To better grapple with the challenges of the time, and effectively answer for the problems faced by the traditional pedagogical approaches, a new model that explains the relationship between teaching and learning in a changing higher education context is required. In this new model are three great transitions of our focus, that is, the focus has been shifted, from the transmission of knowledge to the cultivation of problem-solving abilities, from knowledge-oriented education to holistic education, from knowledge acquisition to skill training and thinking improvement.

At the centre of this debates lies a question:

  • what is our desired results when we consider the way we instruct?
  • What should college students know, understand, and be able to do?
  • What content is worthy of understanding? What enduring understandings are desired?

It would be much easier if we start asking our priorities and purposes of our teaching. Problem-solving skills, knowledge acquisition strategies and good communication are the key. High-order thinking skills like critical thinking and creativity are also highly valued. Research-led teaching is one way to achieve this. It cultivate students’ critical thinking through transforming students learning habits and thinking modes. Nevertheless, there are many different ways of conceptualizing research-led learning and teaching let alone the various practices of how to implement it across the disciplines.

Therefore, it is necessary to review the different definitions, to investigate the strategies of implementing it, to explore the benefits and constraints in its application, and formulate a common practice that could be promoted across the disciplines nationally.


Research-led Learning and Teaching Training Programme aims to promote the research-led teaching model that integrate the education ideals from both the east and the west. This program helps participants apply research-led teaching approach into their teaching activities, hence improving education quality and contribute to higher education reform in China in the long run. The participants would gain:

  • A deep understanding of research-led learning and teaching and its philosophical origin;
  • Effective research-led teaching curriculum development strategies across the disciplines;
  • Key processes and elements of applying research-led learning and teaching approach in teaching activities


Xi’an Jiaotong-Liverpool University


Institute of Leadership and Education Advanced Development (ILEAD)


23 August, 2017 - 13 January, 2018


Xi’an Jiaotong-Liverpool University (Suzhou)

Target Group

University teaching faculty and administrators who are devoted to teaching innovation, and are actively exploring ‘student-centered’ teaching. The maximum size for the programme is 40 people.

Delivery Type

Workshop will be delivered mainly through keynote speeches, best practice showcasing, and action learning to allow enough time for discussion and reflection.


Module 1

Research-led Teaching and learning Ideology and Value

  • “Student-Centred” education and research-led teaching and learning
  • Research-led teaching connotation and core objectives
  • Research-led learning process
  • Research-led learning environment

Module 2

Research-led Teaching Pedagogy and Process

  • Curriculum Design and objective management
  • Key milestones of research-led teaching process
  • Assessment and feedback
  • Best teaching practice showcasing

Module 3

Action Learning

  • Key elements in research-led curriculum development
  • Key factors of effective in-class teaching
  • Presentations of participants’ model teaching practice



Guest Speakers

  • Professor Youmin Xi, Executive Vice President of Xi’an Jiaotong-Liverpool University.
  • Dr Xiaojun Zhang, Executive Vice President of the Institute of Leadership and Education Advanced Development (ILEAD), Academic Assistant of Executive Vice President of Xi’an Jiaotong-Liverpool University.
  • Dr Chin Chee Seong, Director and Associate Professor of Department of Civil Engineering, Xi’an Jiaotong-Liverpool University.
  • Dr Xie Bo, Director of Department of Chinese Culture Teaching Centre, Xi’an Jiaotong-Liverpool University.
  • Dr Yu Hao, lecturer of Department of Mathematical Sciences, Xi’an Jiaotong-Liverpool University.
  • Dr Chen Bing, lecturer at Department of Urban Planning and Design, Xi’an Jiaotong-Liverpool University.
  • Dr Zhang Jie, lecturer of International Business School Suzhou, Xi’an Jiaotong-Liverpool University.
  • Ailing Song, lecturer of Physical Education Department, Xi’nan Jiaotong University
  • Xiaohan Zhu, lecturer of International Education College, Zhenzhou University of Light Industry
  • Student representatives from Xi’an Jiaotong-Liverpool University