Providing opportunities to learn how to be, act, and interact in different social spaces Using assessment, feedback, reflection-based activities to engage and measure students’ research attribute development Offering disciplinary learning in a research-rich classroom Managing discipline specific research learning: How to: do the subject understand the subject interact appropriately in, through, and with the subject and its teaching environments or equivalents challenge and reconstruct the subject (as relevant) Making sense of in-course work-related and employability-focused learning How to: adapt what is learned and understood outside of the academy be, act and interact in different social settings as required; being aware of the impact of different audiences present oneself professionally Working with campus Careers Services How to: find out about jobs present oneself to different audiences reflect on aligning strengths with careers The landscape of attribute development Pedagogical approaches are a significant part of the topography in which, through which, and on which students develop their attributes. There are now considerable resources for conceptualizing research-teaching linkages, redesigning teaching activities around these conceptions, and thinking about enhancement of the research-teaching linkages strategically at an institutional level. In terms of the curricular context, these resources emphasize three inter- connecting aspects of the whole learning environment: 1. Learning and teaching activities and environments that directly encourage research-like and research-actual enquiry and are seen to lead to disciplinary ‘ways of thinking’ as well as discipline literacy; 2. Research-like and research-actual outputs as forms of assessment that encourage the development of research-mindedness and the ability to demonstrate discipline literacy; 3. Using the social and professional spaces in which academics generate knowledge as the places where students learn about both ways of thinking and also ways of interacting with ‘professionals’ and ‘practitioners’ of the given discipline. Conceptualizing the links between the research-teaching nexus and in-course employability in placement-less programmes: Reflections from quality enhancement Dr Vicky Gunn, Acting Head, Academic Development Unit, Learning and Teaching Centre, The undergraduate’s journey The academic’s pedagogic map of the journey Unchartered territories 1 & 2 in the landscape section are well represented in the literature from the sector to date. Less well articulated and enacted is 3. Approaches to enhanced research-teaching linkages often tend to be dependent on typical classrooms, lecture theatres, laboratories, and field locations. These can be conceived of as ‘protected or abstracted spaces’ apart from broader professional environments. Arguably, students learn how to be as well as how to think in these abstracted spaces rather than ways of being and thinking that can be transferred to other social and professional settings. How can we:  use career researcher development taxonomies to help us rethink research-teaching linkages in a way that encourages adaptable ways of being rather than just how to be in the classroom?  engage employers in our university learning and social spaces in ways acceptable to our disciplinary needs and their employer desire for high standards?  impress upon students that a research intensive situation is enabling of wider career aspirations?  adequately demonstrate the mechanisms behind how attributes might be developed to students, academics, funders, and employers alike? Acknowledgements to QAA (Scotland), Klaus Kafmann (University of Glasgow), Carolin Kreber (University of Edinburgh) & Steve Draper (University of Glasgow) Dr Vicky Gunn, University of Glasgow © 2010