Understanding the complexity of centers for teaching and learning: introducing a four-dimensional model.
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| Title: | Understanding the complexity of centers for teaching and learning: introducing a four-dimensional model. |
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| Authors: | Mihai, Alexandra I.1 (AUTHOR) a.mihai@maastrichtuniversity.nl, Dailey-Hebert, Amber L.2 (AUTHOR) adailey@park.edu, Beausaert, Simon1 (AUTHOR) s.beausaert@maastrichtuniversity.nl |
| Source: | Higher Education (00181560). Dec2025, Vol. 90 Issue 6, p1693-1712. 20p. |
| Subject Terms: | *Higher education, *Outcome-based education, *Academic support programs, Organizational governance, Social capital, Design, Social processes |
| Geographic Terms: | United States |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Higher Education (00181560) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| 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. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00181560 |
| DOI: | 10.1007/s10734-025-01399-y |
