FDS1 (Nov 2023)

RGC Ref.
No.:
(To be assigned and filled in by institution)

RESEARCH GRANTS COUNCIL

COMPETITIVE RESEARCH FUNDING SCHEMES FOR
THE LOCAL SELF-FINANCING DEGREE SECTOR 2024/25

FACULTY DEVELOPMENT SCHEME (FDS)

Application Form (FDS1)

Please ensure you read the Scheme Overview and Guidance Notes (Guidance Notes) carefully
before completing this application form. In addition, ensure you are clear on the details in the
Guidelines on Disbursement, Accounting and Monitoring Arrangements for Competitive
Research Funding Schemes for the Local Self-financing Degree Sector (SF-DAMA) as you
will need to confirm compliance at the end of the application form.

To safeguard the interests of the researcher and the institution, the awardee institution bears
the primary responsibility for prevention, detection and investigation of research misconduct,
including but not limited to misuse of funds, data falsification, plagiarism and double-dipping.
The institution must check the proposal with anti-plagiarism software before submitting the
application to the Research Grants Council (RGC).

[Please tick ‘’ the box below to confirm. Otherwise, this application will NOT be further processed.]

 This is to confirm that the applicant has read and fully understands the requirements
as set out in this Application Form, the Guidance Notes (FDS2 (Nov 2023)), the Call
for Proposals and the SF-DAMA.

PART I SUMMARY OF THE RESEARCH PROPOSAL

1. Particulars of the Principal Investigator (PI)

(Please use the name as shown in the Hong Kong Identity Card or passport)

(a) Title: Professor / Dr / Mr / Ms / Miss / Mrs* Please delete as appropriate

(English) Surname: LEE Other Names: Wai-sum Amy

(capital letters)

(Chinese): 李慧心
Post: Professor
Unit / Department: Humanities, Language and Translation
Institution: Hong Kong Metropolitan University
Contact Tel. No.: 31202568 Email: [email protected]
Personal Website
(if any):

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 FDS1 (Nov 2023)

[Please tick ‘’ the appropriate box.]

(b) Is the PI a full-time academic staff engaged by one of the local self-financing degree-
awarding institutions as listed in the Guidance Notes (FDS2), who

(i) spends at least 80% of time on locally-accredited local degree or higher degree
work1, and
(ii) has at least a one-year renewable contract with the institution at the time of
funding award being made?

Yes  No

(c) (i) Is the PI / will the PI be seconded to conduct research in a university or a

research institute / body / agency in the Mainland / overseas jurisdiction?

Yes ( Please specify:

Name of university / research institute / body / agency:

Region / Country:
With effect from: )

 No

(ii) If yes to (c)(i) above, is the PI retaining his / her full-time appointment and
position with his / her parent institution and is still on the payroll of the parent
institution during the secondment?

Yes No

1
A PI who is / will be seconded to conduct research in a university or a research institute / body / agency in the
Mainland / overseas jurisdiction while retaining his / her full-time appointment and position with his / her
parent institution and is still on the payroll of the parent institution is eligible to apply for the FDS.

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 FDS1 (Nov 2023)

(d) Please indicate the number of years that the PI has worked as a full-time academic
staff in a local / overseas degree-awarding university / institution at the time of
submission of the proposal. All academic staff, including junior academics (i.e. less
than 4 years of service) are encouraged to apply.

Less than 1 year

1 to less than 2 years

2 to less than 3 years

3 to less than 4 years

 4 years or above

2. Information on PI and Co-Investigator (Co-I)

(a) Investigator(s) information, including the average number of hours per week to be
spent by the PI and each Co-I on the proposed project:

Average Member of an RGC

Title /
Open Number Committee / Panel:
Surname
Unit / Researcher and of Hours Yes or No?
(in capital
Post Department / Contributor ID Per Week If yes, please
letters) /
Institution Identifier to be indicate the name of
Other
(ORCID iD) Spent on committee/
Names
Project panel concerned
Prof LEE, Professor Department of 0000-0002- 4 No
Wai-sum Humanities, 0298-2218
Amy Language and
Translation/
School of Arts
PI
and Social
Sciences/ Hong
Kong
Metropolitan
University
Co-
I

(b) Curriculum Vitae (CV) and Publication List of Applicant(s)

(Maximum of two A4 pages in standard RGC format for each CV)

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 FDS1 (Nov 2023)

Curriculum Vitae
LEE Wai-sum, Amy (李慧心)
Academic Qualifications
Master in Buddhist Studies (MBS), The University of Hong Kong, 2019
Ph.D. in Comparative Literature, The University of Warwick, 2000
M. Phil. in Comparative Literature, The University of Hong Kong, 1995
Bachelor of Arts (First Class), The University of Hong Kong, 1992

Previous Academic Positions Held

Dean & Professor, School of Education and Languages, HKMU (2021-2023)
Associate Professor, Dept of Humanities and Creative Writing, HKBU (2009-2021)
Assistant Professor, Dept of Eng Lang and Lit / Humanities Prog, HKBU (2001-2009)
Instructor, Eng Dept, City University of Hong Kong (1999-2001)

Present Academic Position

Professor, Dept of Humanities, Language, and Translation, School of Arts and Social
Sciences, HKMU (2023 Sept to present)

Previous Relevant Research Work

1. “Exploring Creativity and Selves in Hong Kong Disabled Communities”
(RC-FNRA-IG/19-20/ARTS/01) was awarded a FNRA Initiation Grant, HKBU, June
2020 - December 2023. (Funding: 1 million HKD)
2. “Listen with the Heart Instead of the Ear: Using Drama to Teach Chinese to Deaf
Students” was awarded a Research and Development grant, HKMU, December 2021 -
May 2023. (Funding: 199,380 HKD)
3. “Pandora’s Box: A Multimedia Creative Project on the Gendered Self” (2021/004) was
awarded a Research Matching Grant in the Central Pot, HKMU, August 2021 - July 2022.
(Funding: 434,195 HKD)
4. “Education and/of Self-healing: Representations and Functions of Solitude in
Interdisciplinary Literatures” has been awarded an FRGI (FRG1/16-17/046), HKBU. The
project was completed at the end of August 2018.
Other relevant experiences
1. Being the Principal Supervisor of a PhD thesis entitled “An Experimental Ethnographic
Study: Karate Training on Balance and Quality of Life among Visually Impaired
Individuals”. [October 2021-]

2. Selected to attend the Asian Academy of Campus Ministry 2023, hosted by the United
Board for Christian Higher Education in Asia at the Ateneo de Davao University, Davao,
Philippines. It’s a 14-day intensive training program entitled “Walking Together: Living a
Culture of Care in Asia”. [25 May to 8 June]

3. Becoming a Professional Member of the International Association of Theatre Critics

(Hong Kong). [2022-2025]

4. Completed the Cert. in Management Culture of Humanistic Buddhism (QF3), School of

Continuing and Professional Studies, CUHK. [Nov 2021 to Sept 2022]

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5. Completed the “Non-Violent Communication” workshop, offered by T2T Project (From

Trauma to Transformation). This is a 20-hour programme supported by theories and
practices in non-violent communication skills. [Sept to Nov 2021]

Publications List

Section A: Five most representative publications in the recent five years

5. “Unboxing the Pandora’s Box: The Educational Journey from Personal Stories to
Inclusive Co-creation.” The Asian Conference on Ethics, Religion and Philosophy 2023
Official Conference Proceedings. (ISSN: 2187-476X), pp. 61-70.
6. “The Power of Personal Stories: Building Resilience Through Story-Telling in a Safe
Space.” The Kyoto Conference on Arts, Media & Culture 2022 Official Conference
Proceedings. (ISSN: 2436-0503), pp. 85-91.
7. “Telling the Story of the (Female) Body: Metaphorical Narratives of the Thyroid Gland.”
Literature Volume 2, July 2022, pp. 146-153. doi: 10.3390/literature2030012

8. “(E-)Learning to Understand and Love Yourself: An Attempt to Teach Healthy Lifestyle in

the Midst of Social Unrest.” Frontiers in Education (Specialty Section: Digital Learning
Innovations) Volume 6, August 2021, pp. 1-9. doi: 10.3389/feduc.2021.624370 (re-printed
as a chapter in an e-book, September 2022)

9. “Teaching Healthy Lifestyle in the Higher Education in Hong Kong: Report and
Reflections”, The Southeast Asian Conference on Education 2020 Official Conference
Proceedings. (ISSN: 2435-5240), pp. 125-136.
Section B: Five representative publications beyond the recent five-year period
10. “Mothering Myself: A Journey with/to my Inner Child.” Middle Grounds: Essays on
Midlife Mothering, edited by Kathy Mantas and Lorinda Peterson, Demeter Press, 2018,
pp. 118-129.
11. “Serving Justice at Multiple Levels: Emotional Satisfactions Created in Yumemakura
Baku’s Abe no Seimei Stories”, The Sixth Asian Conference on Literature, Librarianship
and Archival Science 2016 Official Conference Proceedings. (ISSN: 2186-2281), pp. 85-
94.
12. “Learning Emotional Literacy through Humanities in Higher Education: Reflection and a
Call for Action”, The International Journal of Learning in Higher Education, (2016) Vol
23, issue 1, pp. 7-15.
13. “Fiction in the Chinese Mythical and Literary Traditions.” Fiction and Art: Explorations
in Contemporary Theory, edited by Ananta Ch. Sukla, London: Bloomsbury Academic,
2015, pp. 357-366.
14. “Narratives as Tools for Interpretation”, The Inter-Asia Cultural Studies Journal, 2010,
Vol. 11, Number 3, pp. 470-477.
(c) Plan(s) for Collaboration

[Please tick ‘’ the box below to confirm.]

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 FDS1 (Nov 2023)

I confirm that the Co-I(s) listed in the proposal has / have explicitly agreed to
serve in the project team and a copy of the proposal has been provided to
each of the Co-Is. I shall provide documentary proof on the collaboration
upon the request of the RGC / University Grants Committee (UGC)
Secretariat.

3. Particulars of the Project

(a) Title of Project:

Don’t Judge a (Human) Book by Its Cover: Reading the Unseen
(English)
Stories to Learn Inclusivity
(Chinese)

(b) Nature of Application:

New  Re-submission Continuation

If this research proposal is a re-submission or continuation, please provide the

UGC / RGC Reference No(s).:
____________________________________________

(c) (i) Research Field(s):

Cultural
Primary Field: Studies/Cultural & Code: 4222
Policy

Others (Promotion
of Inclusiveness
Secondary Field: & Code: 4299
through
interpersonal skills)

(ii) A maximum of five keywords to characterise the work of your proposal:

(Maximum of 30 characters for each keyword)

Human Library Storytelling skills

Creative writing Learning inclusivity

Interviewing skills

(d) Project Duration: 24 months (maximum 36 months)

(e) Total Amount Requested (excluding on-costs): HK$

(f) Abstract of Research Comprehensible to a Non-specialist

(Maximum of one A4 page in standard RGC format)

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The Human Library is a registered not for profit international organization in Denmark. It
aims “to better our understanding of diversity in order to help create more inclusive and
cohesive communities across cultural, religious, social and ethnic differences” (The Human
Library website) by facilitating conversations with those we would not normally meet. It
started in 2000 when Ronni Abergel and his brother Dany and colleagues of a Danish Youth
NGO created an 8-hour event during which more than 1000 members of the public
participated in conversation with “human books” who had very different life experiences.
Currently the Human Library is active in over 80 countries, with a few of them being
permanent.

This research and learning project proposes to make use of the Human Library concept to
foster understanding and empathy towards visually impaired (VI) individuals within our
community, at the same time to nurture humanistic communication skills in all participants,
including university students and members of the VI community. The PI will recruit 12-14
university students and provide workshops on interview skills, with a focus on nurturing
inclusive sensibilities. The same number of participants from the VI community will also be
recruited through outreach activities led by the PI, and they will be empowered by storytelling
skills training, enabling them to share their unique experiences in a coherent and engaging
manner. Each of the student participants will be matched with one member of the VI
community to explore the story that is to be told. The culmination of this project will be open
exhibitions where these community members will serve as the “books” in a Human Library
for the audience/readers to “borrow”, providing a platform for dialogue, learning, and mutual
respect.

The proposed project is grounded in the belief that authentic personal narratives have the
power to challenge stereotypes and misconceptions, fostering a more inclusive society. By
training university students to conduct these interviews, we aim to enhance their interpersonal
and communication skills, while also broadening their understanding of the experiences of the
VI individuals. The human books, at the same time, will also be empowered through sharing
their stories, and interacting with different members of the community. Audience attending
the exhibition will have the opportunity to “borrow” these human books for a period, engage
in meaningful conversations with them and gain a deeper understanding of their experiences.
It is planned that exhibitions will be conducted in universities, secondary schools, and
selected community places. This innovative approach aims to challenge societal stereotypes
about visual impairment, promoting empathy and understanding.

The project’s success will be evaluated through pre- and post-project surveys to assess
changes in attitudes and understanding among both the secondary and university students, and
the wider community. The stories told by the VI participants will be recorded in verbal and
visual forms, and a website will be constructed to present the data sets obtained. This project
represents a unique fusion of education, empowerment, and community engagement. The
entire research and learning experience will serve to inform development of courses on
inclusivity awareness, an important component in general education of the undergraduate
curriculum. The project’s long-term impact will be assessed through follow-up interviews
with the VI participants, evaluating the effects of their participation on their confidence and
self-perception. In terms of its impact on academic enrichment, the presence of more inclusive
activities/learning opportunities within and beyond the regular undergraduate curriculum can
be a good indicator in the long run.

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(g) Provision of Research Experience for Undergraduate Student

Yes  No

PART II DETAILS OF THE RESEARCH PROPOSAL

RESEARCH DETAILS

1. Project Objectives
(Maximum of two A4 pages in standard RGC format)

Don’t Judge a (Human) Book by Its Cover: Reading the Unseen Stories to Learn
Inclusivity is a study of the impact of people’s experience with the Human Library
on their awareness of and competence with diversity, in particular people with visual
impairment (VI). The study, through a series of well-structured activities for different
participant groups, aims to empower them by cultivating their interpersonal and
communication skills. Ultimately, it is hoped that through this interactive platform, a
rich communication can be achieved among local members of diverse backgrounds,
to foster mutual understanding, sympathy and respect in the wider community. The
following are the key objectives of the proposed project:

i. To provide a platform for mutual understanding, sympathy and

communication among university students and selected members of the VI
community;
ii. To enhance the interpersonal communication skills of university students,
especially in relation to their sensibility/awareness of diversity such as people
with visual impairment;
iii. To empower members of the VI community through nurturing their
communication skills and engagement with members of the public;
iv. To raise the Hong Kong community’s awareness towards creating an
inclusive and supportive environment for diverse groups through sharing
experience and good practice;
v. To share findings of the project through academic and professional venues,
including academic journals and books, conference presentations, and
newsletters of relevant professional bodies.

2. Pathways to Impact Statement

(Maximum of two A4 pages in standard RGC format)

The proposed project, which provides an interactive learning experience for diverse
groups including students and different members of the local community, is expected
to have a positive impact on individuals and the community at different levels. The
positive impact includes enhancement of interpersonal communication skills,
enriched sensibility to diversity, empowerment and increased confidence, and more
mutual understanding, empathy and respect among community members in the long
run. These positive impacts help to promote a peaceful and inclusive society for
sustainable development, which is one of the United Nations’ 17 Sustainable
Development Goals.

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Immediate and short-term impact

i. Enhancing interpersonal communication skills and sensibility to diversity for
university students
12-14 undergraduate students will be recruited to participate in this project.
These students will undergo training on interviewing skills, with an additional
focus on communicating with people with visual impairment. In the project, these
students will each be matched with a VI community member and work together
to generate the personal story that the VI community member is to tell as a
human book. The undergraduate students thus have a good opportunity to put
into practice the interviewing skills they have acquired in the workshop. Pre- and
post-project questionnaires to the student participants will show the degree in
which the workshops and the experience working with the VI participants
enhance their interpersonal skills and sensibility to people of diverse
backgrounds.

ii. Empowering the VI participants

12-14 VI participants will be recruited to join the project as Human Books. They
will undergo training on storytelling skills, to share their personal experience and
stories to the undergraduate students as well as members of the public. To have
the voice to tell their own stories is empowering for the VI participants, and the
Human Library exhibitions are invaluable opportunities for them to interact with
members of the community, and to foster mutual understanding and respect. This
empowerment will also widen the social circle of the VI members. Pre- and post-
project questionnaires, as well as small group interviews with the VI participants
will show the extent to which they feel empowered in their interaction with
people of different backgrounds.

iii. Creating a platform for mutual understanding among members of the public
The concluding events of the project are the Human Library exhibitions to take
place in universities, secondary schools, and community locations. A Human
Library exhibition is an interactive event during which the community readers
“borrow” the Human Books (in this case the VI participants) and have
conversations with them to learn about their experiences and stories. These
conversations are personal and direct communications in a safe and non-
judgmental environment, facilitating mutual understanding and respect. Human
Library exhibitions are planned for universities, secondary schools, and some
community locations to reach out to young people and diverse groups in the
community. Post-event questionnaires/feedback from VI participants and
community readers will show the extent to which an increased understanding has
been achieved.

Medium- and long-term impact

iv. Promoting an awareness for peaceful and inclusive community in the university
With the experience of the project, which contains a series of activities for
undergraduate students to cultivate an awareness of diversity in the community,
more co-curricular activities and extra-curricular activities in this regard will be
conducted on campus. An example is introducing in-class activities to enhance
such awareness in relevant courses, as the PI is teaching courses relating to social
issues. Further on, the experience of the project can be developed into a GE

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course with an experiential learning component to enhance students’ awareness

on diversity and the skills to promote an inclusive community.

v. Reaching out and engaging the community through further Human Library
exhibitions
In the long run, when the promotion of an awareness for peaceful and inclusive
community is firmly established in the university (either in the form of co-
curricular or extra-curricular activities), students will be the human resources to
help organize Human Library exhibitions in the community. Different groups
besides the VI community can be recruited and trained to be the Human Books to
share their experiences and stories with the community. These Human Library
exhibitions will be valuable experiential learning occasions for university
students, good community engagement opportunities and meaningful knowledge
transfer events.

3. Research Project Statement

(Maximum of ten A4 pages in standard RGC format, including two non-text A4
pages for diagrams, photos, charts and tables, etc.)

Background of research
Despite the rapid and great enhancement of information technology over the past
decades, communities in the world today are still divided in many respects. Some of
the reasons for this division have to do with misunderstandings among people from
different cultures, races, economic classes, and physical and mental abilities. Mutual
understanding among people from diverse backgrounds is a starting point to achieve
one of the 17 Sustainable Development Goals (SDG) introduced by the United
Nations in 2015. The proposed project refers to SDG 16, which targets to “[p]romote
peaceful and inclusive societies for sustainable development, provide access to
justice for all and build effective, accountable and inclusive institutions at all levels”
(UN website), and aims to provide a platform to enhance and enrich communication
between the general public and members from the visually impaired (VI) community
in Hong Kong.

The proposed project is inspired by the concept of the Human Library, and its
continuing success across more than 80 countries today. The Human Library is a
registered not for profit international organization in Denmark. It aims “to better our
understanding of diversity in order to help create more inclusive and cohesive
communities across cultural, religious, social and ethnic differences” (The Human
Library website) by facilitating conversations with those we would not normally
meet. The first event was conducted in 2000 when Ronni Abergel and his brother
Dany and colleagues of a Danish Youth NGO created an 8-hour event during which
more than 1000 members of the public participated in conversation with “human
books” who had very different life experiences. The theme of this first event was to
stop violence amongst youths. Currently the Human Library is not only a well-
established institution which offers training to wide range of communities, there are
also a few permanent Human Libraries in operation.

The Human Library operates like a library, where books with all sorts of knowledge
contents can be borrowed for a time, only that in the Human Library the “books” are

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human beings with their own special stories. Ronni Abergel, one of the founders of
the Human Library explains, “The idea is fairly simple. We arrange for people to
meet and talk in a safe and secure environment. That has proven to be a useful and
effective method for allowing people to get to know about each other through
conversation” (Human Library website). An important condition for these
conversations to take place is the “safe and secure environment” where the human
books can share their personal experience without the fear of being judged. In fact,
“to challenge prejudice, get aim [sic] to help rid discrimination, prevent conflicts and
contribute to greater human cohesion across social, religious and ethnic divisions”
(Human Library website) are the expressed aims of the Human Library.

Since the stop-violence event in 2000 in Denmark which started the Human Library,
this practice has been conducted in many parts of the world in a range of different
contexts with positive feedback from participants. A notable example is the event
hosted by UN Women in collaboration with Bangkok Rising, the Embassy of France,
and the Embassy of the Netherlands in December 2023. The Human Library was part
of a 16-day of activism against gender-based violence. Anna-Karin Jatfors, Deputy
Regional Director of UN Women Asia and the Pacific in her opening remarks for the
event said, “When our voices are loud and proud in saying no to discrimination,
inequality, and violence, we are one step closer to a better world for all” (Asia Pacific
UN Women website). It was also reported that “participants left the event with
renewed sense of courage and a desire to continue to break barriers in every day life”
(Asia Pacific UN Women website).

Besides the highly visible example of the Human Library conducted at UN Women’s
meeting in 2019, the practice of having “human books” to be borrowed as a tool to
facilitate understanding, clear misconceptions, and reduce prejudice among different
groups of people have appeared across different contexts in recent years. Today
Australia is one of the strongest supporters for this activity. After the overwhelming
success of the first Living Library event organized by a local activist in Lismore in
2006, it became a monthly event, until 2008 when the City Library of Lismore took
over the organization. This kind of arranged one-on-one conversation between the
human book (usually a person facing prejudice within a community) and the reader
(the general public) was so effective in reducing prejudice, that the Department of
Immigration and Citizenship collaborated with the Australian Library and
Information Association and funded a national programme called “Living Libraries
Australia” (Human Libraries Australia after 2010) aiming to connect and strengthen
local communities (Dreher and Mowbray 2012).

Although not fully institutionalized as in Denmark and Australia, the Human Library
as a practice has been widely employed to promote connection and inclusion in
different countries. A study in Poland found that this practice “decreased social
distance towards Muslims” (Groyecka 2019) and that the extent is in direct
proportion to the numbers of human books read. Participants of the event were also
found to have “an increase in positive affective attitude towards working in
diversified groups” (Groyecka 2019). A study among high school students in
Hungary similarly found that using this practice as intervention “reduced
participants’ scores on multiple measures of prejudice” against the Roma and LGBT
communities (Orosz 2016). In a Japanese university, a one-day Human Library event
was organized as an intercultural communication activity for undergraduate students.

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The outcomes of the activity support the practice as “a bridge between people of
different backgrounds and as a powerful instrument to nurture students’ capacities to
act on differences” (Kudo 2011). These selected studies collectively suggest that the
Human Library is effective in reducing prejudice as well as facilitating understanding
and empathy among people of different backgrounds.

With the generally very positive feedback and sharing from practitioners who
conduct Human Library reading sessions in different parts of the world, the idea is
much favoured and there have been encouragement from librarians and scholars to
re-think the role of the library. In a paper entitled “Human Library: A Worldwide
Movement for Social Change”, there is a strong belief in the activity’s power to
increase understanding and challenge prejudice and stereotypes (Maisal 2018). The
same sentiment can be found in “Libraries by the people, for the people: Living
libraries and their potential to enhance social justice” (Stewart and Richardson 2011)
which highlights the “intellectual and emotional experience” of the Human Library
and how it may “give rise to an awareness of human dignity”. In another study
concerning students’ understanding of knowledge vs wisdom, an experiment was
conducted in the library, the notable site of knowledge collections. The investigators
concluded that “[h]uman libraries push the boundaries further in the quest to
integrate wisdom and lived experience into library collections” (Shannon and
Bossaller 2015). It is therefore quite clear that the Human Library has not only
proven its effectiveness in enhancing the bond among human beings, it has also
opened up interesting topics in relation to the role of library, knowledge, and
storytelling for further reflection. The power of storytelling to attract is such that
scholars in Croatia proposed hosting the Human Library to be “an experienced-based
tourism product” (Slivar, Vitasovic, & Bobanovic 2016).

While most of the attention on the Human Library so far have focused on the positive
attitude change of the “readers” after their conversations with the human book, a
study investigated the “joy of being a book” and collected data from the human
books in four different Human Library events. It was found that “participants
reported a variety of benefits ranging from altruistic to more self-focused” (Dobreski
and Huang 2016), and the researchers gathered that the major benefits for human
books in their experience included: helping others, teaching, making connections,
learning, self-expression, reflection, therapeutic, personal enjoyment. This is an
interesting finding as it opens up another dimension of the Human Library
experience – it is not only a “service” to the readers who may come out of the
experience with reduced prejudice and more positive feelings, it can also be an
empowering experience for the human books, therefore making it a win-win situation
for both parties concerned. This aspect inspires the PI to invite VI participants to be
human books in the proposed project, which hopefully is an empowering activity for
them, who have been perceived conventionally as those who need help rather than
offer help.

Studies about the Human Library in the Chinese speaking world are relatively
scattered. An overview of such studies in China shows that it was emerging and took
a more statistical direction rather than focusing on the actual practice (Ke, Wu, &
Dong 2011). The practice was generally seen as a service and also an innovation in
China for it offers the readers something very different from the conventional library
services (Dong 2015). In Taiwan, a researcher commented on the “dearth of research

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to investigate how a human library serves and interacts with society”, and went on to
examine the operation, development, opportunities and changes of the New Taipei
City Human Library (NTCHL), the first and largest human library in Taiwan (Wong
and Lin 2023). The study gathered that the practice was impactful in building
connections among community members, but limited commitment from volunteers
means sustainability is a challenge.

In Hong Kong, a recent qualitative inquiry into the Human Library approach was
conducted via “a practitioner inquiry group” composed of four social workers and
three peer support workers. This second-hand inquiry leads to the researcher arguing
that “the human library deserves consideration as an approach to facilitating social
inclusion and promoting recovery” (Kwan 2020). The pioneer study in Hong Kong
used the Human Library as an intervention to improve mental health literacy. The
research team concludes that it “promotes respect, acceptance, and mutual
understanding towards both the person and the disabilities” (Chung and Tse 2022).
While the outcome on readers confirms what researchers in other parts of the world
discover, it was also noted that “[i]mportant qualitative change of the participants
and the human library process itself was not captured” (Chung and Tse 2022). A
Human Library event in Taiwan in 2021 which featured Hong Kong people as
human books confirms the power of the narratives beyond reducing prejudice. The
stories told by the Hong Kong people contain a deep reflection of their experience
through the 2019 social unrest, and seem to put together a more coherent picture of
the Hong Kong story (Dai and Li 2023).

The Human Library concept, since its inauguration in 2000 in Denmark, has
travelled to many parts of the world, its power to connect people and reduce
prejudice has been well tested and endorsed. Despite its less substantial presence
among the Chinese community, its relevance and applicability are not to be doubted.
Based on the good experience by other researchers, the proposed project will
continue to rely on its power to connect, in this case VI and other members of the
community. Besides the readers, the project is designed to help the human books to
gain self-confidence and an individual voice. In sum, the proposed project is a further
development of previous work, by engaging two distinct groups of participants –
university students and VI members of the community. The students, who will
receive training in interviewing skills, will play a leadership role in guiding the VI
participants to tell their stories; the VI members, who will receive training in
storytelling skills, will present themselves to readers who are general members of the
community.

Relevant research work done by PI previously

The PI has engaged in numerous projects relating to storytelling (skills), creative
presentation, wellbeing, and social engagement.
Wellbeing project with HKBU and its impact
Pandora’s Box
Listen with the Heart instead of the Ear: Teaching Deaf Students Chinese using
drama

Research Plan

13
 FDS1 (Nov 2023)

Methodology
Participatory observation – observe the human books and their exchange with the
readers during different exhibitions

Interview – unofficial interview the human books before and after their
participation in the whole project

Publication plan

14
 FDS1 (Nov 2023)

Gantt chart for Don’t Judge a (Human) Book by Its Cover: Reading the Unseen Stories to
Learn Inclusivity

2025 2026
Project tasks 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12
1 Building the Human Library
Recruitment of
FT RA and
preparation for
UG student
1.1 recruitment
Workshops on
interviewing
skills for
recruited
1.2 students
Recruitment of
community
members (the
1.3 VI community)
Pairing up the
UG participants
and VI
community
members and
developing their
individual
1.4 stories
Workshops for
the VI
community on
presentation
1.5 skills
2 Human Library Exhibition
Exhibition of
the Human
Library at
Universities in
2.1 Hong Kong
Revising the
stories and
adding
audience’s
stories to the
2.2 library
Exhibition of
the Human
Library among
2.3 the community

15
 FDS1 (Nov 2023)

3 Documentation and Dissemination

Construction of
website to host
the Human
3.1 Library
Conference
presentation to
share findings
3.2 and experience
Writing
academic
journal articles
and/or book
3.3 chapters

4. References
(Maximum of three A4 pages in standard RGC format)

Chung, E. Y.-h., & Tse, T. T.-o. (2022). Effect of human library intervention on
mental health literacy: a multigroup pretest-posttest study. BMC Psychiatry, 22(73).
doi:10.1186/s12888-022-03725-5
Dobreski, B., & Huang, Y. (2016). The Joy of Being a book: Benefits of Participation
in the Human Library. ASIST. doi:10.1002/pra2.2016.14505301139
Dreher, T., & Mowbray, J. (2012). The Power of One on One: Human Libraries and
the challenges of antiracism work. Broadway: UTS ePress.
Groyecka, A. (2019, March). Challenge your stereotypes! Human Library and its
impact on prejudice in Poland. Journal of Community and Applied Social Psychology,
1-12. doi:10.1002/casp.2402
Ke, D. S., Wu, Y. W., & Dong, K. (2011). Study on the Practice and Theory
Characteristics of Living Library at Home and Abroad [國內外 Living Library 實踐與
理論特點研究]. Tu Shu Guan Jian She, 4, 62-65.

Kudo, K., & al, e. (2011). Bridging differences through dialogue: Preliminary findings
of the outcomes of the Human library in a university setting. Proceedings of the 2011
Shanghai International Conference on Social Science (SICSS). Shanghai.
Kwan, C. K. (2020). A Qualitative Inquiry into the Human Library Approach
Facilitating Scoial Inclusion and Promoting Recovery. International Journal of
Environmental Research and Public Health, 17. doi:10.3390/ijerph17093029
Maisal, A. (2018). Human Library: A Worldwide Movement for Social Change.
Heritage, 5, pp. 78-82.
McElroy, K., & Marlow, L. (2019). Reflective Dialogue across Differences in
Libraries. In A. Baer, E. S. Cahoy, & R. Schroeder (Eds.), Libraries Promoting

16
 FDS1 (Nov 2023)

Reflective Dialogue in a Time of Political Polarization (pp. 33-46). Chicago, IL:

ACRL.
Nancy Mitchell, “Turning the page on stereotypes at the Human Library event”, UN
Women: Asia and the Pacific,
https://asiapacific.unwomen.org/en/news-and-events/events/2019/12/the-human-
library

Orosz, G. (2016). Don't judge a living book by its cover: effectiveness of the living
library intervention in reducing prejudice toward Roma and LGBT people. Journal of
Applied Social Psychology, 46, 510-517. doi:10.1111/jasp.12379
Parkinson, R. (2009). Transforming Tales: How Stories Can Change People. London:
Jessica Kingsley Publishers.
Shannon, B., & Bossaller, J. (2015). Storing and sharing wisdom and traditional
knowledge in the library. International Federation of Library Association, 41(3), 211-
222. doi:10.1177/0340035215596026
Slivar, I., Vitasovic, A., & Bobanovic, M. K. (n.d.). The Human Library Initiative as
an Experience-based Tourism Product. Tourism, 864-879.
Stewart, K., & Richardson, B. (2011). Libraries by the people, for the people: living
libraries and their potential to enhance social justice. Information, Society and Justice,
4(2), 83-92.
Wong, F. M., & Lin, C.-M. (2023). Operation, development, opportunities and
challenges of a human library in Taiwan. Library Management, 44(3/4), 191-202.
doi:10.1106LM-11-2022-0115
Human Library: Unjudge Someone https://humanlibrary.org/

The Human Library Guide https://www.slideshare.net/artfusion/the-human-library-

guide

United Nations: Department of Economic and Social Affairs, Sustainable

Development https://sdgs.un.org/

董曉軍. (2015). 我國 Human Library 研究進展的文獻分析. Library World [圖書館

界], 4, 41-45.

戴思潔、李祐忻 (2023).「Guakali 港：有關香港的真人圖書」落地台灣校園言說

香港經驗——自離散裂縫中共構的台港公民社會. Cultural Studies Quarterly [文化
研究季刊], 183, 43-62.

5. Re-submission of a Proposal Previously NOT Supported / Continuation of

17
 FDS1 (Nov 2023)

Funded Project

(a) Is this proposal a re-submission or largely similar to a proposal that has been
submitted to but not supported by the UGC / RGC or other funding agencies, or a
continuation of funded project?

Yes No 

If yes, please give the following details –

Funding Agency(ies):

Funding Programme(s) / Scheme(s):

Reference No(s).:
[for UGC / RGC projects only]

Project Title(s):

Date (month / year) of Application(s):

Rating:

(b) If this application is the same as or similar to the one(s) submitted but not supported
previously, what were the main concerns / suggestions of the reviewers on the
proposal(s)?

(c) Please give a brief response to the points mentioned in (b) above, highlighting the
major changes that have been incorporated in this application.

PART III PROJECT FUNDING

1. Cost and Justification

(a) Estimated Cost and Resource Implications:

[Justification in a maximum of one A4 page per item should be given to support the
request for each item below. Items without quotations as required will not be
considered. Please refer to the Part III of Guidance Notes (FDS2) and SF-DAMA
Part III paragraph 22 for details. Please insert “N/A” where applicable.]

Year 1 Year 2 Year 3 Total

(HK$) (HK$) (HK$) (HK$)
(A) One-line Vote Items
(i) Supporting Staff Costs HK$ 696,000
(Monthly Salary x
Nos. x Months)

18
 FDS1 (Nov 2023)

Year 1 Year 2 Year 3 Total

(HK$) (HK$) (HK$) (HK$)
Details:
 Senior Research Assistant(s)
29,000 x 1 x 29,000 x 1 x
 Research Assistant(s) 696,000
12 = 348,000 12 = 348,000
 Post-doctoral Fellow(s)
 Research Postgraduate
Student(s)
 Others
(please specify the post)
A Full-time Research Assistant is needed to support the project
and its numerous activities. The duties will include but not be
limited to:
i. liaise with the external parties for the development
and operation of the project (e.g. booking of venues
inside and outside the university, liaise with
community participants),
ii. support the PI in various research activities (e.g.
visual and verbal data collection and recording,
transcription, arranging transportation for the Human
Library exhibition, online and library search for
Justification: relevant information),
iii. handle impacts-related events (e.g. seminars,
exhibition of the Human Library, PI’s conference
registration and related preparations), and
iv. generate the final report of the project.

As this position will be heavy on logistical and liaison duties, the

RA should hold a first degree in humanities or social sciences
and is expected to be eloquent in writing Chinese and English
and fluent in content marketing through webpages, social media
and news media. An outgoing, friendly, mature personality and a
high level of organization and interpersonal competency is
necessary.
(ii) Equipment Expenses HK$ 0
[Please itemize and provide
quotation(s) for each item
costing over HK$200,000.]

Quotation(s) Provided:
Yes No

Details:


19
 FDS1 (Nov 2023)

Year 1 Year 2 Year 3 Total

(HK$) (HK$) (HK$) (HK$)



Justification:

(iii) Outsourcing Expenses of HK$ 0

Research Work Outside
Hong Kong
[Please itemize your cost
estimation with justification
and provide quotations for
each work costing over
HK$200,000; and provide
detailed justification of sample
sizes and costs for surveys
conducted outside Hong
Kong.]

Quotation(s) Provided:
Yes No

Details:




Justification:

(iv) General Expenses HK$

[Please itemize and provide
quotations for services /
purchase costing over
HK$200,000; and provide
detailed justification of
sample sizes and costs for
surveys conducted in Hong
Kong.]

Quotation(s) Provided:
Yes No

Details:

20
 FDS1 (Nov 2023)

Year 1 Year 2 Year 3 Total

(HK$) (HK$) (HK$) (HK$)
Transportation fees
(delivering props and
materials to Human
Library venues,
transporting VI
community members to
the Human Library venues
during each exhibition)

Venue booking fees

(interviewing skills
workshops for students,
storytelling workshops for
VI community members,
story construction
workshop for student-VI
community pairs)
Props and materials for the
Human Library
exhibitions 5,000 5,000

500 x 4 500 x 4
workshops + workshops +
500 x 6 500 x 6
 Honorarium for the VI performances performance
participants = s=
5,000/person 5,000/person
x 12 = x 12 =
60,000 60,000
1. Transportation fees
2. Venue booking fees
Justification:
3. Props and materials for the Human Library exhibitions
4. Honorarium for the VI participants

(v) Conference Expenses 20,000 20,000 HK$ 40,000

[Up to HK$20,000 per year]
The PI will attend relevant local and international conferences to
Justification:
present the findings of the study at its different stages.
Estimated expenses for each conference ($20,000) will mainly
include:
i. Registration fees ($4,000 ~= 500USD)
ii. Hotel accommodation ($4,000 ~=500USD)
iii. Flight expenses ($12,000)

21
 FDS1 (Nov 2023)

Year 1 Year 2 Year 3 Total

(HK$) (HK$) (HK$) (HK$)

Relevant local and international conferences include (but not

limited to) International Conferences on Teaching and Learning
for Future Readiness (HK), The Asian Conference on Education
(ACE) by IAFOR, International Conference on New Directions
in the Humanities by Common Ground.

(vi) Expenses for Dissemination HK$

of the Deliverables of
Research
Details:
Editing fees for academic 6,000 x 2 =
12,000
articles x 2 12,000
Publication fees for 8,000 x 2 =
16,000
academic journals x 2 16,000
Construction of website 12,000 0 12,000
1. Editing fees – It is expected that the research project will
yield data which analysis will contribute to new
interdisciplinary knowledge. The PI expects to share the
findings in international academic venues such as
refereed journals and book chapters. The editing fees is
calculated to be $6,000 per article/chapter, with an
expectation of two submissions.
2. Publication fees – Publication in academic journals
incurs a publication fee per submission. The budgeted
Justification: sum is calculated from an average of $8,000 per
submission, for two submissions.
3. Construction of website – The proposed research project
will produce a range of audio-visual data, as well as
verbal transcriptions of personal stories from the Human
Books. These are valuable resources for cultivating
mutual understanding, empathy, and empowerment, if
used in an educational context. A website will be
constructed to house the data, not only as a record of the
learning experiences, but also as teaching and learning
resources.

Sub-total for (A) (One-line Vote Items): HK$

(B) Earmarked Items

(vii) Costs for Employment of HK$
Relief Teacher

 Rank of Relief Teacher:

(please specify the rank)

22
 FDS1 (Nov 2023)

Year 1 Year 2 Year 3 Total

(HK$) (HK$) (HK$) (HK$)

 No. of courses of the PI to be

relieved by the Relief
Teacher:

Year 1: _________ courses

Year 2: _________ courses
Year 3: _________ courses

 Per course rate of relief

teacher:

Year 1: HK$___________
Year 2: HK$___________
Year 3: HK$___________

 Number of course(s) the PI is

currently teaching in an
academic year:

[please include course(s)

for locally-accredited local
degree or higher degree
work only]

Justification:

(viii)Provision of Research 2,500 x 5 = 2,500 x 5 = HK$ 25,000

Experience for ONE 12,500 12,500
Undergraduate Student
[Up to HK$2,500 per month to
ONE undergraduate student
helper for a maximum period
of ten months]

Details and Justification: The research project includes an innovative learning experience
for a range of audiences including secondary school students,
university students, and members of the community. This
requires a lot of coordination among different parties, frontline
event management skills, as well as recording and management
of visual and verbal data generated from these learning activities.
This is an excellent learning opportunity for undergraduate
students, and to assist the full-time RA in a number of these
tasks. A suitable candidate should be a senior year student

23
 FDS1 (Nov 2023)

Year 1 Year 2 Year 3 Total

(HK$) (HK$) (HK$) (HK$)
majoring in the Humanities or Social Sciences discipline, with
good English and Chinese proficiency, and have some
experience participating in relevant co-curricular activities. An
open call will be made via the School, and the PI will make the
selection based on the candidate’s background and interview
performance. It is expected that the selected student will learn
basic data collection skills, improve interpersonal and
organizational skills, and acquire a clear sense of the operation
of a research project in the social sciences and humanities field.

(ix) High-performance HK$ 0

Computing Services
Expenses
[Up to HK$100,000]

Quotation(s) Provided:

Yes No

Justification:

(x) Research-related Software HK$ 0

Licence / Dataset
[Please itemize and provide
quotations for each item.]

Quotation(s) Provided:

Yes No

Justification:

Sub-total for (B) (Earmarked Items): HK$

(xi) Total Cost of the Project (A) + (B) HK$

(C) Deduction Items

(xii) Less: Other Research Funds Secured from Other Sources HK$ 0

24
 FDS1 (Nov 2023)

Year 1 Year 2 Year 3 Total

(HK$) (HK$) (HK$) (HK$)

(D) Amount Requested in This Application (A) + (B) – (C) HK$

(E) Auditing Expenses HK$ 7,000

(F) Total Amount Requested (D) + (E) HK$

(G) On-costs (15% of approved cost on (D)) HK$

(H) Grand Total for This Application (F) + (G) HK$

25
 FDS1 (Nov 2023)

(b) Declaration on the Equipment Procurement

 (i) I declare that no equipment is required.

OR
(ii) I declare that the equipment indicated in 1(a)(A)(ii) above is not
available in the institution.
OR
(iii) I declare that all or some of the equipment (please provide details)
indicated in 1(a)(A)(ii) above is available in the institution but cannot
be used by this project in view of the following reasons.

Details and Reasons: (Maximum of one A4 page in standard RGC format)

(c) Declaration on Employment of Relief Teacher

 (i) I declare that no relief teacher is required.

OR
(ii) I declare that I currently do not hold any grant for employment of relief
teacher from any on-going project under UGC / RGC funding schemes.
OR
(iii) I declare that I hold funding for employment of relief teacher from the
following on-going project(s) under UGC / RGC funding schemes.
Project Ref. No.:
Project Title:
Project Period:
Approved Amount for Relief Teacher:

(d) Declaration on High-performance Computing Services

 (i) I declare that no high-performance computing services are required.

OR
(ii) I declare that the high-performance computing services indicated in
1(a)(B)(ix) above are not available in the institution.
OR
(iii) I declare that all or some of the high-performance computing services
(please provide details) indicated in 1(a)(B)(ix) above are available in
the institution but cannot be used by this project for the following
reasons.

Details and Reasons: (Maximum of one A4 page in standard RGC format)

26
 FDS1 (Nov 2023)

(e) Declaration on the Research-related Software Licence / Dataset

 (i) I declare that no research-related software licence / dataset is required.

OR
(ii) I declare that the research-related software licence / dataset indicated in
1(a)(B)(x) above is not available in the institution.
OR
(iii) I declare that all or some of the research-related software licence /
dataset (please provide details) indicated in 1(a)(B)(x) above is
available in the institution but cannot be used by this project in view of
the following reasons.

Details and Reasons: (Maximum of one A4 page in standard RGC format)

2. Existing Facilities and Major Equipment Available for This Research Project
(Maximum of one A4 page in standard RGC format)

3. Funds Secured or To Be Secured

1. Other research funds already secured for this research proposal:

[This amount will be deducted from the total cost of the project. The total amount
should tally with that in 1(a)(C)(xii) above.]

Source Amount (HK$)

2. Other research funds to be or are being sought for this research proposal:
[If funds under this item are secured, the amount of funding to be awarded under
FDS may be reduced.]

Source Amount (HK$)

27
 FDS1 (Nov 2023)

PART IV DECLARATION OF TIME COMMITMENTS, GRANT RECORD AND

RELATED RESEARCH WORK OF INVESTIGATORS

1. Declaration of Time Commitments

(i) Number of on-going individual research projects2 currently held by the PI in

any capacity3: 0

(ii) Number of on-going collaborative research projects2 currently held by the PI

in any capacity4: 0

If the number declared in (i) exceeds three or the number declared in (ii) exceeds
two, please provide the following information:

(iii) Overall amount of time spent on research by the PI in percentage terms:

(iv) Justifications on how the PI would be able to take up this additional research
project if funded while maintaining the research quality:

2
Research projects funded from all sources (irrespective of whether from UGC / RGC) should be included,
except those funded under the joint research schemes and the fellowship schemes administered by the RGC.
Projects for which completion reports have yet to be submitted by the application deadline of the current
exercise should also be counted.
3
Projects funded under the Faculty Development Scheme (FDS) and Inter-Institutional Development
Scheme (IIDS) are regarded as individual research projects. PI holding the capacity of PI, Co-Principal
Investigator (Co-PI), Co-I or collaborator in such projects should declare.
4
Projects funded under the Institutional Development Scheme Research Infrastructure Grant (IDS(R)) and
Institutional Development Scheme Collaborative Research Grant (IDS(C)) are regarded as collaborative
research projects. PI holding the capacity of Project Coordinator (PC), Co-PI, Team leader, Team member,
Co-I or collaborator in such projects should declare.

28
 FDS1 (Nov 2023)

2. Grant Record of Investigator(s)

(Note: It is the responsibility of the PI and Co-I(s) to ensure that no duplicate funding from all sources including the RGC will be sought / has
been sought for the same / substantially similar research project. The PI should ensure that the Co-I(s) understand(s) the requirements and has /
have declared all related research work. If the PI and / or Co-I(s) fail(s) to disclose any related research work that is being / has been
conducted in relation to the proposal in this section, the PI and / or Co-I(s) will be subject to disciplinary action even if the proposal is
finally not supported. The application may be disqualified and the PI and / or Co-I(s) may be debarred from applying for future UGC /
RGC grants.)

Table 2(a) Details of research projects undertaken and proposals submitted by the PI (in the capacity of a PI / PC / Co-PI / Co-I /
Project holder / Team leader)

(i) Completed research projects funded from all sources (irrespective of whether from the UGC / RGC) in the past five years
Related to
Capacity the Current
Funding
Application
Source(s)
Project (PI / PC / Project (Yes / No)
Project Title Project Objectives and
Ref. No. Co-PI / Co-I / Period
Amount
Project holder / If yes, please
(HK$)
Team leader) provide details
in Table 2(c)
RC-FNRAIG/ Exploring Creativity 1. Develop and utilize Co-PI Faculty 30 Jun Yes
19-20/ and Selves in Hong an innovative research Niche 2020 - 28
ARTS/01 Kong Disabled design that works with Research Dec 2023
Communities and for members of disabled Area
communities in HK through Initiation
the guided creation of Grant,
theatre performances that Arts
facilitate self-expression, Faculty,
wellbeing, and community HKBU,
building. HK$1,000
2. Gain analytical ,000

29
 FDS1 (Nov 2023)

insight into the complex

relations between language,
selves, affect, aesthetics,
communities, and social
consciousness in HK.
3. Provide service-
learning initiatives
in the creative arts for
HKBU students that
emphasise whole person
education through
community action.
4. Develop a GE
course with a service-
learning component,
informed by the findings
from this project.
5. Bring HK academics,
students, community
members, and potentially
policy makers, into a
dialogue that will generate
the development of best
practices concerning
community building and
social consciousness raising
for marginalised
communities.
6. Publish 2-3 articles
in top-tier journals as the
preliminary basis for the
future application of a

30
 FDS1 (Nov 2023)

larger-scale GRF funded

project.
R7020 Pandora’s Box: A Multimedia a. Introducing the craft of PI Research 1 August 2021 No
Creative Project on the Playback Theatre to the Matching to 31 July
Gendered Self HKMU community, in Grant in the 2022
particular the Central Pot,
students; HKMU
b. Providing students an HK$434,195
opportunity to explore their HKD
gender(ed) identity in a safe,
intimate and creative setting;
c. Training students in the
craft of Playback Theatre
and other methods of artistic
expression, enabling them to
tell hitherto untold stories of
gender through artistic
creations;
d. Constructing a platform
for university students,
secondary school students
and the
wider community to have
dialogues concerning gender
identity;
e. Presenting academic and
artistic findings from this
project to the academic
community,
e.g. conference presentation,
journal article, or book
chapter publication.

31
 FDS1 (Nov 2023)

RD/2021/08 Listen with the Heart 1. Enhance deaf PI Research 1 Dec No

Instead of the Ear: students’ Chinese And 2021-31
Using Drama to learning experience Development May 2023
Teach Chinese to by filling in the Grant,
Deaf Students gap between sign HKMU,
language and HK$199,380
Chinese language,
using drama as a
pedagogical
method and
Chinese poetry as
the pilot test
material.
3. Arouse students
interest in
applying
their knowledge of
Chinese language
in other daily
situations.
4. Constitute a peer
learning experience
in which the local
deaf and hearing
students could
appreciate and be
inspired by one
another.
5. Empower deaf
people by drawing
the public and the
deaf community’s

32
 FDS1 (Nov 2023)

attention to the
expressiveness of
sign language.

Table 2(a) Details of research projects undertaken and proposals submitted by the PI (in the capacity of a PI / PC / Co-PI / Co-I /
Project holder / Team leader)

(ii) On-going research projects funded from all sources (irrespective of whether from the UGC / RGC)
Related to
No. of Hours the Current
Capacity
Funding Per Week Application
Source(s) Spent in (Yes / No)
Project (PI / PC / Project
Project Title Project Objectives and Each Project
Ref. No. Co-PI / Co-I / Period
Amount (except in the If yes, please
Project holder /
(HK$) capacity of provide
Team leader)
Co-I) details in
Table 2(c)

33
 FDS1 (Nov 2023)

Table 2(a) Details of research projects undertaken and proposals submitted by the PI (in the capacity of a PI / PC / Co-PI / Co-I /
Project holder / Team leader)

(iii) Proposals pending funding approval from all sources (irrespective of whether from the UGC / RGC)
Related to
the Current
Capacity
Funding Application
Source(s) Estimated (Yes / No)
Proposal (PI / PC /
Project Title Project Objectives and Project
Ref. No. Co-PI / Co-I /
Amount Period If yes, please
Project holder /
(HK$) provide
Team leader)
details in
Table 2(c)

34
 FDS1 (Nov 2023)

35
 FDS1 (Nov 2023)

Table 2(b) Details of research projects undertaken and proposals submitted by each Co-I (in the capacity of a PI / PC / Project holder
/ Team leader)

(i) On-going research projects funded from all sources (irrespective of whether from the UGC / RGC)
Related to
the Current
Capacity Funding Application
Source(s) (Yes / No)
Name of Project
Project Ref. No. Project Title (PI / PC / and
Co-I(s) Period
Project holder / Amount If yes, please
Team leader) (HK$) provide
details in
Table 2(c)

36
 FDS1 (Nov 2023)

Table 2(b) Details of research projects undertaken and proposals submitted by each Co-I (in the capacity of a PI / PC / Project holder
/ Team leader)

(ii) Proposals pending funding approval from all sources (irrespective of whether from the UGC / RGC)
Related to
the Current
Capacity Funding Application
Source(s) Estimated (Yes / No)
Name of
Proposal Ref. No. Project Title (PI / PC / and Project
Co-I(s)
Project holder / Amount Period If yes, please
Team leader) (HK$) provide
details in
Table 2(c)

37
 FDS1 (Nov 2023)

Table 2(c) Details of related research work undertaken by the PI and each Co-I
(irrespective of whether from UGC / RGC and not limited to the past five years)
One table for each related project / proposal / research work.

(i) Details of related research work undertaken by LEE Wai-sum Amy

(Name of PI / Co-I)

“Pandora’s Box: A Multimedia Creative Project on the Gendered Self” (R7020) was awarded
a Research Matching Grant in the Central Pot, HKMU, August 2021 to 31 July 2022.
(Funding: HK$434,195)

The project objectives include:

a. Introducing the craft of Playback Theatre to the HKMU community, in particular the
students;
b. Providing students an opportunity to explore their gender(ed) identity in a safe,
intimate and creative setting;
c. Training students in the craft of Playback Theatre and other methods of artistic
expression, enabling them to tell hitherto untold stories of gender through artistic
creations;
d. Constructing a platform for university students, secondary school students and the
wider community to have dialogues concerning gender identity;
e. Presenting academic and artistic findings from this project to the academic community,
e.g. conference presentation, journal article, or book chapter publication.

(ii) Details to distinguish the related research work from the work in this proposal

Despite the similarity in engaging selected participants in experiences of body movement,

Pandora’s Box focused on raising the awareness of HKMU students to gender issues in their
living environment. The selected student participants were given artistic training through three
different workshop series: playback theatre, song and lyric writing, interviewing and
storytelling.
As they moved along these artistic experiences, they were encouraged to reflect on
their own life, as well as to engage other members of the community in exploring issues of
gender in their lives, especially noting the differences across generations and socio-economic
backgrounds. Pandora’s Box has a completely different aim, and the target participants are
different.

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 FDS1 (Nov 2023)

PART V RESEARCH ETHICS AND OTHER APPROVALS

(a) Research Ethics / Safety Approval

(i) I confirm that the research proposal

 involves human subjects.

OR
does not involve human subjects.

(ii) Please tick ‘’ the appropriate boxes to confirm if approval for the respective ethics
and / or safety issues is required and has been / is being obtained from the PI’s
institution. PI is encouraged to seek necessary approval before application deadline
as far as possible.

Approval Approval
Approval
not being
obtained
required sought
Human research ethics


Animal research ethics 

Biological safety 

Ionizing radiation safety 

Non-ionizing radiation safety 

Chemical safety 

(iii) If approval is required by other authorities, please indicate below the names of the
authorities and the prospects of obtaining such approval. If not applicable, please put
“N/A”.

Names of authority(ies):
N/A

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 FDS1 (Nov 2023)

(b) Access to Government / Official / Private Data and Records

(i) Is access to Government, official or private data and records critical to the research
proposal?

Yes No 

If approval is required, please indicate below the names of the agency(ies) of

obtaining such approval.

(ii) Please tick ‘’ the appropriate boxes to confirm if approval for access to the related
data / records has been / is being obtained from the relevant agency(ies). If approval
has been obtained, please provide evidence.

Approval not Approval Approval

Names of agency(ies)
required obtained being sought

[Note: PI is encouraged to seek necessary approval before application deadline as

far as possible.]

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 FDS1 (Nov 2023)

(c) Release of Completion Report, Data Archive Possibilities and Public Access of
Publications Resulting from Research Funded by the RGC

(i) Is the proposed project likely to generate data set(s) of retention value?

Yes No 

If yes, please describe the nature, quantity and potential use of the data set(s) in
future.

(ii) Are you willing to make the data set(s) available to others for reference twelve
months after the publication of research results or upon the completion of this
proposed project?

Yes  No

I / We understand that the RGC will release the completion report to the public and only
considers data archiving requests after the completion of the RGC-funded project. The RGC
has full discretion in funding the archiving requests. Data sets archived with RGC funds will
require users to acknowledge the originator and the RGC. The originator will also be
provided with copies of all publications derived from the use of the data.

I undertake to include in the project completion report the URL links to the institution’s
repository or the publishers’ websites so that the public could have quick and easy access to
the manuscripts or journal articles. I will also consider including in the research completion
report the data repository where research data of the project could be accessed and shared,
where appropriate.

I undertake that upon acceptance of a paper for publication,

(i) I will check whether the publisher already allows (A) full open access to the
publisher’s version, or (B) my depositing a copy of the paper (either the publisher’s
version or the final accepted manuscript after peer-review) in the institutional
repository for open access;

(ii) if both (i)(A) and (B) above are not allowed, I will request the publisher to allow me
to place either version in the institutional repository for restricted access immediately
upon publication or after an embargo period of up to twelve months if required by
the publisher; and

(iii) subject to the publisher’s agreement on (i) and (ii) above, I will deposit a copy of the
publication in the institutional repository as early as possible but no later than six
months after publication or the embargo period, if any.

(d) Technology Transfer Plan (Optional)

(Maximum of one A4 page in standard RGC format)

(e) Letters of Collaboration and Supporting Documents

(Maximum of one A4 page in standard RGC format for each item)

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 FDS1 (Nov 2023)

PART VI UNDERTAKING OF THE PI

By submitting the application, I undertake that the research activity(ies) / expenditure(s) of

the project if funded will be carefully monitored for its / their compliance with applicable
laws, health and safety guidelines and ethical standards as well as the terms and conditions
laid down by the RGC.

Principal Investigator

Signature :
PROFESSOR LEE WAI SUM
Title / Name : AMY
(in BLOCK letters)

Designation : Professor
Hong Kong Metropolitan
Institution : University

Date : 10 January 2024

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 FDS1 (Nov 2023)

PART VII INSTITUTIONAL ENDORSEMENT AND DECLARATIONS OF

RESEARCH ETHICS / SAFETY APPROVAL
[To be completed and signed by the appropriate authority of the PI’s institution. The
institution should confirm that it has evaluated and given support to the application
before submission to the RGC.]

INSTITUTIONAL ENDORSEMENT
[Please tick ‘’ the appropriate boxes.]

1. Eligibility Requirement for FDS

I confirm that:
(a)  the application has been evaluated and endorsed by the institution for
submission to the RGC;

(b)  the PI fully meets the eligibility requirement for the FDS as stated in Part I
Section 1(b) and is not debarred from applying for any UGC / RGC grants;

(c) the PI is / will be seconded to conduct research in a university or a research

institute / body / agency in the Mainland / overseas jurisdiction with effect
from ________________ (date) while retaining his / her full-time
appointment and position with this institution and is still on the payroll of
this institution;

(d)  the PI’s statement in Part I Section 1(d) is genuine and true;

(e) the PI’s declared teaching load at Part III Section 1(a)(B)(vii) has been
verified correct (only for the case where the applicant is seeking funding
support for relief teacher);

(f) the salary for the relief teacher proposed by the PI does not exceed the salary
of the PI (only for the case where the applicant is seeking funding support for
relief teacher);

(g)  the applicant will have the average number of hours per week as declared in
Part I Section 2(a) to supervise the proposed project without prejudice to his /
her existing commitment in other research work, teaching and administrative
duties;

(h)  the applicant will abide by the in-house guidelines of the institution, as well
as the relevant guidelines as set out by the RGC and the Independent
Commission Against Corruption, whichever is more stringent, regarding
procurement of facilities / equipment / services and for recruitment of
supporting staff;

(i)  the institution will inform the RGC as soon as the PI ceases to be eligible to
apply, receive or hold an FDS grant, and will withdraw the application; or
recommend to the RGC for approval of a suitable new PI, if applicable , to

As a matter of policy, change of PI will normally not be approved within the first six months of an approved
project and during the process of the application. However, change of PI from the 7 th month may be

43
 FDS1 (Nov 2023)

take over the funded project once it is funded and commenced. The
institution understands that failure in identifying a suitable new PI or
obtaining approval from the RGC for change of PI will result in termination
of the funded project;

(j)  the institution understands that the FDS grant, if given, will be withdrawn if
the project does not start within one year of the announcement of funding
result. The institution should report to the RGC as soon as possible when a
PI proceeds on no-pay leave / professional leave for a continuous or
cumulative period exceeding 183 days within the project period; and

(k)  the institution understands that if the project is approved, the institution may
need to provide additional funding to ensure that the project can be
successfully completed. The institution will also provide necessary
infrastructural and overhead supports such as normal academic equipment,
consumables, postage, fax, stationery, reference books, overseas telephone
charges, etc. to the approved projects as appropriate.

INSTITUTIONAL COMMITMENTS

2. Support to PI

I fully understand that the primary duty of the PI, having received the RGC grant, is
to complete the project according to the plan and I hereby confirm that:

(a)
the research project under this FDS application

 is

is not

in line with the role of the institution.

(b)
adequate supervision, research facilities and training provisions

 will

will not
be in place to meet the need of Senior Research Assistant(s) / Research
Assistant(s) / Post-doctoral Fellow(s) / Research Postgraduate Student(s) /
Undergraduate Student Helpers so employed under the research grant if this
application is supported by the RGC.
(c)  no equipment is required.

the PI’s declaration and reasons in Part III Section 1(b) are genuine and

considered by the RGC under the circumstances as stipulated in the SF-DAMA.

44
 FDS1 (Nov 2023)

true; and I support the PI’s request for this procurement of equipment.

(d)  no outsourcing of research work outside Hong Kong is required.

the PI’s justification at Part III Section 1(a)(A)(iii) is reasonable and I

support the PI’s application for outsourcing the stated work outside
Hong Kong.

(e)  no relief teacher is required.

the PI’s declaration in Part III Section 1(c) is true and correct and I
support the PI’s request for this employment of relief teacher.

(f)  no high-performance computing services are required.

the PI’s declaration and reasons in Part III Section 1(d) are true and
correct and I support the PI’s request for this subscription of high-
performance computing services.

(g)  no research-related software licence / dataset is required.

the PI’s declaration and reasons in Part III Section 1(e) are genuine and
true; and I support the PI’s request for this procurement of the research-
related software licence / dataset.

(h)  this application does not include requests for purchasing normal
academic equipment, computer, consumables, postage, fax, stationery,
reference books, overseas telephone charges, and standard software
licence / dataset known to be available or reasonably expected to be
provided in the institutions concerned.

(i)
this application

 has

has not (Please provide reasons for not scanning by anti-plagiarism

software)
been scanned by anti-plagiarism software.
[Please note that the application will not be processed if it has not been scanned by
anti-plagiarism software unless the institution is able to provide reasons that are
considered justifiable by the RGC.]

45
 FDS1 (Nov 2023)

3. Declaration of Research Ethics / Safety Approval and Access to Government /

Official / Private Data and Records
[Please tick ‘’ the appropriate boxes.]

(a) Research Ethics / Safety Approval

I have examined the research proposal and confirm that:

(i)
the research proposal does not involve human subjects.
OR
 the research proposal involves human subjects

and human research ethics approval has been obtained.

 approval is being sought.

approval is not required / exemption has
been obtained.
exemption is being sought.

(ii) the approval of the appropriate authority(ies) is / are not required or has been /
will be obtained in respect of the following:

Approval not Approval Approval

required obtained being sought

Animal research ethics 

Biological safety 

Ionizing radiation safety 

Non-ionizing radiation safety 

Chemical safety 

(b) Access to Government / Official / Private Data and Records

I have examined the research proposal and confirm that

(i) the approval of the appropriate authority(ies) is / are:

required

 not required

46
 FDS1 (Nov 2023)

(ii) the approval of the appropriate agency(ies) has been / will be obtained in
respect of the following:

Approval not Approval Approval

Names of agency(ies)
required obtained being sought

For (a) and (b) above, the institution will ensure that such approval will be obtained and
provided to the RGC by 21 June 2024. The institution understands that if such approval
is not obtained by the deadline, the RGC will regard this FDS application as being
withdrawn and will stop further processing it.

Signature :

Title / Name :
(in BLOCK letters)

Designation :

Institution :

Date :

UGC Secretariat
November 2023

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 FDS1 (Nov 2023)

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5

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