ABSTRACT
All providers of higher education that gain registration must demonstrate the commitment of teachers, researchers, course designers and assessors to the systematic advancement of knowledge. This chapter introduces the range of such approaches and explores associated issues by establishing a tension between curricula focused on students learning about current research in their discipline, including the research done by those teaching them, an approach called 'research-led', and curricula focused on students learning through doing some form of research or inquiry, which is called 'research-based'. The chapter focuses on undergraduate curricula, though the discussion is equally applicable to postgraduate subjects and doctoral programs. It aims to help university staff to integrate their teaching and research functions by engaging in the development of research-based curricula. The chapter provides subject- and program-level strategies to develop undergraduate student learning through and about research, but the principles also apply to postgraduate subjects, including doctoral programs.
