[
Aditomo, A.; Goodyear, P.; Bliuc, A.-M. & Ellis, R.C. (2013), ‘Inquiry-based learning in higher education: principal forms, educational objectives, and disciplinary variations,’ Studies in Higher Education, vol. 38, no. 9, pp. 1239–1258. https://doi.org/10.1080/03075079.2011.61658410.1080/03075079.2011.616584
]Search in Google Scholar
[
Barroga, E. & Mitoma, H. (2019), ‘Improving scientific writing skills and publishing capacity by developing university-based editing system and writing programs,’ Journal of Korean Medical Science, vol. 34, no. 1, pp. 1–8. https://doi.org/10.3346/jkms.2019.34.e910.3346/jkms.2019.34.e9631844230618516
]Search in Google Scholar
[
Berland, L. K.; Schwarz, C. V.; Krist, C.; Kenyon, L.; Lo, A. S. & Reiser, B. J. (2015), ‘Epistemologies in practice: making scientific practices meaningful for students,’ Journal of Research in Science Teaching, vol. 53, no. 7, pp. 1082–1112. https://doi.org/10.1002/tea.2125710.1002/tea.21257
]Search in Google Scholar
[
Boyer Commission (1998), Reinventing Undergraduate Education: A Blueprint for America’s Research Universities, Boyer Commission on Educating Undergraduates in the Research University, Stony Brook, NY: State University of New York at Stony Brook.
]Search in Google Scholar
[
Chochia, A. & Kerikmäe, T. (2020), ‘Georgia on its path to Europeanisation: academic cooperation,’ TalTech Journal of European Studies, vol. 10, no. 2, pp. 3–6. https://doi.org/10.1515/bjes-2020-001110.1515/bjes-2020-0011
]Search in Google Scholar
[
Communication from the Commission to the European Parliament, the Council, The Economic and Social Committee and the Committee of the Regions. On a renewed EU agenda for higher education, COM(2017) 247 final, 30.5.2017.
]Search in Google Scholar
[
Consolidated version of the Treaty on the Functioning of the European Union, 2012/C 326/01, OJ C326/47, 26.10.2012.
]Search in Google Scholar
[
Deci, E. L. & Ryan, R. M. (2012), ‘Motivation, personality, and development within embedded social contexts: An overview of self-determination theory,’ in R. M. Ryan (ed.) The Oxford Handbook of Human Motivation, New York: Oxford University Press, pp. 85–107. https://doi.org/10.1093/oxfordhb/9780195399820.013.000610.1093/oxfordhb/9780195399820.013.0006
]Search in Google Scholar
[
Downing, T.; Garrido, A.; Giansante, C.; Iglesias, E.; del Moral, L.; Pedregal, G.; ... & SIRCH Team (1999), A Framework for Institutional Analysis, ed. by K. Bakker, University of Oxford, Environmental Change Unit.
]Search in Google Scholar
[
Dunne, J. (2006), ‘Newman now: re-examining the concepts of ‘philosophical’ and ‘liberal’ in the idea of a university,’ British Journal of Educational Studies, vol. 54, no. 4, pp. 412–428. https://doi.org/10.1111/j.1467-8527.2006.00347.x10.1111/j.1467-8527.2006.00347.x
]Search in Google Scholar
[
Edelson, D. C.; Gordin, D. N. & Pea, R. D. (1999), ‘Addressing the challenges of inquiry-based learning through technology and curriculum design,’ Journal of the Learning Sciences, vol. 8, nos. 3–4, pp. 391–450. https://doi.org/10.1080/10508406.1999.967207510.1080/10508406.1999.9672075
]Search in Google Scholar
[
EFFECT (2016), [Home page], European Forum for Enchanced Collaboration in Teaching. Retrieved from https://eua.eu/101-projects/560-effect.html [accessed Nov 2020]
]Search in Google Scholar
[
EHEA (n.d.), [Home page]. Retrieved from http://www.ehea.info/ [accessed Nov 2020]
]Search in Google Scholar
[
EHEA (2015), ‘Yerevan Communiqué: The Bologna Process Revisited: The Future of the European Higher Education Area.’ Ministerial Conference. Retrieved from http://www.ehea.info/media.ehea.info/file/2015_Yerevan/71/1/Bologna_Process_Revisited_Future_of_the_EHEA_Final_613711.pdf [accessed Nov 2020]
]Search in Google Scholar
[
EHEA (2018), ‘Paris Communique.’ Retrieved from http://www.ehea.info/media.ehea.info/file/2018_Paris/77/1/EHEAParis2018_Communique_final_952771.pdf [accessed Nov 2020]
]Search in Google Scholar
[
Elen, J.; Lindblom-Ylänne, S. & Clement, M. (2007), ‘Faculty development in research-intensive universities: The role of academics’ conceptions on the relationship between research and teaching,’ International Journal for Academic Development, vol. 12, no. 2, pp. 123–139. https://doi.org/10.1080/1360144070160494810.1080/13601440701604948
]Search in Google Scholar
[
Elsen, G. M. F.; Visser-Wijnveen, G. J.; van der Rijst, R. M. & van Driel, J. H. (2009), ‘How to strengthen the connection between research and teaching in undergraduate university education,’ Higher Education Quarterly, vol. 36, pp. 64–85. https://doi.org/10.1111/j.1468-2273.2008.00411.x10.1111/j.1468-2273.2008.00411.x
]Search in Google Scholar
[
Estonian Constitution (1992), Eesti Vabariigi Põhiseadus, Riigi Teataja, RT I, 15.05.2015, 2.
]Search in Google Scholar
[
Estonian Education Act (1992), Eesti Haridusseadus, Riigi Teataja, RT I, 16.06.2020, 3.
]Search in Google Scholar
[
Estonian Higher Education Quality Assessment Council (2012), ‘Quality Assessment of Study Programme Groups in the First and Second Cycles of Higher Education of the EKKA.’ Retrieved from https://ekka.edu.ee/wp-content/uploads/Quality_Assessment_SPG_11.11.2016.pdf [accessed Nov 2020]
]Search in Google Scholar
[
Estonian Higher Education Strategy 2006–2015, Eesti kõrgharidusstrateegia, Riigi Teataja, RT I 2006, 52, 386.
]Search in Google Scholar
[
European Commission (2020), Education and Training, European Policy Cooperation (ET 2020 Framework).
]Search in Google Scholar
[
Giller, P. (2011), ‘Integrating research into the undergraduate curriculum: a case study from Ireland,’ Presentation at EUA Conference, Aarhus, April 2011.
]Search in Google Scholar
[
Gornitzka, Å. (2007), ‘The Lisbon process: a supranational policy perspective,’ in P. Maassen & J. P. Olsen (eds.) University Dynamics and European Integration, Dordrecht: Springer, pp. 155–178. https://doi.org/10.1007/978-1-4020-5971-1_810.1007/978-1-4020-5971-1_8
]Search in Google Scholar
[
Gresty, K. A.; Pan, W.; Heffernan, T. & Edwards-Jones, A. (2013), ‘Research-informed teaching from a risk perspective,’ Teaching in Higher Education, vol. 18, pp. 570–585. https://doi.org/10.1080/13562517.2013.79593710.1080/13562517.2013.795937
]Search in Google Scholar
[
Griffiths, R. (2004), ‘Knowledge production and the research-teaching nexus: the case of the built environment disciplines,’ Studies in Higher Education, vol. 29, no. 6, pp. 709–726. https://doi.org/10.1080/030750704200028721210.1080/0307507042000287212
]Search in Google Scholar
[
Hajdarpasic, A.; Brew, A. & Popenici, S. (2015), ‘The contribution of academics’ engagement in research to undergraduate education,’ Studies in Higher Education, vol. 40, no. 4, pp. 644–657. https://doi.org/10.1080/03075079.2013.84221510.1080/03075079.2013.842215
]Search in Google Scholar
[
Haverhals, B. (2007), ‘The normative foundations of research-based education: philosophical notes on the transformation of the modern university idea,’ Studies in Philosophy and Education, vol. 26, no. 5, pp. 419–432. https://doi.org/10.1007/s11217-007-9053-310.1007/s11217-007-9053-3
]Search in Google Scholar
[
Healey, M. (2005), ‘Linking research and teaching to benefit student learning,’ Journal of Geography in Higher Education, vol. 29, no. 2, pp. 183–201. https://doi.org/10.1080/0309826050013038710.1080/03098260500130387
]Search in Google Scholar
[
Healey, M. & Jenkins, A. (2009), Developing Undergraduate Research and Inquiry, York: The Higher Education Academy.
]Search in Google Scholar
[
Healey, M.; Jenkins, A. & Lea, J. (2014), Developing Research-Based Curricula in College-Based Higher Education, York: The Higher Education Academy.
]Search in Google Scholar
[
Healey, M.; Jordan, F.; Pell, B. & Short, C. (2010), ‘The research–teaching nexus: a case study of students’ awareness, experiences and perceptions of research,’ Innovations in Education and Teaching International, vol. 47, no. 2, pp. 235–246. https://doi.org/10.1080/1470329100371896810.1080/14703291003718968
]Search in Google Scholar
[
Higher Education Law Act (2019), Kõrgharidusseadus, Riigi Teataja, RT I, 16.06.2020, 9.
]Search in Google Scholar
[
Hodson, D. (1992), ‘An exploration of some issues relating to integration in science and science education,’ International Journal of Science Education, vol. 14, no. 5, pp. 541–562. https://doi.org/10.1080/095006992014050610.1080/0950069920140506
]Search in Google Scholar
[
Katkin, W. (2003), ‘The Boyer Commission Report and its impact on undergraduate research,’ New Directions for Teaching and Learning, vol. 93, pp. 19–38. https://doi.org/10.1002/tl.8610.1002/tl.86
]Search in Google Scholar
[
Kinkead, J. (2011), ‘The impact of undergraduate research,’ Newsletter for the Council of Fellows of the American Council on Education, vol. 33, no. 1, pp. 21–22.
]Search in Google Scholar
[
Krahenbuhl, K. S. (2016), ‘Student-centered education and constructivism: challenges, concerns, and clarity for teachers,’ The Clearing House: A Journal of Educational Strategies, Issues and Ideas, vol. 89, no. 3, pp. 97–105. https://doi.org/10.1080/00098655.2016.119131110.1080/00098655.2016.1191311
]Search in Google Scholar
[
Lambert, C. (2009), ‘Pedagogies of participation in higher education: a case for research-based learning,’ Pedagogy, Culture & Society, vol. 17, no. 3, pp. 295–309. https://doi.org/10.1080/1468136090319432710.1080/14681360903194327
]Search in Google Scholar
[
LERU (2002), The European Higher Education and Research Areas and the Role of Research-Intensive Universities. Retrieved from: https://www.leru.org/files/The-European-Higher-Education-and-Research-Areas-and-the-Role-of-Research-Intensive-Universities-Full-paper.pdf [accessed Nov 2020]
]Search in Google Scholar
[
Loukkola, T. & Dakovic, G., eds. (2017), EUA’s Learning and Teaching Initiative – Report from the Thematic Peer Groups in 2017, Brussels: European University Association.
]Search in Google Scholar
[
Maher, M. A.; Feldon, D. F.; Timmerman, B. E. & Chao, J. (2014), ‘Faculty perceptions of common challenges encountered by novice doctoral writers,’ Higher Education Research & Development, vol. 33, no. 4, pp. 699–711. https://doi.org/10.1080/07294360.2013.86385010.1080/07294360.2013.863850
]Search in Google Scholar
[
Martens, R. L. & de Brabander, C. J. (2014), ‘Towards a unified theory of task-specific motivation,’ Educational Research Review, vol. 11, pp. 27–44. https://doi.org/10.1016/j.edurev.2013.11.00110.1016/j.edurev.2013.11.001
]Search in Google Scholar
[
Matthews, K. E.; Cook-Sather, A. & Healey, M. (2018), ‘Connecting learning, teaching and research through student-staff partnerships: towards universities as egalitarian learning communities,’ in V. C. H. Tong, A. Standen & M. Sotiriou (eds.) Shaping Higher Education with Students: Ways to Connect Research and Teaching, London: UCL Press, pp. 23–29. https://doi.org/10.2307/j.ctt21c4tcm.710.2307/j.ctt21c4tcm.7
]Search in Google Scholar
[
Miller, A.; Sharp, J. & Strong, J., eds. (2012), What is Research-Led Teaching? Multi-Disciplinary Perspectives, London: Consortium for Research Excellence, Support and Training (CREST).
]Search in Google Scholar
[
Ministry of Education of Estonia (2020a), Eesti elukestva õppe strateegiad [Estonian strategies of lifelong learning]. Retrieved from https://www.hm.ee/sites/default/files/strateegia2020.pdf [accessed Nov 2020]
]Search in Google Scholar
[
Ministry of Education of Estonia (2020b), Haridusvaldkonna arengukava 2021–2035 [Higher education strategy 2012–2035]. Retrieved from https://www.hm.ee/sites/default/files/eesti_haridusvaldkonna_arengukava_2035_seisuga_2020.03.27.pdf [accessed Nov 2020]
]Search in Google Scholar
[
Öberg, J. (2017), ‘Subsidiarity as a limit to the exercise of EU competences,’ Yearbook of European Law, vol. 36, pp. 391–420. https://doi.org/10.1093/yel/yew02710.1093/yel/yew027
]Search in Google Scholar
[
Observatory Magna Charta Universitatum (n.d.), ‘Living values in high education institutions. Prospectus.’ Retrieved from: http://www.magna-charta.org/activities-and-projects/living-values-project [accessed Nov 2020]
]Search in Google Scholar
[
Patten, M. L. & Newhart, M. (2017), Understanding Research Methods: An Overview of the Essentials, New York: Taylor & Francis. https://doi.org/10.4324/978131521303310.4324/9781315213033
]Search in Google Scholar
[
Priscoli, J. B. (1989), ‘Public involvement, conflict management: means to EQ and social objectives,’ Journal of Water Resources Planning and Management, vol. 115, no. 1, pp. 31–42. https://doi.org/10.1061/(ASCE)0733-9496(1989)115:1(31)10.1061/(ASCE)0733-9496(1989)115:1(31)
]Search in Google Scholar
[
Rasmussen, J. S.; Hørsted, A. & Nygaard, C. (2017), ‘The Bologna Process as a possible driver for the globalisation of HE?’ in Globalisation of Higher Education: Political, Institutional, Cultural, and Personal Perspectives, Faringdon: Libri Publishing Ltd, pp. 17–34.
]Search in Google Scholar
[
Rauhvargers, A.; Deane, C. & Pauwels, W. (2009), Bologna Process Stocktaking Report, Report from working groups appointed by the Bologna Follow-up Group to the Ministerial Conference in Leuven/Louvain la Neuve, April 2009. Retrieved from http://ehea.info/media.ehea.info/file/20090326-27-Prague/61/0/BFUG_CZ_16_5.1a_stocktaking_final_594610.pdf [accessed Nov 2020]
]Search in Google Scholar
[
Recommendation CM/Rec(2007)6 by the Council of Europe’s Committee of Ministers on the public responsibility for higher education and research, 16.5.2007.
]Search in Google Scholar
[
Rutherford, A. (2016), ‘The effect of top-management team heterogeneity on performance in institutions of higher education,’ Public Performance & Management Review, vol. 40, no. 1, pp. 119–144. https://doi.org/10.1080/15309576.2016.117755910.1080/15309576.2016.1177559
]Search in Google Scholar
[
Schapper, J. & Mayson, S. E. (2010), ‘Research-led teaching: moving from a fractured engagement to a marriage of convenience,’ Higher Education Research & Development, vol. 29, no. 6, pp. 641–651. https://doi.org/10.1080/07294360.2010.48923610.1080/07294360.2010.489236
]Search in Google Scholar
[
Schouteden, W.; Verburgh, A. & Elen, J. (2016), ‘Teachers’ general and contextualised research conceptions,’ Studies in Higher Education, vol. 41, no. 1, pp. 79–94. https://doi.org/10.1080/03075079.2014.91491510.1080/03075079.2014.914915
]Search in Google Scholar
[
Selamat, A.; Alias, R. A.; Hikmi, S. N.; Puteh, M. & Tapsi, S. M. (2017), ‘Higher education 4.0: Current status and readiness in meeting the fourth industrial revolution challenges,’ Redesigning Higher Education towards Industry, vol. 4, pp. 23–24.
]Search in Google Scholar
[
Simons, M. (2006), ‘‘Education through research’ at European universities: notes on the orientation of academic research,’ Journal of Philosophy of Education, vol. 40, no. 1, pp. 31–50. https://doi.org/10.1111/j.1467-9752.2006.00493.x10.1111/j.1467-9752.2006.00493.x
]Search in Google Scholar
[
Simons, M. & Elen, J. (2007), ’The ‘research-teaching nexus’ and ‘education through research’: An exploration of ambivalence,’ Studies in Higher Education, vol. 32, pp. 617–631. https://doi.org/10.1080/0307507070157378110.1080/03075070701573781
]Search in Google Scholar
[
Sin, C.; Veiga, A. & Amaral, A. (2016), ‘European higher education policies,’ in European Policy Implementation and Higher Education, London: Palgrave Macmillan, pp. 41–62. https://doi.org/10.1057/978-1-137-50462-3_310.1057/978-1-137-50462-3_3
]Search in Google Scholar
[
Soriano, F. H. & Mulatero, F. (2010), ‘Knowledge policy in the EU: From the Lisbon strategy to Europe 2020,’ Journal of the Knowledge Economy, vol. 1, no. 4, pp. 289–302. https://doi.org/10.1007/s13132-010-0020-910.1007/s13132-010-0020-9
]Search in Google Scholar
[
Spronken-Smith, R. & Walker, R. (2010), ‘Can inquiry-based learning strengthen the links between teaching and disciplinary research?’ Studies in Higher Education, vol. 35, no. 6, pp. 723–740. https://doi.org/10.1080/0307507090331550210.1080/03075070903315502
]Search in Google Scholar
[
Standard of Higher Education (2019), Kõrgharidusstandard, Riigi Teataja, RT I, 12.07.2019, 17.
]Search in Google Scholar
[
Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) (2015), Brussels, Belgium.
]Search in Google Scholar
[
Uskov, V. L.; Bakken, J. P.; Penumatsa, A.; Heinemann, C. & Rachakonda, R. (2017), ‘Smart pedagogy for smart universities,’ in International Conference on Smart Education and Smart E-Learning, Cham: Springer, pp. 3–16. https://doi.org/10.1007/978-3-319-59451-4_110.1007/978-3-319-59451-4_1
]Search in Google Scholar
[
Tardy, C. M. (2005), ‘“It’s like a story”: rhetorical knowledge development in advanced academic literacy,’ Journal of English for Academic Purposes, vol. 4, no. 4, pp. 325–338. https://doi.org/10.1016/j.jeap.2005.07.00510.1016/j.jeap.2005.07.005
]Search in Google Scholar
[
Telfer, R. A., ed. (2018), Aviation Instruction and Training, London: Routledge. https://doi.org/10.4324/978042946327310.4324/9780429463273
]Search in Google Scholar
[
Tong, V. C.; Standen, A. & Sotiriou, M., eds. (2018), Shaping Higher Education with Students: Ways to Connect Research and Teaching, London: UCL Press. https://doi.org/10.2307/j.ctt21c4tcm10.2307/j.ctt21c4tcm
]Search in Google Scholar
[
Van der Rijst, R. (2017), ‘The transformative nature of research-based education: A thematic overview of the literature,’ in Research-Based Learning: Case Studies from Maastricht University, Cham: Springer, pp. 3–22. https://doi.org/10.1007/978-3-319-50993-8_110.1007/978-3-319-50993-8_1
]Search in Google Scholar
[
Van der Rijst, R. M.; Visser-Wijnveen, G. J.; Verstelle, T. & Van Driel, J. H. (2009), ‘Studentbeleving van de onderzoekintensiviteit van universitaire onderwijsomgevingen,’ Pedagogische Studiën, vol. 86, pp. 214–229.
]Search in Google Scholar
[
Verburgh, A. L.; Schouteden, W. & Elen, J. (2013), ‘Patterns in the prevalence of research-related goals in higher education programmes,’ Teaching in Higher Education, vol. 18, no. 3, pp. 298–310. https://doi.org/10.1080/13562517.2012.71915310.1080/13562517.2012.719153
]Search in Google Scholar
[
Visser-Wijnveen, G. J.; Van Driel, J. H.; Van der Rijst, R. M.; Verloop, N. & Visser, A. (2010), ‘The ideal research-teaching nexus in the eyes of academics: building profiles,’ Higher Education Research & Development, vol. 29, no. 2, pp. 195–210. https://doi.org/10.1080/0729436090353201610.1080/07294360903532016
]Search in Google Scholar
[
Walkington, H. (2015), Students as Researchers: Supporting Undergraduate Research in the Disciplines in Higher Education, York: The Higher Education Academy.
]Search in Google Scholar
[
Walkington, H. (2016), ‘Students as researchers, students as authors: strategies for engaging students in research and dissemination,’ Presentation at the 7th Innovation Room on ‘Investigative Learning’ of the Centre for Education and Learning on 11 November. Retrieved from http://www.educationandlearning.nl/news/cel-innovation-room-7-investigative-learning [accessed Nov 2020]
]Search in Google Scholar
[
Wallin, P.; Adawi, T. & Gold, J. (2017), ‘Linking teaching and research in an undergraduate course and exploring student learning experiences,’ European Journal of Engineering Education, vol. 42, no. 1, pp. 58–74. https://doi.org/10.1080/03043797.2016.119312510.1080/03043797.2016.1193125
]Search in Google Scholar
[
Zamorski, B. (2002), ‘Research-led teaching and learning in higher education: a case,’ Teaching in Higher Education, vol. 7, no. 4, pp. 411–427. https://doi.org/10.1080/13562510276055391910.1080/135625102760553919
]Search in Google Scholar
[
Zhu, W. (2004), ‘Faculty views on the importance of writing, the nature of academic writing, and teaching and responding to writing in the disciplines,’ Journal of Second Language Writing, vol. 13, no. 1, pp. 29–48. https://doi.org/10.1016/j.jslw.2004.04.00410.1016/j.jslw.2004.04.004
]Search in Google Scholar