Micro Meets Macro: Mapping Academic Understandings of Pedagogic Research

Abstract Book of the 9th World Conference on Research in Teaching and Education

Year: 2025

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Micro Meets Macro: Mapping Academic Understandings of Pedagogic Research

Vienne Lin, Paul Lam

ABSTRACT:

This study is part of a broader initiative that investigates academic staff engagement in pedagogic research at a public university in Hong Kong. This presentation will focus on unpacking academic staff perceptions of what constitutes pedagogic research. A university-wide survey was administered in March 2024 and yielded 105 valid responses. The open-ended responses were analysed using thematic analysis. The results indicate that pedagogic research is conceptualised at both micro and macro levels. From a micro perspective, pedagogic research is perceived as being inherently tied to classroom-level practice, including teaching methods, strategies, techniques, or pedagogy per se. The macro perspective, however, reflects a wider view that encompasses curriculum development, instructional design, assessment practice, integration of educational technology, and other systemic innovations. Across both micro and macro dimensions, sub-themes were identified, such as improvement, effectiveness, teaching quality, and student learning. These findings reveal the diverse and multifarious forms of pedagogic research and underscore the needs for mapping the conceptual boundaries and practical implications of the term. This is because understanding how educators define pedagogic research is crucial for cultivating a research-informed teaching culture and enhancing the quality of teaching and learning. Toward the end of the presentation, the discussion will explore the importance of pedagogic research and consider its role in addressing current educational challenges and fostering inclusive practice.

Keywords: Pedagogic Research; Higher Education; Academic Staff Perception; Hong Kong