• Research-tutored Students and lecturers engage in critical discussions about the research process and outputs.

• Research-based The curriculum is designed so that students learn through activities that contribute to departmental research projects, simultaneously learning for themselves and progressing live projects.

• Research-led Existing research underpins curriculum content. This might be our own research findings or the research outputs of others.

• Research-oriented is the process of asking questions and applying the scientific method to answering them. Students should recognise and apply research methods to solve issues in their disciplinary and professional context.

Research can be defined as the act of novel investigation leading to the generation of new knowledge. Typically academic research outputs are expected to be peer-reviewed articles, books and publications. Research-or informed teaching practices integrate the process of undertaking this research and practices as well as existing research into teaching. In terms of pedagogy, Griffith (2004) and Healey (2005) define the links between teaching and research through the following matrix. The matrix first described by Healey (2005) gives a visual representation of the four different teaching modes that can be used to describe how a degree course is designed and delivered. One axis relates to whether course delivery has a greater emphasis on either passive or active learning. The other axis relates to whether course delivery has a greater emphasis on teaching established subject knowledge or teaching research processes and problem-solving.

Ideally during a course of study students will experience each of the different sections of the matrix. Healey and Jenkins argue that getting students to participate in these activities using active learning rather than didactic pedagogies will create engaged and meaningful learning experiences.