This article reports an investigation into the relationship between student
perceptions of lecturer research and motivation to study at university. A
71-item, Likert-type questionnaire was completed by 100 Oxford Brookes Univ
ersity final year undergraduates. The pattern of correlation between variab
les together with the results of a factor analysis, suggests that a relatio
nship exists between type of student motivation and attitude to faculty res
earch. It is proposed that Intrinsic Motivation, and a specific form of Cou
rse Competence are associated with positive attitudes to departmental resea
rch activity while Extrinsic-, Social- and Achievement-oriented students ap
pear to be indifferent, or to have negative attitudes towards research. In
the light of the present findings, it is suggested that previously reported
negative evaluations of research-active teachers may come from a subpopula
tion of students who are extrinsically motivated and uninterested in commun
ication with lecturers. Students in this group may avoid interaction with l
ecturers, while such interaction is sought by intrinsically-motivated, cour
se-competent students. In these circumstances, lecturer views on the value
of research for teaching might well be biased by feedback from those studen
ts who perceive it positively. It is noted that the present findings may ex
plain how positive forms of student motivation can be enhanced.