Creating and disseminating knowledge through research and teaching has long been regarded as the hallmark of the modern university. However, new university business models have called into question the ‘bundling’ of teaching and research, and sustained research on the relationship between teaching and research has found little evidence of an insoluble connection between the two activities. In this article, we explore the relationship between teaching and research from the perspective of universities’ institutional discourse. We use corpus-assisted discourse analysis to examine the relationship between research and teaching as presented in two sets of institutional texts currently influential in UK Higher Education: Research Excellence Framework environment statements and Teaching Excellence Framework provider submissions (a total of 2143 documents and 12,492,071 words). Our findings show that, while universities emphasise the value of research to their teaching, they do not always emphasise (or sometimes even decry) the influence of teaching on their research. We empirically evidence that, according to what universities themselves write in institutional texts, teaching and research are not always in a mutually beneficial entanglement, but often rather a one-way relationship in which research expertise and institutional prestige are used to bolster claims of teaching excellence. This has implications for the communication of both the vision and the purpose of a university in regulatory exercises and wider policy, but also speaks to the broader idea and practice of being a university in the twenty-first century.

中文翻译：

---

捆绑的还是不捆绑的？英国大学教学与研究关系的多文本语料库辅助语篇分析

通过研究和教学创造和传播知识一直被认为是现代大学的标志。然而，新的大学商业模式对教学和研究的“捆绑”提出了质疑，对教学和研究之间关系的持续研究几乎没有发现这两种活动之间存在不可分割的联系的证据。在本文中，我们从大学制度话语的角度探讨教学与研究的关系。我们使用语料库辅助话语分析来检查研究和教学之间的关系，这在目前在英国高等教育中具有影响力的两组机构文本中有所体现：卓越研究框架环境声明和卓越教学框架提供者提交（共 2143 份文件和 12,492,071 字）。我们的研究结果表明，虽然大学强调研究对其教学的价值，但它们并不总是强调（或有时甚至谴责）教学对其研究的影响。我们凭经验证明，根据大学自己在机构文本中所写的内容，教学和研究并不总是处于互惠互利的关系中，而往往是一种单向的关系，在这种关系中，研究专长和机构声望被用来支持卓越教学的主张. 这对大学在监管活动和更广泛的政策中的愿景和目的的沟通都有影响，