Over the last three decades, a concern with invigorating the links between research and teaching has re-emerged in scholarly and political debates about the university. This happened during a period when policies of higher education were characterized by new modes of governing by measuring performance. This paper explores how policies, research and practices concerned with linking research and teaching have been affected by this introduction of performance governance policies in Danish higher education.
Examining the problematisations in discourses and practices on linking research and teaching in Danish higher education, the paper shows how concerns with linking research and teaching since the 1990s in various ways have been affected by policies of performance governance. It calls for a broader approach to the issues of linking research and teaching that takes such policy contexts into account and discuss their implications.