Deep structures of university lecturers about teaching and learning influence higher education transformation processes. This study analyzed the extent to which divergent understandings of teaching exist and what significance these have for transformation in the context of teaching. The analysis is based on 21 guided interviews with lecturers from different disciplines within a university. A contrasting case analysis shows that different, sometimes contradictory structures of meaning coexist at universities. Based on the case analyses, initial impulses for transformation processes in teaching are outlined.
Megel et al. (2026) studied this question.