Research question behind the research we will present:
How can materiality appear in the interaction  between arts education teaching programmes (level 5-level 7) and arts education research in a university context through collaborative research?

Research-teaching nexus as topic:
Exchange between research departments and education departments is proving to be a challenge for many European universities. In literature the term research-teaching nexus is often used for this interaction.

Within our university, we conduct practical research on how we try to initiate this entanglement. Through an ethnographic methodology, we document and analyse this trajectory.

In existing research, the emphasis here is often on the interaction of individuals (researchers, students, teachers...)or the organization of the curriculum.
Within this presenation, the role of materiality in the research-teaching nexus will be presented.

The following cases will be discussed during the presentation:
-Student materials (educational department) used in the context of ongoing research (research department).
-materials from researchers (research department) used in the context of lessons (educational department).
-Space set up in the context of exchange between the two departments to achieve exchange through lessons, round tables, workshops, debates.
-Materials presented for student, teachers and researchers during shared seminars.

In the university's drawing, they are separate departments. In practice, they are materials, people and practices that are often shared.

Studies show that the research-teaching nexus is a complex concept in which the interpretation of practice and understanding can vary widely in concrete university contexts (Verburg, Elen, Lindblom-Ylänne 2007; Simons, Elen 2007).
The fact that artistic research in the context of European higher education is cause for debate adds to its complexity.
In the presentation, concrete case examples from our university will be discussed. In this way, overviews and classifications will be avoided. However, some concrete cases will speak for themselves.

In arts education research, as opposed to general educational research, the term research-teaching nexus is little to no subject of research.
In the presentation, the concrete cases will be analysed and will be related to existing literature. The cases in which education and research intertwine often have a collective character. This provides opportunities to discuss this etnographic research in a collective setting.

Objective:

The objective of the presentation is to give colleague researchers an insight into how this research was conducted. In addition, concrete materials from the research will prompt debate on the relationship between teaching and research in a university context.

European dimension:

The interaction between teaching and research is an important issue for universities in all corners of Europe. Both research and teaching are considered core tasks of higher education. Especially since the mid-1990s, much has been published on the relationship between the two key tasks (Tight 2016).

Theoretical framework:
-Research-teaching nexus in educational research
For example:
*Verburgh, A., & Elen, J. (2006, December). The influence of discipline and experience on
students’ perception of the relationship between teaching and research. Paper
presented at the annual conference of the Society of Research into Higher
Education, Brighton, UK.
*Maarten Simons & Jan Elen (2007): The ‘research–teaching nexus’ and
‘education through research’: an exploration of ambivalences, Studies in Higher Education, 32:5,
617-631
*Verburgh, A., Elen, J. & Lindblom-Ylänne, S. Investigating the myth of the relationship between teaching and research in higher education: A review of empirical research. Stud Philos Educ 26, 449–465 (2007). https://doi.org/10.1007/s11217-007-9055-1

Materiality in higher education in new materialism research:
For example:
Taylor, C.A. & Bayley, A. 2020. Posthumanism and Higher Education: Reimagining Pedagogy, Practice and Research, London: Palgrave Macmillan

European dimension:
For Example:
Tight, M. (2016). Examining the research/teaching nexus. European Journal of Higher Education, 6(4), 293–311.

1. General description of the research methodology: The research approach behind the research presented can be situated within practice-oriented research. Practices from the university context are the entry point. Through ethnographic research methods, we document concrete cases from practice. We confront these data with insights from literature reviews. This literature review focus on the one hand on insights about the research-teaching nexus. Another literature review takes insights from New Metialism. These insights feed into the case studies, observations and data analysis 2. More detailled description: The context in which the research method must be placed: -practice-oriented research -concrete case studie -method: ethnographic research -Data collection methods: We collect data through various methodologies. We start from literature research to draw up a state of affairs with regard to materiality. This materiality is explored in one section of the literature review in relation to the research-teaching nexus. In the other part of the literature review, we focus on materiality from new materialism. Literature review In the first phase we start with a literature study. The aim was to develop a design structure about research-teaching nexus, materiality, new materialism Case studies with students, teachers and researchers For this we document and analyse different materials: (1) Research results from students that are used in the work of researchers (2) The materiality of a space designed to fascilitate interaction between students, teacher educators and researchers (3) Output materials from research that are used in educational programs. (4) Materials that inspire students, teachers and researchers during seminars. -Data processing method: The data from the literature study (phase 1) is handled according to the method of systematic review. We start from a set of key terms. These key terms are refined and adjusted through confrontation with literature. We process the data from the case study in university context (phase 2) through ethnographic research. The ethnographic methodology offers us the opportunity to analyze the complexity of materiality in the research-teaching nexus. The ethnographic approach is in line with the way we work with materiality in the university context.

During this session, we want to put forward some university practices in which materiality plays a central role in the interaction between research and teaching. We will show (1) student materials used in investigations. We will show (2) materials from researchers used in the context of training. We will show (3) material environments designed to fascinate the interaction between research and teaching in the university. We will show (4) materials that are shared as a source for inspiration and debate with students, teachers and researchers during collective seminars. Each time, we will (A) describe, (B) analyse the role of materiality and (C) provide links to literature. Possible findings: -That materiality can be an interesting entry point to install connection between teaching and research. Other possible bridges, such as human resources, finance, curricula are sometimes more delicate within universities, which can obstruct cooperation. -There are sometimes incorrect assumptions about the other departments (education or research). These can be dispelled by shared subject matter practice. -Staff with a shared profile, can make the bridge by sharing materials and contexts. The investigation is ongoing. By the end of the academic year, these conclusions will be further refined.

*Atkinson, D. (2017). The Force of Art, Disobedience and Learning: Building a Life. Korea: Insea. *Atkinson, D. (2018). Art, disobedience and ethics - the adventure of pedagogy. Cham, Switzerland: Springer. *Charteris, J., Smardon, D., & Nelson, E. (2017). Innovative learning environments and new materialism: A conjunctural analysis of pedagogic spaces. ACCESS Special Issue of Educational Philosophy and Theory. 49(8), 808-821. Doi: 10.1080/00131857.2017.1298035. Available from http://www.tandfonline.com/eprint/kzRuTZ6NqXZW2rZqSRvG/full *Fuller, I., Mellor, A., & Entwistle, J. A. (2014). Combining research-based student fieldwork with staff research to reinforce teaching and learning. Journal of Geography in Higher Education, 38(3), 383–400. *Hernández-Hernández, Fernando. "Openness to the unforeseen in a nomadic research process on teachers’ learning experiences." In Becoming an Educational Ethnographer, 104–16. Abingdon, Oxon ; New York : Routledge, 2021.: Routledge, 2020. *McKinley, J., McIntosh, S., Milligan, L. et al. Eyes on the enterprise: problematising the concept of a teaching-research nexus in UK higher education. High Educ 81, 1023–1041 (2021). https://doi.org/10.1007/s10734-020-00595-2 *Simons, M. & Elen, J. (2007): The ‘research–teaching nexus’ and ‘education through research’: an exploration of ambivalences, Studies in Higher Education, 32:5, 617-631 *Taylor, C.A. & Bayley, A. 2020. Posthumanism and Higher Education: Reimagining Pedagogy, Practice and Research, London: Palgrave Macmillan *Sojot, A.N. (2020). New Materialism and Educational Innovation. In: Peters, M., Heraud, R. (eds) Encyclopedia of Educational Innovation. Springer, Singapore. https://doi.org/10.1007/978-981-13-2262-4_112-1 *Verburgh, A., & Elen, J. (2006, December). The influence of discipline and experience on students’ perception of the relationship between teaching and research. Paper presented at the annual conference of the Society of Research into Higher Education, Brighton, UK. *Tight, M. (2016). Examining the research/teaching nexus. European Journal of Higher Education, 6(4), 293–311. *Verburgh, A., Elen, J. & Lindblom-Ylänne, S. Investigating the myth of the relationship between teaching and research in higher education: A review of empirical research. Stud Philos Educ 26, 449–465 (2007). https://doi.org/10.1007/s11217-007-9055-1