ABSTRACT
This paper seeks to investigate the theoretical and practical links between teaching and research in a teaching-led university in the UK. Focus is on the new architectural technology undergraduate programmes that, in theory at least, provide an opportunity to integrate research and teaching. The approach used was a case study, supported by a small amount of data collection from other institutions. An extensive literature review demonstrated the benefit to both students and academic staff of incorporating research into the curriculum. The data collection comprised semi-structured interviews with course leaders, managers and students, together with the monitoring of changes to an architectural technology programme over four years. The interviews were concerned with individuals' perceptions. The monitoring was concerned with the practical application of research to the curriculum. The data collection highlighted a series of issues, ranging from ineffective communication, poor resourcing and inadequate practical support for research. Research integration appeared to be wholly dependent on, and driven by, academics' personal search for synergy. Although the research reported here may, on first sight, appear a little negative, it would appear that with clearer direction from the university's senior managers, together with a re-evaluation of priorities at line-manager level, many opportunities could be realized without additional resourcing. From the issues identified, a number of areas for improvement are highlighted for future consideration.
