Comparative Analysis of the Undergraduate Political Science Research Methodology Course Syllabi among Hong Kong Universities

Abstract

Although research methodology is a staple and essential requirement of many undergraduate political science programmes worldwide, there are still many intense and ongoing debates among teachers and students on the series of effective learning and teaching approaches and strategies for this subject matter that involve theoretical understanding, procedural knowledge, practical skills, and reflective mindsets. By undergoing a thematic analysis of the course syllabi of the undergraduate political science research methodology courses offered by seven publicly funded universities in Hong Kong, this study aims to first illustrate how individual teachers structure and sequence their courses, followed by highlighting the underlying educational implications. This qualitative study primarily focuses on seven distinct yet interrelated aspects of course design, namely course title, course description, intended learning outcomes, course topics and content, readings and references, assessment tasks, and course format. All these empirical findings can contribute to scholarship by offering greater clarity and consistency in understanding the learning and teaching of research methodology in the context of undergraduate political science education. These findings can also inform future practices in terms of course design, pedagogical best practices, lesson preparation, and assessment development among educators and practitioners.

Keywords:

• Political science education
• research methodology education
• course syllabus
• undergraduate education
• Hong Kong

Ethical approval

No ethical approval is required for this study as it involves the thematic analysis of the written political science research methodology course syllabi collected from the seven publicly funded universities in Hong Kong.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

Both authors received no financial support for the research, authorship, and/or publication of this article.

Notes on contributors

Man Ho Adrian Lam

Lam Man Ho Adrian is a PhD Student and a part-time Lecturer in the Faculty of Education, a Course Tutor at the Department of Politics and Public Administration, and a Research Group Member for the Common Core Curriculum at the University of Hong Kong. He holds an MEd in Curriculum and Pedagogy, a PGDE in Secondary English, and a BA in English Studies as well as Politics and Public Administration from the University of Hong Kong. His most recent publications include book chapters and journal articles in the areas of interdisciplinary and transdisciplinary learning and teaching, future readiness, higher education, curriculum studies, and educational policies.

Ho Ting (Bosco) Hung

Hung Ho Ting (Bosco) is a BSc Politics and International Relations student at the London School of Economics and Political Science (LSE). He is a Researcher at the International Team for the Study of Security Verona, a Geopolitical Analyst at the Nicholas Spykman International Center for Geopolitical Analysis, and a Researcher at the Global Studies Institute in Hong Kong. He is also a Hong Kong Scholarship for Excellence Scheme scholar. Recently, he has presented at the Oxford Hong Kong Forum 2022 and was interviewed by France 24, Al Jazeera, and Asharq News to provide geopolitical analyses of China’s political economy and global politics. He has written for Connections: The Quarterly Journal, The Journal of Conflict, Intelligence, and Warfare, The Webster Review of International History, Oxford Political Review, UDN, Initium Media, and other peer-reviewed publications and magazines. His research interests focus on Sino-US relations, Chinese politics, foreign policy analysis, cognitive operations, and information warfare.