Understanding the complexity of centers for teaching and learning. Introducing a four-dimensional model.

Autor/inn/en	Mihai, Alexandra I.; Dailey-Hebert, Amber L.; Beausaert, Simon
Titel	Understanding the complexity of centers for teaching and learning. Introducing a four-dimensional model.
Quelle	In: Higher education, 90 (2025) 6, S. 1693-1712Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0018-1560; 1573-174X
DOI	10.1007/s10734-025-01399-y
Schlagwörter	Lehre; Studium; Hochschule; Student; Ausland; USA
Abstract	Centers for Teaching and Learning (CTLs) are gaining visibility in the higher education landscape as key actors that support universities in providing high-quality education and fostering a culture that values teaching and learning. While existing research on CTLs typically focuses on evaluation, impact, or institutionally context-specific work, we sought to unearth a framework that could be universally applied to understanding CTL work and functionality. Following data collection and 25 interviews with CTL Directors from higher education institutions across the USA, we created an integrative approach that brings together organizational, behavioral, and relational perspectives. The four dimensions-governance, identity, social capital, and activities-enable us to investigate CTLs from various angles and at different levels, providing valuable clues for understanding CTL performance and challenges. This integrative model can also be used as a framework to inform CTL design decisions. (HRK / Abstract übernommen).
Erfasst von	Hochschulrektorenkonferenz, Bonn
Update	2026/4