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This paper is an attempt to construct, rather than reveal or discover, a link between research and teaching. The constructed link is offered as one that is pragmatically useful to those in higher education who wish to bring teaching and research more into balance. However, before constructing what I call a really useful link between teaching and research based on the process of inquiry, I look at several ways in which a relationship between the two is currently perceived. These I have called 'a marital relationship', 'an impending divorce' and 'a scholarly relationship'. I also examine Barnett's view of the relationship which he entitles 'a holy alliance'.

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Academic writing is regularly criticized for its obscure and turgid prose, for its over-theoretical approach, and its reliance on jargon. In this essay, I suggest researchers and writers, especially qualitative inquirers, should move toward a more open and accessible style of “post-academic” writing. Put simply, post-academic writing is human writing for human readers and is at its best when it takes on a storytelling form. The essay features discussion of seven ways of becoming post-academic writers.

PurposeThe purpose of this paper is, first, to provide a brief account of the PhD by published work focusing especially on quality assurance issues such as eligibility of candidates, the nature of the submission itself, supervision and assessment procedures. Second, it seeks to offer a discussion of the criteria to be met by candidates in writing a critical appraisal as a central feature of the submission.Design/methodology/approachThe approach taken is that of an analytical, conceptual and discursive essay.FindingsThere is still a lack of commonality in higher education about the nature of the PhD by published work. One way of gaining greater commonality would be to strengthen the use of the critical appraisal as an academic text which also should be required to meet the admittedly problematical standards of publishability.Research limitations/implicationsThe paper's main limitation is that many of its ideas and much of its information are derived from sources within the UK's higher education sector. Nevertheless the issues raised should have relevance to practice in other systems.Practical implicationsA case is made for the usefulness of the PhD by published work as an important route for achieving doctorateness especially when the critical appraisal is given greater priority and supervisory support.Originality/valuePapers discussing the use and value of the PhD by published work are still relatively rare in academic journals. The emphasis on the critical appraisal in this paper is an original contribution to the debate.