Can research-based undergraduate education be scaled up?

CHINA

In an era of globalisation and rapid technological advancements, developing innovative and high-quality talent has become a key task for higher education institutions.

In recent years, China has undertaken various initiatives to address this challenge, including the launch of the Strengthening Basic Disciplines Plan (Qiangji Plan in Chinese), the establishment of Future Technology Academies and the promotion of a research-based education model.

Central to these efforts is the aim to cultivate students’ innovative thinking and research abilities at the undergraduate level. However, debate persists in both academic and educational circles about whether and how to effectively foster innovation at this stage of education.

Research-based undergraduate education

China’s higher education reforms have brought significant progress in nurturing innovative talent. Policies such as China Education Modernisation 2035 and the Outline of the National Plan for Medium- and Long-Term Education Reform and Development (2010-2020) have spurred research universities to explore integrating research practices into undergraduate education.

Leading institutions like Tsinghua University, Peking University and the University of the Chinese Academy of Sciences have begun to develop a research-based education model tailored to undergraduates through initiatives like the Qiangji Plan and Future Technology Academies.

The core of these efforts involves incorporating research projects into undergraduate studies, allowing students to participate in actual research. For example, Tsinghua University’s Academy of Integrated Sciences aims to nurture top-tier talent in basic disciplines. Alongside rigorous coursework, students engage in research training programmes that enhance their critical thinking and innovation skills.

Similarly, Peking University’s Future Technology Academy promotes interdisciplinary research and collaboration with industry, encouraging students to tackle real-world problems through practice.

It is important to note that China’s research-based education model differs from traditional Humboldtian concepts and the US model of undergraduate research.

While Humboldtian ideals emphasise the unity of teaching and research – particularly at the doctoral level – undergraduate education remains focused on building a broad knowledge base. Meanwhile, the US’s undergraduate research model encourages undergraduate students to participate in research, but often as extracurricular activities for a select few.

By contrast, China’s model aims to systematise research training for a broader student population, integrating it into the regular undergraduate curriculum so that research becomes a standard part of every student’s learning experience, not just an option for a few.

Innovation

There is an ongoing debate about whether innovation should be a focus at the undergraduate level.

Some scholars argue that cultivating innovation in undergraduates is essential. Given the increasing global competition in science and technology, innovation has become a driving force for societal development.

They believe that fostering research capabilities should start at the undergraduate level, enabling students to develop research thinking and problem-solving skills early on. This approach can lay a solid foundation for their future academic or professional careers.

The success of China’s Qiangji Plan and various Future Technology Academies demonstrates that incorporating research into undergraduate education can enhance students’ innovation, independence and teamwork skills.

However, other scholars take a different view. They argue that undergraduate students are still in the early stages of knowledge accumulation and lack a solid foundation in basic theories. Overemphasising innovation too soon might lead to a shallow grasp of fundamental knowledge, they say, because innovation should be built on a strong disciplinary foundation and is more appropriate at the graduate or professional level.

Furthermore, the limited resources of undergraduate education – such as faculty and laboratory space – make it difficult to provide research opportunities for all students, suggesting that innovation should be emphasised more in graduate education or during one’s later career.

Key features of research-based model

Based on the experiences of Chinese institutions, it is evident that the research-based undergraduate education model has emerged as a unique and innovative practice aimed at cultivating talent with interdisciplinary thinking, a global perspective and practical skills.

The following are key features and innovations of this model:

• Integration of research and teaching: Unlike traditional lecture-based models, research-based education emphasises incorporating research practice into undergraduate teaching. For instance, the University of the Chinese Academy of Sciences adopts a ‘science-education integration’ approach, where students participate in their professors’ research projects while learning fundamental courses. This ‘learning by doing’ model provides students with valuable research experience, helping them develop independent research skills early on.

• Collaboration: The model also emphasises cooperation between universities and external partners like research institutions, businesses and cultural organisations. For example, Tsinghua University’s collaboration with Huawei through technology innovation competitions allows students to apply classroom knowledge to solve real-world problems. These partnerships offer students rich practical opportunities, bridging the gap between academia and industry and creating a comprehensive innovation training platform.

• Domestic and international cooperation: Another key feature of the model is promoting international cooperation to broaden students’ global perspectives. Peking University, for example, has partnered with renowned universities in Europe and the United States, offering students the opportunity to study abroad and participate in international research projects. This exposure to different academic cultures and research methods fosters innovative thinking and cross-cultural communication skills.

• Linking undergraduate and graduate education: China’s research-based education model places a strong emphasis on linking undergraduate and graduate education. The research training provided at the undergraduate level lays a solid foundation for advanced study. Programmes like Tsinghua’s Qiangji Plan and those of the University of the Chinese Academy of Sciences ensure that students can transition smoothly into graduate-level research, allowing them to continue developing their research skills at a higher level.

• Interdisciplinarity: In today’s world, many societal challenges require interdisciplinary solutions. Peking University’s Future Technology Academy encourages students to engage in interdisciplinary research in fields such as artificial intelligence, big data and life sciences. By integrating multiple disciplines, students not only deepen their understanding within their field but also learn to approach complex problems from various perspectives, stimulating innovative ideas.

• Practical research-oriented activities: Partnering with enterprises and research institutions allows students to address real-world technological challenges. For example, Tsinghua University’s collaboration with Huawei in technology innovation competitions helps students develop research skills by solving practical problems. This hands-on experience not only enables students to apply theoretical knowledge but also provides valuable industry insights.

Challenges in implementing research-based education

While the research-based education model has achieved notable success in China’s research universities, its widespread implementation faces several challenges.

First, the high resource cost cannot be overlooked. Research-based education requires substantial investment in research facilities, faculty and laboratory support. For instance, Tsinghua’s Qiangji Plan and interdisciplinary projects involve advanced research equipment and industry collaboration, which many non-research universities may struggle to afford.

Thus, expanding this model requires greater government and societal funding, particularly for resource-limited institutions.

Second, replicability in non-research universities is limited. Research universities typically boast abundant research resources and top-tier faculty, resources that many non-research institutions lack. Without access to these resources, students at non-research universities may not have the same opportunities to engage in cutting-edge research projects. Adapting the model to different types of institutions is a significant challenge.

Lastly, evaluating the effectiveness of the research-based education model is difficult. Innovation and research skills are hard to quantify using traditional metrics.

Current assessment systems focus primarily on exam scores and publication output, which may not fully reflect students’ innovative potential and research abilities. A more comprehensive and flexible evaluation system is needed to ensure that students’ growth and progress in research-based education are effectively measured and supported.

Futao Huang is a professor at the Research Institute for Higher Education at Hiroshima University, Japan.

This article is a commentary. Commentary articles are the opinion of the author and do not necessarily reflect the views of University World News.

_{Images are for reference only.Images and contents gathered automatic from google or 3rd party sources.All rights on the images and contents are with their legal original owners.}