Abstract
The research–teaching nexus is central to higher education as well as students’ intellectual development. Staff identity can be developed by departments focussing on the nexus. In the context of an increasing interest in developing firmer relationships between research and teaching, there has been an acknowledgement that understanding students’ experiences of research and their relationship with staff is fundamental. This study set out to investigate these relationships and explore staff and student perceptions of research and teaching. There were noticeable differences between interpretations given to research and evidence of an academic apartheid between staff and students. Whilst a number of barriers were identified to changing the status-quo, both staff and students had clear ideas about how learning, teaching and research might be more meaningfully integrated.
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