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Below is a brief summary of some of the 'types' of research-teaching linkages observed in the educational literature:
(Work-in-progress)
When first asked the question, 'how does your research link with your teaching?', an obvious response is, research outputs feed into the curriculum as up-to-date content. However, when it comes to identifying those graduate attributes associated with up-to-date content, we have to look at more sophisticated ways of thinking about the content-based view of research-teaching links. Which of the following statements do you identify the most with?

Research-led teaching enhances graduate attributes because it shows students the most up-to-date expertise in the field at the same times as encouraging students to recognize the provisional nature of knowledge in the Arts and Social Sciences.Research-Teaching nexus is essentially one in which curriculum design is aligned with particular research interests (Moses, 1990); a side-effect of this maybe 'graduateness' but that will depend on the outlook, intention, and motivation of the student interacting with the discipline.

Do these assumptions depend on how we define graduate attributes in our disciplines? If so, how do our definitions match with those of the QE Theme?

Example practices:

• Honours specialist options where the content drives the syllabus and is directly derived from researcher’s current research focus.

• Learning environment suffused with research content, approaches and culture. Different curricular level students invited to attend research seminars delivered by their staff as well as other research focussed activities undertaken by active researcher in the discipline. This raises awareness of research activity within the disciplines.

• Survey courses where staff interests are explicitly represented through different sections of the survey and linked to seminars which the students can opt to attend led by a particular member of staff researching in the chosen topic. (This allows for level one and two students to have access to explicit research culture). Implementation of this - difficult! It requires full curriculum review to articulate available seminars for the numbers of students undertaking our courses.

Research as process:

The links between the encouragement of graduate attributes and the research process are more sophisticated in their conception. In the current educational literature they focus on the potential connection between one form of research process - inquiry-based research within a community of scholars - and the notion that experience of this is most likely to provide students with the attributes necessary for dealing with the complexities of the world in which they will be employed.

At a more basic level it is also concieved as the implementation of assessment methods that resemble aspects of the research process.

ResearchasProcess
Good research process involves critical inquiry, enabling this through the curriculum enhances criticality in graduates for the super-complexity they face in society (Barnett, 1997; Barnett & Coate, 2005). To educate students thus we need to work with them 'to develop approaches to learning which teach both them and us how to live', (Brew, 2006). Research and teaching inherently linked through one process: Learning (Brew & Boud, 1995b). Research is essentially inquiry-based learning (Brew, 2006). Teaching which engages the students in this process is more likely to have effective outcomes in the development of graduate attributes.The clearest research-teaching link is within the development of honours modules where graduate attributes develop implicitly within a socialization process similar to Bourdieu's notion of Habitus and Eraut's tacit learning explicitly fed by materials produced within a research culture.Making the processes of research an explicit experience within a curriculum improves a whole range of skills, not just the ones required to continue as a researcher in the discipline area.

Research as professional practice?'

Are we engaged in making good professional researchers and how does this tie in to producing more generalist graduates with attributes identified in Employability/Graduateness literature? ie are all degrees essentially vocational in that they orient to the discipline practice? Can it just be accepted that this is useful for those who do not remain within Academia? (Evidence on research practice and increased confidence as independent learners' : Baxter Magolda, 1999; Blakemore & Cousin, 2003)

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Active researchers make epistemological shifts that encourage a deeper, more reflective form of questioning in their practice and subsequently in their students’ practice, than those who teach but are not engaged in research.Undertaking research is a professional practice, with disciplinary values, ethics and codes of conduct. 

Teaching to transform research: teaching as part of the research process

Teaching asa researchprocess
Being involved in teaching challenges us to shift from our self-focus to the focus of others. This process encourages the academic to reconsider their discipline from more than one angle and extends both curriculum content and research interest. It shifts the academic focus, requiring us to move between the boundaries of writing for knowledge construction/production to discussing with others how our knowledge is constructed.Teaching at Higher Education level needs to be focused on fostering proactive attitudes to engage with different forms of inquiry. Through the comparison of different forms of inquiry via a multi-disciplinary programme, research itself will be transformed into an inter-professional rather than a uni-professional activity. This will change the nature of research processes.Teaching encourages the self-discipline and rationale to grasp a subject area and from that identify potential areas warranting further investigation or needing to be addressed
   
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Within the performance influenced Arts teaching is a form of practice-based research. The nature of such a process informs and transforms research approaches and influences graduate capabilities and attributes.