Fostering staff engagement in investigating practice: A journey through pedagogic research

Authors

DOI:

https://doi.org/10.47408/jldhe.vi37.1749

Keywords:

pedagogic research, teachers as researchers, professional development, higher education, Hong Kong

Abstract

Curriculum design, pedagogy, assessment, academic support, technology integration, and professional development (PD) are important aspects of learning development. Some learning developers have great ideas but may hesitate to put them into practice. Others might have experimented with their innovative ideas but are unsure if such practice should be continued. These imagined scenarios highlight a common yet fundamental question: Will my practice work? Or has my practice been effective? It can be elusive to determine the extent to which what is effective, under what circumstances, and for whom (Lin and Lam, 2025b). Therefore, developing research-informed practice becomes necessary to clarify important issues, spark conversation, promote change, and ultimately enhance the process of student learning (Nisbet, 1974; Stenhouse, 1975).

 

This presentation outlined two teaching and learning projects that support learning developers, specifically targeting academic staff across disciplines, to engage in pedagogic research at a university in Hong Kong (Lin and Lam, 2024). The projects initiate a range of PD support, encapsulated as ‘The Octopus’, to cater to teachers with various pedagogic research needs (Lin and Lam, 2025a). Examples of support include workshops, sharing sessions, and periodic consultations. Drawing from a larger study examining staff involvement in researching practice, this presentation highlighted three perceived learning development needs collected from 105 survey responses. Using reflexive thematic analysis to examine an open-ended question (Braun and Clarke, 2019), we identified the needs for scaffolding, knowledge exchange, and opportunities for networking and collaboration. Based on these needs, the team subsequently expanded its PD support to organise writing retreats and pilot scaffolded PD workshops that consist of pre-workshop reading groups, main workshops, and post-workshop group consultations. We also work on international partnership to bring in global perspectives. The presentation concluded by discussing the value of pedagogic research, operational challenges, and possible solutions regarding how to address diverse needs.

Author Biographies

Vienne Lin, Chinese University of Hong Kong

Vienne Lin is a research associate in the Centre for Learning Enhancement And Research (CLEAR) at the Chinese University of Hong Kong. She manages and facilitates the Teaching and Learning Community of Practice (T&L CoP) to address the pedagogic research needs of academic staff across disciplines. Her research interests include willingness to communicate, class participation, assessment transparency, and pedagogic research. Vienne is also a doctoral researcher in the Department of Education at the University of Bath. She was the recipient of the Doctoral Recognition Award – Student Award in 2023, 2024, and 2025.

Paul Lam, Chinese University of Hong Kong

Paul Lam is an associate professor in the Centre for Learning Enhancement And Research (CLEAR) at the Chinese University of Hong Kong. He has extensive interest and experience in teaching and learning principles, case-based teaching and learning, web-assisted teaching and learning, and evaluation of eLearning and mLearning. He also has experience in designing educational tools. uReply is a classroom student response system developed under his supervision.

References

Braun, V., and Clarke, V. (2019) ‘Reflecting on reflexive thematic analysis’, Qualitative Research in Sport, Exercise and Health, 11(4), pp.589-597. Available at https://doi.org/10.1080/2159676X.2019.1628806

Boyer, E. L. (1990) Scholarship reconsidered: priorities of the professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching.

George, J. W., and Cowan, J. (1999) A handbook of techniques for formative evaluation: mapping the student’s learning experience. London: Kogan Page.

Hoon, A., Oliver, E., Szpakowska, K., and Newton, P. (2015) ‘Use of the ‘Stop, Start, Continue’ method is associated with the production of constructive qualitative feedback by students in higher education’, Assessment and Evaluation in Higher Education, 40(5), pp.755-767. Available at: https://doi.org/10.1080/02602938.2014.956282

Kleickmann, T., Tröbst, S., Jonen, A., Vehmeyer, J. and Möller, K. (2016) ‘The effects of expert scaffolding in elementary science professional development on teachers’ beliefs and motivations, instructional practices, and student achievement’, Journal of Educational Psychology, 108(1), pp.21-42. Available at: https://doi.org/10.1037/edu0000041

Lin, V. and Lam, P. (2024) ‘Dotting the i’s and crossing the t’s: operationalising a teaching and learning community of practice’, Proceedings of the 7th International Conference on Advanced Research in Education. Cambridge UK 7-9 June, 1(1), pp.12-21. Available at: https://doi.org/10.33422/educationconf.v1i1.365

Lin, V., and Lam, P. (2025a) ‘A suite of pedagogic research support: The Octopus’, British Educational Research Association. Available at: https://www.bera.ac.uk/blog/a-suite-of-pedagogic-research-support-the-octopus (Accessed: 28 June 2025).

Lin, V. and Lam, P. (2025b) ‘Weaving pedagogic research into teaching: is pedagogic research optional or essential in higher education?’, The Curriculum Journal, 36, pp.340-343. Available at: https://doi.org/10.1002/curj.323

Nisbet, J. (1974, April) ‘Educational research: the state of the art’, Proceedings of the inaugural meeting of the British Educational Research Association, pp.1-13. Available at: http://www.bera.ac.uk/wp-content/uploads/2014/02/1974-Inaugural-conference-proceedings.pdf (Accessed: 28 June 2025).

Stenhouse, L. (1975) An introduction to curriculum research and development. London: Heinemann.

Vygotsky, L. S. (1978) Mind in society: the development of higher psychological processes. Cambridge, MA: Harvard University Press.

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Published

30-09-2025

How to Cite

Lin, V., & Lam, P. (2025). Fostering staff engagement in investigating practice: A journey through pedagogic research. Journal of Learning Development in Higher Education, (37). https://doi.org/10.47408/jldhe.vi37.1749

Issue

No. 37 (2025): Special Edition, ALDinHE Conference Proceedings and Reflections

Section

Conference Proceedings

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