Description: Within the last decade, the exploration, understanding and development of the research/teaching relationship within the higher education curriculum has expanded rapidly and globally. In the mid- nineties, early terminology for this relationship included terms such as research-led or research-based teaching and learning, for example. But the relationship was ill-understood, being more of an educational concept or a rallying cry rather than a defined term. For many academics it was then primarily an articulation of a symbol representing a loose philosophy concerning higher education identity, curriculum and academic values. Since that time, in response to national and international imperatives, moves towards identifying, defining, consolidating and implementing robust research/teaching relationships in the higher education curriculum have grown and are flourishing. This is due to a number of reasons, including, for example, universities' attempting to hold onto HE boundaries of curriculum, mission and location, the idea of 'research' having a halo effect that offers added value to the higher education teaching that happens in universities, and beliefs by university teachers and academics that the two activities shouldn't (and indeed couldn't) be untangled and separated. In addition, the terms such as research-led or research-based teaching, although still in vogue, have now been superseded by finer grained typologies and categories of the research/teaching relationship (e.g. Brew 2003, Griffiths 2004, Healey and Jenkins 2003, Zamorski 2002, 2005) and the research/teaching relationship is now being studied more deeply at the different discipline levels (e.g. Healey 2005, Robinson and Bond, 2005). While the concept of a robust relationship between research and teaching is currently generally accepted as being either the basis, or a major dimension, of a higher education curriculum (depending on one's understanding of 'research'), paradoxically, evidence of 'divergence' as well as convergence in the research/teaching link is growing (see Scott 2005, for example). Based on recent research, this paper argues that although research and teaching are converging at one level, in that HE pedagogy is more consciously and deliberately ensuring that the research/teaching relationship offers an underpinning philosophy or practice to the curriculum than previously, this relationship is in effect beginning to be 'marginalised' into the teaching endeavour only of universities' activities. The questions are asked: 'Should we ensure that an institutional research/teaching relationship develops that is not only fostered and located within the teaching and learning mission of a university?' and, 'How crucial is it to a university's intellectual health, and to students' curricula experience, to do so?' Methodology: The paper concerns the changes in higher education curricula in Europe and globally. The changes are investiagted and discussed through the issue/topic of the research/teaching relationships as they are presently being identified, researched and developed in universities. The paper draws on recent empirical research using qualitative methods and data. Analysis of the data is located and discussed within a) recent research and development projects on the research/teaching relationship, and b) contemporary literature on the topic. Conclusions: There are no conclusions as such. However, trends (and their consequential implications) in higher education curricula, policy and pedagogy are identified, and discussed within European and global HE contexts.