The articulation between research and teaching, known as the research-teaching nexus (RTN), has long been referred to as a cornerstone of higher education. Higher education institutions (HEIs) often emphasize the dual mission of advancing knowledge through research and disseminating knowledge through teaching. The RTN can be seen as the space where these core missions converge, creating opportunities for students to experience the generative process of inquiry (Musthafa & Sajila, 2014; Neumann, 1992). While theoretical frameworks advocate for a close alignment of research and teaching, empirical studies reveal significant variability in how this nexus is implemented within different institutional and disciplinary contexts (Brew, 2006; Griffioen, 2020; Neumann, 1992; Sousa et al, 2019; 2020), and in how students are engaged within the RTN (Griffioen 2020; 2022; Spronken-Smith et al., 2014). By situating this topic within the European higher education landscape, where policies such as the Bologna Process, emphasize student-centered learning, this study contributes to ongoing debates about the value and implementation of RTN and its role in enhancing student learning processes, fostering critical thinking, problem-solving, and inquiry attitude.

Over the past years, higher education has seen a growth in research and practice focused on students becoming active partners in the processes of learning and teaching. Overall, inquiry and research-based learning have assumed greater importance (Sousa et al., 2020). Central to this framework is the recognition that the nexus is not merely a pedagogical ideal but a dynamic and context-dependent construct that shapes the educational experiences of students in profound ways. Brew (2006) emphasizes moving beyond a simplistic dichotomy of research and teaching, proposing instead a model where research and teaching are deeply interwoven. Fung (2017) advocates for a curriculum where research and inquiry form the backbone of educational design, creating opportunities for students to engage as active participants in research processes, thus embedding inquiry-based learning at the heart of the curriculum. Robertson (2007) also argues that when the RTN is enacted through a research-based curriculum design by engaging students in problem-based (or inquiry-based) learning, students potentially become co-learners and co-researchers alongside teachers. This approach aligns with the work of Healey (2005), who proposes a typology for linking research and teaching through four models: research-led, research-oriented, research-based, and research-tutored. Healey, Flint and Harrington (2014, 2016) expand on this by framing student engagement in research as a partnership, fostering collaborative learning environments. These works highlight the importance of creating environments where students can actively contribute to knowledge production rather than passively consuming information. However, it is crucial to consider the variations in student experiences across disciplines and stages of study. Their findings suggest that while many students value research involvement, significant barriers, including perceptions of exclusivity and lack of accessible opportunities, hinder broader participation (Griffioen, 2020; Spronken-Smith et al., 2014). Sousa et al. (2019, 2020) and Wood (2009) stress the importance of aligning first-year undergraduate experiences with research-based practices to strengthen the RTN from the outset of students’ academic journeys.

These theoretical perspectives collectively inform the present study, providing a foundation for examining how the RTN can be leveraged to enhance student engagement and, consequently, improve the quality of the teaching and learning process. They underscore the need for intentional design, supportive policies, and inclusive practices that democratize access to research opportunities and foster a culture of inquiry across all levels of higher education. Therefore, the main goal of this work is to identify students’ perceptions on the RTN and how HEIs create opportunities to engage students in research. 

Since the main aim of this study is to identify students’ perceptions on the RTN and how their HEI create opportunities to engage them in research, a qualitative approach was adopted to facilitate an in-depth understanding of the participants' lived experiences. Research participation is a critical component of academic development, fostering analytical skills, curiosity, and deeper subject comprehension among students. However, participation in research often varies across subject areas, influenced by the unique epistemological, pedagogical, and cultural dimensions of each discipline, and across different institutions (Brew, 2006; Griffioen, 2020; Neumann, 1992; Sousa et al, 2019; 2020). When considering the involvement of students within the RTN, attention must also be paid to their academic year (Fung, 2017). Data were gathered through semi-structured interviews with undergraduate and postgraduate students – five undergraduate students, five master students and five PhD students - across diverse academic fields, including the humanities, social sciences, and STEM disciplines. By including students from various stages of their academic journey and different subject areas, this study aims to ensure a broad sample that reflects the diversity of students’ experiences within the RTN. The interviews, conducted either in person or online, depending on participant preference and availability, followed the same structure and included questions designed to elicit detailed responses. The line of questions covered topics such as: academic experience, research and learning, accessibility to research opportunities, relevance to career trajectories, and the perceived value of research within disciplinary communities. Subsequently, a thematic analysis was conducted (Braun & Clarke, 2006) through NVIVO software. All participants provided informed consent, with confidentiality and anonymity assured and pseudonyms being used. Identifying information was not made available to anyone who was not directly involved in the study.

As previously mentioned, national and institutional contexts play a significant role in how the RTN is implemented. Different teaching and learning experiences, as well as the academic year, may influence the way research is valued and, consequently, how students are engaged with research (Sousa et al., 2020). The design of this study intends to provide a global and more comprehensive picture of students, from different academic years and perspectives regarding this matter. From the preliminary data analysis, it is possible to expect students’ engagement with research activities to be influenced by their academic year, as the progression of knowledge, skills, and institutional expectations varies over the course of a degree programme. Undergraduate students may be less aware of the research that is developed by their teachers and/or at institutional level and are less likely to be involved in research activities. Preliminary findings also suggest that students in STEM fields are more likely to engage in structured, faculty-led research due to the prevalence of laboratory settings and more funding, while students in the humanities and social sciences often rely on research projects shaped by their focus on critical thinking and qualitative inquiry. Institutional factors, such as faculty mentorship, funding, and disciplinary norms, also play a pivotal role in shaping participation. The study also highlights the impact of institutional factors, such as funding, research structures, and research competences in shaping students’ engagement at different academic stages. By shedding light on the multifaceted nature student’s involvement in the RTN, this study provides valuable insights to a broader understanding of fostering research culture in European higher education. The findings aim to inform policies and practices that support inclusive, equitable, and impactful research experiences for students at all academic levels.

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