Drawing on in-depth interviews and classroom observations with 14 academics from the field of applied sciences, this case study provides empirical evidences on the research-teaching nexus in the context of Chinese research universities by examining the multi-layered factors at the individual, institutional and organisational levels. The study sketches out several substantive social structures, including performative incentives, research culture and institutional emphases, that have significantly shaped the research-teaching nexus in a managerial context. Teaching beliefs that are rooted in traditional Chinese culture, however, have been identified as an essential factor to strengthen the research-teaching nexus. This study concludes that a more supportive environment based on the cultural beliefs of teaching can be created to alleviate the growing tensions between research and teaching.