Results
All project results are published as open-access resources, together with the outputs of the predecessor E-NOTE project. Filter by strand of activity or by project.
This internal document defines the research matrix, data sources, desk research criteria, survey scope and analytical methods. It is jointly developed at the initial methodology workshop and ensures that all partners work from a shared research framework.
This package includes the final survey questionnaire, interview guidelines and desk research templates.
This flagship result synthesises findings from the survey, desk research and partner contributions into a comparative analysis of leadership and CTL institutionalisation across Europe.
This companion report highlights concrete institutional case studies showcasing successful models of leadership and CTL cooperation in advancing teaching excellence.
This curriculum addresses how university leaders can maximise the impact of CTLs by integrating them into wider governance structures, fostering synergies between leadership and CTLs, and ensuring teaching excellence is recognised and rewarded at all levels. Developed by Charles University.
This curriculum focuses on equipping CTL staff and teaching faculty with strategies for designing impactful training, using artificial intelligence for teaching enhancement, fostering inclusive pedagogy, and supporting career development for teaching staff. Developed by the University of Copenhagen.
This curriculum provides practical guidance for establishing, reforming and enhancing Centres for Teaching and Learning, covering organisational design, stakeholder engagement, governance models, and ensuring CTLs are fully integrated into university leadership structures.
This curriculum trains current and future leaders on embedding teaching excellence into institutional strategies, aligning it with career progression and reward structures, and supporting teaching-focused leadership pathways. Developed by the Global Governance Institute.
Each curriculum is piloted through a blended programme combining a self-paced pre-training module, a live online training day with four interactive sessions, and a post-training reflective module to consolidate learning and collect feedback. The programmes run between October 2026 and March 2027.
The learning environment hosts all curricula, materials, recordings and discussion forums. It is open, fully accessible and interoperable with the partners' own e-learning environments, and forms a permanent resource hub within the LITE Portal.
A structured peer mentoring programme for senior leaders, including vice-deans, programme directors, CTL directors and heads of department, delivered through six online dialogue workshops tailored to leadership roles.
A step-by-step institutionalisation guide for creating, strengthening and embedding Centres for Teaching and Learning into university governance.
A standalone guidebook consolidating the lessons, tools and templates developed across the project into a single resource to help universities embed leadership-driven teaching excellence.
A formally recognised micro-credential certifying that leaders completing the full training and mentoring process have developed the competences to institutionalise teaching excellence. Aligned with EQF Level 6, it supports the rewarding of teaching excellence and career development.
A professional plan guiding communication, outreach and policy engagement. It includes a needs and stakeholder analysis, mapping what leaders, CTL staff, faculty, student representatives and policymakers need to know and how they access information.
A permanent, open-access platform for all results, hosted within ENLITE and maintained by the Global Governance Institute. It includes an interactive Self-Assessment Tool helping universities assess their readiness for institutionalising teaching excellence and guiding them to the relevant tools.
The campaign collects a minimum of 20 video testimonials featuring diverse participants from partner and associate institutions. It highlights leadership insights, institutional pathways and underrepresented voices, promoting inclusion and diversity through engagement-driven outreach.
Four targeted policy briefs and a final policy conference in Brussels, where policymakers, quality assurance bodies and university leaders review the findings, discuss policy uptake, and pledge to support or join ENLITE, ensuring sustained integration into national and European reform agendas.
The Strategic Cooperation Plan establishes ENLITE, a permanent European Network for Leadership and Institutionalisation of Teaching Excellence, hosted by the Global Governance Institute in Brussels.
A detailed examination of how teaching excellence was defined, measured and organised across Denmark, the Netherlands, Czechia and Portugal. The mapping included desk research, standardised surveys and follow-up consultations.
Twenty-two syllabi for BA and MA studies and fourteen for doctoral supervision, designed as flexible resources to adapt rather than as universal models.
Guidelines addressing curriculum development, evaluation, reward and promotion of teaching excellence across institutional and national contexts.
An examination of how qualification schemes and reward mechanisms function in practice, concluding that there is no one-size-fits-all model.
A resource organised around six areas: defining teaching excellence, doctoral supervision excellence, training, rewards, evaluation, and a practical toolkit.