Models for student-centered educational culture: Holistic University Systems for a Student-Centered Educational Culture (HOLUS) and Co-Created Student-Educator Engagement Model (CO-SEEM)
本研究基于瑞典一所大学的实践，运用建构主义扎根理论，开发了两个互补模型（HOLUS和CO-SEEM），解释大学各层面如何互动以形成以学生为中心的教育文化，对高校管理者和教师有参考价值。
This study explores how relational, pedagogical, and organizational processes interact across university levels to enable a student-centered educational culture. It draws on systems theory and a practice-oriented perspective on student-centered learning (SCL) at a Swedish university. The aim was to develop a theory explaining how these processes interact across university system levels to enable a student-centered educational culture. Utilizing constructivist grounded theory, data were collected through collaborative reflective sessions with academics and focus groups with students. The theory synthesizes the need for both a holistic and specific perspective. The analysis resulted in two complementary models: HOLUS (Holistic University Systems for Student-Centered Educational Culture) and CO-SEEM (Co-Created Student–Educator Engagement Model). These models present prerequisites, resources, and relations at different system levels that are crucial for developing a sustainable student-centered culture in which educators and students can thrive. The discussion highlights the necessity of supportive institutional structures, opportunities for continuous professional development, and educators’ relational competence to create a university culture where teaching practices are continuously developed through engagement with the Scholarship of Teaching and Learning (SoTL). It emphasizes the importance of educators’ relational competence and their ability to create a safe and motivating learning environment. The models also demonstrate the importance of mutual engagement, dialogue, and shared responsibility between educators and students. The study contributes theoretical and practical insights into how universities can adopt a process-oriented, holistic approach to SCL, supported by institutional strategies that enhance educational quality and promote meaningful student engagement.