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Over the past 20 years, national processes for research-quality assessment have been introduced or amended across Europe. Whatever the benefits of these systems might have brought to the organisation and quality of research most of them have contributed for a devaluing teaching and to a growing separation between the research worlds of the university and student learning. This study aims to contribute to a broader understanding of the role of research for the quality of teaching and studentdoi:10.1016/j.sbspro.2011.11.211 fatcat:oq2lhyirujdzpcn4e2m63pceda