This presentation will note the discursive re-valuing of teaching agendas within research-intensive institutions as part of an apparent shift in emphasis within UK (in different ways depending on the devolved funding regime) and European contexts. In such a renewed policy focus, pragmatic questions about what this might mean in actuality have yet to be answered. As this discursive shift is also happening at a time of change in the way academic career pathways are developing, the links between the researcher roles and teaching responsibilities are being embodied through reward and recognition criteria which do not necessarily align with the more centrally driven agendas outlined in the policy statements. Indeed, reward and recognition criteria tend to focus on individual activity and are not necessarily underpinned with a problematised understanding of the orientations towards aspects of research as well as education that seem present in the academic community. This paper will outline two sets of orientations: those related to being a researcher as identified by Hakali & Ylijoki (2001) and AÌÅ kerlind (2008) and those related to the educational outcomes academics ascribe to what a university education is about (Gunn & Fisk, 2013). It will suggest that from these, within research-intensive contexts in particular, we might need a new frame of reference for research-teaching linkages, one that encompasses the discussions and practices of the last decade, but reorients curricular activity towards the spaces of researcher development as it is now constructed. The discussion will draw on the presenter’s work relating to the development of graduate attributes through research-teaching linkages (QAA Scotland) and her recent HEA commissioned review, Considering Teaching Excellence in HE since 2007.
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