This research paper examines the links between teaching and research in the discipline of history.
For most academic historians irrespective of institutional affiliation not only is high-quality scholarship a principal goal but research and teaching are regarded as inseparable; complementary and mutually supportive dimensions of an academic career. Although the history of the discipline in higher education demonstrates that such an intimate relationship has not always been so prominent in conceptions of professional identity since the early decades of the twentieth century the close connection between the two has been increasingly emphasised as a key characteristic of a "higher" education in the subject and a yardstick of the quality of a history education.
