The potential of research‐based learning for the creation of truly inclusive academic communities of practice

The academic community in higher education is becoming increasingly fragmented, with arguably the greatest fault line between research and teaching. This paper argues that, through the reinvention of the undergraduate curriculum to focus on student engagement in research and research‐type activities, a truly inclusive community of academic practice can be created with consequent benefits to academics, to students and to support staff. The paper arrives at practical guidelines for the organisation and management of students and staff and for the design and layout of academic accommodation.