Some countries look at the UK Research Assessment Exercise (RAE) with envy while others look with disparagement. Within the EU the Bologna Agreement suggests that a fundamental feature of universities is engagement with research, yet the most recent UK government 'White Paper' suggests a growing distinction between UK universities that primarily teach and those that are funded for research excellence.Set within the European Educational Research Context, this paper presents two linked case studies which will illuminate future possible actions and activity regarding research into education in Higher Education.The first case study concerns the 2001 RAE in the UK. While this particular exercise may be of only local/national interest, its outcomes will have implications in the international arena for future collaborations, networking, peer support and status, especially when read alongside the latest government policy statement , that appears to attempt to support the disconnection of teaching and research in the UK while paying lip-service to the principle of research influencing teaching.The HERO website (http://www.hero.ac.uk/rae/submissions/index.htm) contains, amongst other important information, lists of publications submitted as part of the last UK RAE. It is organised by units of assessment (subjects), institutions and authors. A comparative review of publications submitted to the Education Unit of Assessment (UoA) has been undertaken, with a particular focus on institutions achieving 5 or 5* (highest grades) and 3b grades (not funded), in order, initially, to identify seemingly prestigious publication outlets for colleagues wishing to publish in the field of learning and teaching in higher education. However, a somewhat surprising list of publication outlets for 5, 5* and 3b submissions emerged. While this list indicates which publication outlets might usefully be targeted for our national and international research into learning and teaching in higher education it also raises some important questions about particular grades and the mechanisms involved in identifying research excellence. In particular, is the 'halo effect' affecting the situation?The second case study concerns a survey of academic staff in one Modern English University. The survey explored:1) the level of staff interest in research into learning and teaching in HE;2) the possibility of bringing together staff interested / working in similar areas;3) the extent to which research into learning and teaching in higher education is taking place; 4) the main areas and issues on which it is focussed;5) the possibility of identifying key contributors to an Education UoA in the next RAE (assuming that there will be one!).While the data from the case studies are in themselves interesting and illuminating, of more importance is the light they shed on the spurious basis of arguments supporting the separation of teaching, and research into teaching, and the belief of many academics that being active in research and scholarship in the area of learning and teaching is essential to their role as university teachers.i. Department for Education and Skills, (2003) The Future of Higher Education (White Paper), London, HMSOii. IBI