Guideline Two | Inquiry

2. Effective learning is supported by a climate of inquiry where students feel appropriately challenged and activities are linked to research and scholarship.


“A frequently stated benefit of research [is] the enthusiasm for their discipline/ research that some lecturers convey when they refer to their own work and the positive impacts on [students’] motivation to learn.” Jenkins, A., Blackman, T., Lindsay, R. & Paton-Salzberg, R. 1998, “Teaching and research: students’ perspectives and policy implications”, Studies in Higher Education, vol. 23, no. 2, p. 132.

“[S]tudents asked to perform research activities in their assignments have expressed surprise and excitement at the challenge of doing something different from a conventional assignment; at the same time, they reported that the work was stimulating and enjoyable.” McInnis, C. 2003, “Exploring the nexus between research and teaching”, in R. Freestone, A. Bagnara, M. Scoufis & C. Pratt (eds), 2003, The Learning Community: First Explorations of the Research-Teaching Nexus at UNSW, The University of New South Wales, Sydney, p. 9.


Toolkit Guideline 2


Online Resources

TELRI (Technology Enhanced Learning in Research-led Institutions). University of Warwick. link 

Institutional strategies to link teaching and research: Full report
Alan Jenkins & Mick Healey
This report argues that linking research and teaching is a positive step and that while change is enacted at departmental level, active intervention is needed by institutions at policy level. A framework of institutional strategies, illustrated by case studies, is presented. Link