Danish university colleges are currently making a transition from institutions with primary focus on education to institutions that incorporate applied research as well. As part of this change, university college programs are now required by legislation to provide research-based education. This article discusses various understandings of the term “research-based education” and provides a visual model to promote a clearer understanding of the various approaches that can be utilized to achieve research-based education. The approaches described in this article are intentionally pragmatic in nature as opposed to idealized, extolled and conceptual statements of intentions. The model is embedded in the context of a bachelor degree program for engineering and an engineering research program at a Danish university college. By utilizing this explicit case, it is intended that the model will provide greater practical value. The article concludes that multiple channels for providing research-based engineering education are available. The “right” choice or choices for an institution must be identified through a prioritization procedure. The final selection of approaches to provide research-based education depends on the organizational structure of the educational institution, the teaching/research staff identity and the student body. In addition, the selection of approaches depends on how many students are touched, the profoundness of the learning experience and the ease of implementation.
