The exact relationship between learning, teaching and research is a key issue in higher education with respect to funding, pedagogy, reward and differentiating institutions, and yet remains unresolved in the literature. Whilst authors such as Hattie & Marsh (1996) and Marsh & Hattie (2002) conclude that there is no relationship between research and teaching, other studies (e.g. Jenkins et al. 1998 & Brew, 1999) highlight the existence of a positive relationship between the two. At a local level, the extent to which research and teaching are integrated depends in part upon the experiences which university teaching staff have in both these areas (Prosser et al., 2008); with some authors (e.g. Ramsden, 2001) believing that to achieve a truly student-centred education, the teaching-research nexus needs to be re-engineered. The strategic relationship between research and teaching, however, depends upon the beliefs held by each institution with respect to the nature and purposes of higher education (Locke, 2004). Funding and institutional strategies clearly play a key role in determining the extent of any link between research and teaching. The intention with this paper is to explore and conceptualise the possible impact institutional and organisational structures have on the form and dynamics of the relationship between research, learning and teaching, with a particular focus on: • Conceptualisation of the issues • Identification of the wider context of learning • The roles played by Faculties, Schools and Departments • The Curriculum. By reference to published studies and some existing practice within the HE sector, the authors will explore the challenges institutions face when attempting to foster a research-led learning environment and the systematic changes required to achieve this. The strategic implications of managing change for any higher education institution is also discussed with reference to existing practice.

The paper will involve the exploration and conceptualization of the possible impact institutional and organisational structures have on the form and dynamics of the relationship between research, learning and teaching, with a particular focus on: • Conceptualisation of the issues • Identification of the wider context of learning • The roles played by Faculties, Schools and Departments • The Curriculum. This will be achieved by drawing upon published studies and the lessons learned from some examples of existing practice within the HE sector.

The authors aim to identify the key challenges faced when managing the integration of research and teaching at three different levels: institution, faculty/school/department and curriculum to enhance student learning. There will also be a review of some of the most effective strategies which have been adopted by HEIs to promote the development of a research-led learning environment.