In this section, we provide comment on the debate over the definition of the teaching-research nexus and we present a selection of the existing research findings about the TRN. This section is deliberately brief; users who would like further information about a particular topic may consult the bibliography provided.

There is a tacit assumption in universities that research informs teaching and, perhaps to a lesser extent, that teaching informs research. Universities in the main part operate on the assumption that research and teaching are closely intertwined for mutual benefit and statements reflecting this belief can be found in university missions and policy documents.

Despite the faith in the teaching-research nexus (TRN) and the espoused belief in its benefits, the precise character of the relationship between teaching and research is not well understood. In fact, the empirical evidence for a correlation between research performance and the quality of teaching is not strong. This in part reflects the complex issues associated with measuring both dimensions, and perhaps narrow conceptions of the possible links on the parts of investigators. Nonetheless, it is the case that the precise character of the TRN is not clear.

The difficulty in articulating the relationship between teaching and research at universities is also partly the result of the division of the two activities at several levels. Internationally, research assessment exercises have focused academic attention on research endeavours. The Australian higher education system also has different means of funding research (eg, NHMRC grants, ARC grants) and teaching (eg, Learning and Teaching Performance Fund, Australian Learning and Teaching Council grants), further separating these activities. In addition, teaching only positions are increasing and there has been some reduction in tenured academic positions. These influences in the Australian sector have the potential to separate the university's core activities of teaching and research.

Clearly, there are multiple links between teaching and research, some of which are highly intangible, for teaching and research are simply part of the fabric of universities. But equally some of the teaching-research links are highly concrete, can be measured, and can be actively constructed and not left to chance.

This project takes as its starting point the view that teaching and research offer mutual benefit and that 'research-led' or 'research-infused' teaching and learning can benefit student learning. The TRN is one means of enhancing teaching and learning in higher education and improving graduate attributes.

The TRN is one element in a complex and evolving higher education context and is at the heart of the present discussion around the contemporary roles and purposes of universities. The TRN is closely associated with knowledge transfer and community engagement, key issues in Australian higher education. Knowledge generation has long been a pursuit of academics but it has become increasingly important to devise new ways of sharing this knowledge with the wider community. Universities also are expected to prepare graduates who are equipped to handle the growing knowledge society. The TRN may provide one means for achieving these objectives.

Broadly, knowledge transfer concerns the reciprocal exchange of information between the university, industry, community and government. Knowledge transfer is the result of the two core activities of the university, teaching and research. There are several different avenues through which universities might engage with the wider community. These include:

• academics communicating their research to the wider community;
• industry, government and the community help determine research areas of importance in collaboration with researchers;
• industry plays a role in the development of university coursework and curricula, possibly leading to enhanced employment opportunities for graduates; and
• student learning is research-based so that students develop the skills for generating and disseminating knowledge in their communities and in their employment as graduates.

Arguably, the TRN forms an integral part of knowledge transfer and community engagement activities. Several of the manifestations of the TRN can assist in the activities mentioned above. For example, academics discussing their research with students will further develop their abilities to communicate their research to the wider public, rather than only with their research peers. Basing written and oral student assessment tasks around research will help improve the ability of students to clearly communicate their knowledge, and also aid them in understanding material they read about and listen to.

The multifaceted nature of the TRN allows for certain TRN initiatives to assist academics, policy-makers and students to become involved in community engagement. However, TRN initiatives must be carefully developed, implemented and supported if teaching and research links are to benefit knowledge transfer and community engagement.