Mr. Piotr ZYCHOWICZ

Lecturer

Email
lcpiotr@ust.hk
Telephone
2358-5910
Room
3408

Piotr joined HKUST in August 2021 and since then has been a staff member of the Center for Language Education. Prior to joining HKUST, Piotr worked at King’s College London – King’s Education, where he taught society and academic writing modules. His research at King’s was in line with King’s Vision 2029 and concerned research-inspired curriculum and assessment design. During his time at King’s Piotr’s students were nominated and won multiple awards including the best MA Thesis of 2020. Piotr himself was too nominated for various awards including Tutor of the Year 2019 and Best Colleague 2019.

Piotr also spent over five years working at Xi’an-Jiaotong University in China, where he designed and delivered English for Built Environment module. Another one of Piotr’s duties was internal moderation of year 1 modules and close liaison with UK based external moderators.  Piotr’s students were nominated for multiple awards and most notably finished second in E-Volo Architecture Competition 2019 and also second in Research-led Learning & Teaching Award 2018. During his time at Xi’an Jiaotong University, Piotr was heavily involved in designing Higher Education Comprehensive Evaluations Admissions for Jiangsu and Guandong provinces and he chaired an examination panel from 2015 to 2018. Piotr also had significant input in restructuring year 1 and year 2 programmes and introducing research-led components to summative assessment in year 2 modules.

Before his move to China, Piotr lived and worked in Derby in the United Kingdom, where he was employed both at Derby University – Institute of Education and Derby City Council- Education Department. Piotr’s work at both institutions resulted in changes of needs analysis and admissions of part-time students within the local authority’s education department and was highlighted in 2011 provider’s Ofsted inspection. Also, during his time in Derby an e-learning team Piotr was a member of was nominated and won 2011 TES E-learning Award for the use of Moodle and engaging with hard-to-reach communities.

Professional Interests

Currently, Piotr works on a PhD researching international schools and expatriate teachers in the South China region and the impacts of internationalisation on semi-rural communities. Piotr’s previous research projects included research-inspired curriculum design and enhancement of creativity and autonomy through the use of innovative assessment.

In his free time, Piotr enjoys playing sports, badminton and water-sports being his favourite ones.

Scholarship

2023 Conference Paper / Presentation

Exploring effective approaches: Enhancing transferable skills in higher education through multimodal assessment

Zhou, Siyang; Zychowicz, Piotr; Glofcheski, Maisie

Location: Heriot-Watt University, UK
2022 Journal Publication

Adult education: A critical analysis of initial assessment procedures in community learning in the United Kingdom

Zychowicz, Piotr

Press: Adam Mickiewicz University Press
Source: Kultura-Społeczeństwo-Edukacja=Culture-Society-Education, v. 22, (2), December 2022, p. 55-71
DOI: 10.14746/kse.2022.22.02

This article aims to examine and make recommendations to the initial assessment procedures in Adult Education context in the United Kingdom. Teachers and learners are constantly making opinions about their development, and formative assessment is one of the tools used to recognise it. In Adult Education, in addition to formative assessment, learners are expected to undergo initial assessment, testing their level of knowledge/abilities in Language, Literacy or Numeracy. Within the Adult Education context, there are several initial assessment methods available. However, it is the providers who decide which methods are most appropriate for their learners, as different methods may be appropriate in different areas. This research project focuses on an Adult Education provider based in the Midlands, United Kingdom, and offers findings that test and sometimes refute the current theory about initial assessment. Two research methods were employed to achieve the aim and objectives. Firstly, secondary data was researched. Secondly, the qualitative primary data was collected using in-depth focus groups. The research included both practitioners and learners who either conducted or experienced needs analysis processes in the adult learning context. The findings and recommendations of this article propose the use of a more ethical and reliable way of conducting initial assessment in the Adult and Community Learning context.

2022 Working Paper

A critical analysis of initial assessment procedures in Adult Education in the UK

ZYCHOWICZ, Piotr

Short Descriptions

This project examines and makes recommendations for the initial assessment procedures in Adult Education in the United Kingdom. Teachers and learners are constantly making opinions about their development and formative assessment is one of the tools used to recognise it. In Adult Education, in addition to formative assessment, learners are expected to undergo initial assessment testing their level of knowledge/abilities in Language, Literacy or Numeracy. Within the Adult Education context, there are several initial assessment methods available. However, it is the providers who decide which methods are most appropriate for their learners, as different methods may be appropriate in different areas. This research project focuses on an Adult Education provider based in the Midlands, United Kingdom, and offers findings that test and sometimes refute the current theory about initial assessment. Two research methods were employed to achieve the aim and objectives. Firstly, secondary data was researched, secondly, the qualitative primary data was collected using in-depth focus groups. The research included both practitioners and learners who either conducted or experienced needs analysis processes in the adult learning context. The findings and recommendations of this research project propose the use of a more ethical and reliable way of conducting initial assessment in the Adult and Community Learning context.

Deliverables

Presentation of the research paper at the European Conference on Education in Paris in June 2022

2022 Working Paper

Scholarly-based approach to assessment and curriculum design at an EMI University in Mainland China

ZYCHOWICZ, Piotr

Short Descriptions

Designing both assessment and curriculum that take students’ creativity and autonomy into consideration proves to be a significant challenge, especially at EMI Universities in Mainland China. This presentation will demonstrate good practices where the switch from the test teaching approach to a more scholarly-based approach was achieved and what impacts it had on students’ academic attainment.

Deliverables

EYE 2022 presentation

2022 Working Paper

The influence of online education on the relationship between Chinese higher education students and teachers

ZYCHOWICZ, Piotr

Short Descriptions

With the continuous development of internet technology, online education has gradually become a new type of teaching mode (Anderson, 2004). In this context, the Chinese government began to implement the ‘Online Education and Research Network Demonstration Project’ in 1994 (Zhang and Han, 2005). As of March 2021, China has set up 68 colleges and universities with supplementary or elective courses for modern online education courses, and the coverage of online education has reached 31 provinces, autonomous prefectures, and municipal districts across China (Cao, 2021). The development and promotion of online education frees students and teachers from the restrictions of regions, countries and environments. Also, in online education, educators and students seem to face fewer restrictions, especially in the areas of creativity and autonomy (Vanslambrouck, et al., 2018). However, a part of students and educators have doubts about the quality and efficiency of online courses. It has been suggested that online courses impact the teacher-student relationship. In addition, there are concerns that other issues, such as evaluation, interaction, time, location, and participation, may alter the teacher-student dynamic (Kang, Wu and Fu, 2006).

Possible Benefits

This project explores the influence of online education on the relationship between teachers and students in higher education institutions in mainland China using quantitative and qualitative research methods. The quantitative research will measure factors such as the communication platforms and the expectations surrounding the teacher-student relationship. In addition, the qualitative research will consider factors such as course types and if subject choices have positive or negative impacts on the relationship between teachers and students in Chinese higher education institutions. In accordance with the results of the quantitative and qualitative research, the project will make recommendations that could help improve the relationship between teachers and students in an online learning environment.

Deliverables

Research paper presentation at the International Conference on Education in Hawaii in January 2023

2019 Conference Paper / Presentation

Achieving Creativity Through Research Led Learning and Teaching

Zychowicz, Piotr

Location: Tokyo, Japan
Source: The Asian Conference on Language Learning 2019: Official Conference Proceedings

In the past few years’ creativity seemed to have been the buzzword driving contemporary programmes of education and having a substantial impact on curriculum design worldwide. However, many of those programmes simply include the word ‘creative’ and leave students to their own devices, without effective guidance or examples of what creativity actually means or can lead to. This also appears to be the case in China, where students are closely supervised throughout their primary and secondary education, and once they progress to university they are expected to study independently without such supervision. One of the ways to encourage autonomy and creativity in HE learning is stimulating the interest and curiosity in that specific area, however not every module can be interesting and inspire curiosity and not every student will find interest in fields that perhaps are not so closely related to their major. This presentation will describe how interest, curiosity and creativity were enthused in year 2 University EAP students at an English Medium Instruction Collaborative University in China through research led learning and teaching.