Knowledge production and the research–teaching nexus: the case of the built environment disciplines

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The research–teaching nexus: a case study of students' awareness, experiences and perceptions of research (2010, background): “research-based curriculum (Griffiths, 2004; Healey, 2005a) where students learn about research by engaging in it.”
When academics integrate research skill development in the curriculum (2012, unknown): “trajectories have been made for two decades and continue unabated (Boyer, 1990; Boyer Commission, 1998; Brew, 2006, 2010; Griffiths, 2004; Hathaway, Nagda, & Gregerman, 2002; Ishiyama, 2002; Jenkins, Breen, & Lindsay, 2003; Visser-Wijnveen, Van Driel, Van der Rijst, Verloop, & Visser, 2010).”
Commonly known, commonly not known, totally unknown: a framework for students becoming researchers (2007, background): “This involves students learning how to research within a specific discipline, akin to Griffith’s ( 2004 ) ‘research‐orientated teaching’; it also involves students conducting their own research, as per Griffiths’ ‘research‐based teaching’.”