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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| Language: | English |
| Authors: | Alexandra I. Mihai (ORCID |
| Source: | Higher Education: The International Journal of Higher Education Research. 2025 90(6):1693-1712. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teacher Centers, Models, Higher Education, Governance, Faculty Development, College Faculty, Professional Identity, Social Capital, Learning Activities |
| DOI: | 10.1007/s10734-025-01399-y |
| ISSN: | 0018-1560 1573-174X |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500626 |
| Database: | ERIC |
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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. |
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| ISSN: | 0018-1560 1573-174X |
| DOI: | 10.1007/s10734-025-01399-y |
