More than just teaching: A group concept mapping study on classroom management challenges in higher education

Classroom management (CM) is a key determinant of teaching quality and student learning, yet research has focused mainly on primary and secondary education. Far less is known about how higher education (HE) teachers experience CM in increasingly diverse and technology-rich contexts. This exploratory study identified CM challenges specific to HE and examined how they align with or differ from those in school settings. Using Group Concept Mapping, 93 HE teachers from multiple Dutch institutions generated, sorted, and rated statements describing CM challenges in terms of perceived importance and control. Multidimensional scaling and hierarchical cluster analysis produced five clusters: (1) Relational dynamics, (2) Classroom diversity and complexity, (3) Off-task behaviour, (4) Attention and engagement, and (5) Disruptive behaviour. Teachers emphasized behavioural and ecological concerns over relational or didactic ones. We conceptualize CM in HE as relational regulation; the ongoing alignment of interpersonal, instructional, and environmental factors that sustain engagement and learning.