Most undergraduate research at senior levels manifests as an independent project, with students working with supervisors to conduct a study. The drawback to this is that it only benefits a small number of students. Our approach was different. We designed an assignment with research elements and involved the whole class in the research project.
For example, the consumer behaviour class asked each of the students to interview a young consumer about the perceptions of their favourite retail stores. Another example was asking business students to read a listed company’s annual report and identify how the company reported on its ESG (Environment, Social and Governance) activities. Then students compared companies’ metrics and made insights on business analytics. These assignments can involve students even at lower-level courses.
Course-based research ignites students’ curiosity, moving beyond the passive absorption of knowledge as it happens within traditional classrooms. Co-creation improves students’ communication and collaboration skills, and they gain a sense of achievement as they develop the ability to solve real-world problems.
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To do this, a group of 14 university teachers and doctoral students at my university formed a community of practice to develop students’ research capacity, by designing and implementing course-based research assignments and projects. Our commitment to research-informed teaching means our students’ work transcends the confines of the classroom. Rather than remaining dormant on students’ computers, their ideas are nurtured and become tangible research papers – some have even been presented at conferences.
A collaborative solution
The community of practice set out to achieve several objectives: supporting members in designing research-oriented assignments, fostering a vibrant research culture, nurturing lifelong learning habits and facilitating knowledge exchange between seasoned educators and those new to teaching. This initiative aimed to elevate both the effectiveness of our teaching and our students’ research acumen.
Discuss and reflect
From July 2024 to August 2025, our group came alive through seven dynamic working sessions, blending the warmth of in-person connections with the reach of virtual participation. These sessions became a vibrant stage for us educators to exchange wisdom, weaving together innovative strategies and candid reflections on crafting research-driven assignments. Each meeting sparked rich discussions, illuminating challenges and uncovering best practices that invigorated our teaching and learning. Members wrote reflective journals after each session to consolidate their learning.
The journey culminated in August 2025 with a student research symposium, where students submitted their research ideas for review. All together, 12 student presentations were delivered and two received Best Paper Awards.
The community of practice extended its reach with two follow-up events: touring the eye-opening art technology exhibit by Professor Kingsley Ng at The Mills, and a site visit to the FinEd Hub created by the Investor and Financial Education Council.
Between us, we shared useful connections with industry partners to help students find new opportunities.
The group also helped improve teaching by using research and brought students and teachers together as a learning community. For example, one member, who teaches data analytics, revised an assignment based on feedback from the group, incorporating official data published by international organisations as the primary data source. Another member initiated a project focused on developing scripts for a podcast series on organisational communication. This inspired other members to do similar things in their own teaching.
The importance of the student voice
To capture the pulse of student experiences, we invited their perspectives through focus groups and online surveys. Across five focus group sessions, 21 students from diverse disciplines shared their research journeys.
Even though the research-focused courses were demanding, students built resilience and learned how to handle challenges with confidence. Some even found joy in the process and became interested in pursuing a doctoral degree. The research projects sparked their curiosity for future academic work.
One Best Paper Award recipient shared on social media: “Although it was a small-scale, school-based academic conference, winning an award was a delightful surprise. It boosted my confidence, and I’m eager to grow stronger in my academic journey.”
At the concluding community of practice meeting, members discussed the sustainability of the initiative. The group plans to continue meeting regularly in the 2025/26 academic year – our next idea is to explore the incorporation of GenAI tools in course-based research.
How to establish your own community of practice?
Identify five to eight colleagues who are passionate about teaching and open to exploring new instructional initiatives. Since scheduling meetings can be challenging, what worked for us was planning the entire year’s meetings in advance.
Members can take turns serving as moderators, and each meeting should follow a clear agenda. Perhaps appoint one member to coordinate meetings and encourage participants to write reflective journals.
Kara Chan is associate dean and professor at Hong Kong Baptist University.
This project titled “Building a community of practice in research-informed teaching and learning” was fully supported by the Communities of Practice Grants, Hong Kong Baptist University (COP/2324/01).
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