There is a strong movement in higher education to increase research experiences of students (Zimbardi & Myatt, 2014). Currently all types of higher education, also those that were traditionally more focused on teaching, are expected to offer research-based teaching (Kyvik & Lepori, 2010). Research-based teaching is considered as a quality indicator (Malcolm, 2014) and a challenge to lecturers. In view of strengthening research-based teaching it is essential that a shared understanding is developed on what research-based teaching can imply and how it can be implemented. Certainly for programs in teaching-intensive institutions, in which the integration of research into teaching is not a self-evident issue (Heggen, Karseth, & Kyvik, 2010). Furthermore there is a need for determining the actual state of the art by revealing the diversity in the approaches lecturers use. This study aims at developing a classification scheme to differentiate between various research integration approaches and illustrating the diversity in research integration approaches by lecturers in bachelor programs in teaching-intensive institutions. Data were collected by means of focus groups and semi-structured interviews in which lecturers discussed their research conceptions, intentions concerning research integration and research integration practices. 91 lecturers from 10 bachelor programs, organized in eight teaching-intensive institutions, participated. As a first result, a classification scheme was elaborated to distinguish lecturers’ research integration practices concerning two perspectives: a focus on research processes and a focus on research results. Eight meaningful research integration practices are distinguished: 1. Facts, 2. Scientific Facts, 3. Research-based facts, 4. Research methods, 5. Segments of research, relevant for students, 6. Segments of research, functional for discipline, 7. Full research study, relevant for students and 8. Full research study, functional for discipline. All research integration approaches could be categorized with the developed scheme. Secondly, results indicate that lecturers confront their students in different ways with research.

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