Studies in higher education exploring the relationship between scholarship and research and teaching and learning are increasing. (See, for example, Brew and Boud 1995, Hattie and Marsh 1996, 2001, Zamorski 2000, 2003, Brew 2001, Elton 2001, Jenkins, Breen and Lindsay 2003; Deem and Lucas 2003). It is now clear that, globally, the activities of both 'research' and 'teaching' in universities are being publicly aired and carefully scrutinised to see whether they can best deliver higher education missions and purposes either separately or in concert with each other. This concern about a potentially even stricter future division between research and teaching than previously universities currently constitutes a significant debate in higher education. This threat of disentanglement and division has provoked an increasingly prolific debate, and major forms of resistance, from many in the academic community. But in parallel with policy and 'research' statements that promote such division, arguments to bring and keep the two closer together are also taking place. Academics, writers and teachers are utilising a number of strategies in order to do so. These include, first of all, making explicit to policy makers and the public the previously often implicit, and relatively undisturbed and undisputed, fundamental relationship between research and teaching. For example, Deem (2003) quotes from a 1997 survey conducted amongst members of the Association of European Universities about what European universities would and should be like by 2010. Four core values emerged, one of which was that 'research and teaching must remain inseparable at all levels of university education'. Attempting to re-conceptualise the discourse, scope and meaning of the vocabulary of 'scholarship', 'research', 'teaching' and 'learning' is another strategy (see, for instance, Barnett's discussion on 'Uniting Research and Teaching' in Barnett 2003). More latterly, conducting research to enhance our understanding of the nature of the 'value-added' that each brings to the other and how best to reap the benefits of this research/teaching nexus has been taking place. And most recently, working towards developing a new pedagogy for a new century, that is, creating new kinds of research/teaching relationships in order to be of most relevance to future university education and curricula (see, for example, Jenkins, Breen and Lindsay 2003) More recently, studies are moving to investigations of how this relationship is configured and developed differently through the different disciplines and subjects (For example, see Healey 2000, Healey and Jenkins 2003). Building on previous work on the research/teaching nexus in general in one particular university, this presentation will report on the second stage of this investigation, which moves its focus towards the research/teaching nexus as taught and experienced within the disciplines. The current study explores, for example, how lecturers and researchers interpret and develop differently the research/teaching nexus in their university teaching through their various disciplines, what opportunities are offered to students to acquire and use particular and distinctive research methods and skills in their chosen fields of study, and how relationships between research, new forms of assessment, and teaching and learning are differently re-conceptulised in the different disciplines. The research investigation is still in process and not due to finish until 2005. However, findings from the first part of the study will be reported and discussed at this presentation.