaptation of Mainland Postgraduate Students to the Hong Kong’s universities, In: D. W. Chapman, W. K. Cummings & G. A. Postiglione, Crossing borders in East Asian higher education. Hong Kong, Comparative Education Research Centre, 2010, 343-373. |
| Zeng M. and Webster B.J., Examining students’ research experiences with the Postgraduate Research Experience Questionnaire (PREQ) in a Hong Kong university, the 9th Quality in Postgraduate Research Conference. 2010. |