This page is an introduction to the Education-Research Nexus at ACU and its role in enhancing student learning and academic practice. Evidence of nexus integration is required at ACU during course reviews.
Note: The intent is for the Education-Research Nexus to be embedded throughout the course review process from 1 September 2025.
The Education-Research Nexus is the connection between learning and research. It ensures that students not only absorb current knowledge but also understand how that knowledge is created, tested, and applied. At ACU, this means students engage with the latest evidence, learn from staff who use research-informed teaching methods, and develop skills to critically evaluate and conduct research themselves (Healey & Jenkins, 2009; Brew, 2006).
Embedding research into education equips students to think critically, solve real-world problems, and make informed, ethical decisions in their professions. It supports essential graduate capabilities such as critical thinking, information literacy, and community-mindedness (Visser-Wijnveen et al., 2016). When research is part of learning, students become active participants-developing curiosity, confidence, and the ability to contribute meaningfully to their fields and communities (Brew & Mantai, 2017).
Our curriculum is informed by current and relevant evidence, including research by ACU staff and students.
→ GC1: Discipline Knowledge
→ GC2: Applied Knowledge
Section C4 is a new addition to CMAS Part C Course design, quality and integrity. It has been introduced to strengthen alignment between course design and ACU's strategic focus on research-informed teaching and learning. This section provides a concise narrative on how the four core principles of the Education-Research Nexus have been purposefully embedded across the course. The creation of this description will result from the work that is completed during Course Review.
Course teams will need to provide examples for each of the four principles in Section C4, illustrating where and how they are embedded in the course structure, content, teaching and assessments. The Guidance document is intended to support you in developing this narrative during the course review.
The Guidance document below supports academic staff to integrate the Nexus into course review processes and to evidence the integration of the four principles into the reviewed course. This work is undertaken during the regularly scheduled course review cycle.
Education-Research Nexus Guidance DocumentBrew, A., & Mantai, L. (2017). Academics' perceptions of the challenges and barriers to implementing research-based learning. Teaching in Higher Education, 22(5), 551-568.
Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry. Higher Education Academy.
Visser-Wijnveen, G. J., van Driel, J. H., van der Rijst, R. M., Verloop, N., & Visser, A. (2016). A questionnaire to capture students' perceptions of research integration in their courses. Higher Education, 71(4), 473-488.
Discover the key attributes ACU graduates develop to excel in their careers and contribute meaningfully to society.
Learn moreLearn how ACU’s graduate capabilities support students in mastering essential skills for academic and career success.
Discover nowLead the future of academic assessment with ACU’s innovative Two-Lane Assessment Approach.
Explore the approachVisit Service Central to access Corporate Services.
