Significant learning concerns with not the least acquisition and application of knowledge and skills, but also knowing oneself and others, developing one’s caring, as well as learning how to learn (Fink, 2003). Project-based learning in general, and action-learning project approach in particular, are promising to bring about student learning that goes beyond cognitive development (DeFillippi & Milter, 2009; Raelin, 2009; Revans, 1998). The presentation is about a pilot case in a local university in Hong Kong where action-learning project approach was adopted to teaching business research for graduate students as a 3-credit mandatory course. Students, each in a group of 5-7, were engaged in a real-company research project throughout the semester from problem definition to presentation of the final report, along with conventional classroom learning. Apart from academic performance as measured by quizzes and project reports, students’ learning outcomes were assessed (quantitatively) in terms of their attitudes toward research in general, research self-efficacy, attitude toward business statistics, information literacy self-efficacy, and etc., with an aid of pre- and post-class surveys. Students’ reflective papers were also reviewed with the attempt to draw qualitative themes on their takeaways as well as unmet expectations from the course. It was found that, though students did not feel easier about doing research as a result of the course, they were more confident in dealing with research and information. Besides, effective teamwork was found grown out of the project process, as well as providing the context for student learning.
Yuen Wah Li, Baruch Consulting, Hong Kong
Stream: Questing for innovation and entrepreneurship: Curriculum design and student learning
This paper is part of the CHER-HongKong2019 Conference Proceedings (View)
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