The chapter starts by posing a range of questions re teaching/research relations and, in particular, asks whether such is only for selected students in elite/wealthy institutions. The issues are complex and before considering the evidence some of this complexity is discussed-for our answers to the chapter\u27~ central questions depend in part on how we \u27define\u27 \u27undergraduate research\u27 or \u27linking teaching and research.\u27 The arguments, including research evidence that undergraduate research should be for selected students, are then presented, including a major review of the research which concludes that the \u27common belief that teaching and research are inextricably intertwined is an enduring myth.\u27 Then such questioning views are countered by arguments and evidence from recent research that suggests more positive relations between teaching and research. Other factors are considered including the view that universities should develop all students\u27 understanding of the \u27supercomplexity\u27 of the world being continually reshaped by research. In conclusion I present my current attempts to answer the questions posed in the introduction--in particular, outlining ways and the extent to which research-based learning can be extended to all students (and staff) in higher education
