In 2005, Mick Healey introduced a teaching-research nexus framework to map different activities along two dimensions: the content of learning (what students learn) and the process of learning (how students are involved in learning). The content of learning can either be focused on research results or research processes and skills, and students can either be involved as participants or as an audience. Based on these two dimensions, four distinct approaches to establishing the TR nexus can be discerned: research-led, where students learn about current research; research-tutored, where students are engaged in research discussions; research-based, where students undertake research and inquiry; and research-oriented, where students learn about research methods and techniques.
MORE TO COME
Healey, M. (2005). Linking research and teaching to benefit student learning. Journal of Geography in Higher Education, 29(2), 183-201.
Jenkins, A., & Healey, M. (2005). Institutional strategies to link teaching and research. York: Higher Education Academy.
Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry (p. 152). York: Higher Education Academy.