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I did a research-led degree, in English, in the 1960s. What I got, then, was a fragmented programme with no internal coherence. It seemed that staff pursued individual research interests and did not talk with one another about the programme as a whole, or about the student experience. The Council for National Academic Awards did much to improve that in the 1970s and 1980s for the newly emergent challengers to tradition; I do not want to regress. I was interested when one of my students on the Greenwich course for new academics, in an assignment on the research-teaching nexus, argued that he could not use his research in teaching since the gap between what he was researching and where his students currently were situated in the discipline, would take considerable time and effort to bridge, reducing time for other more relevant and accessible material and risking deterring students.

I prefer research to feed my teaching, not lead it