Since the turn of the century, the shift from teacher-centred to student-centred approaches to learning and teaching has received significant scholarly attention. Empirical evidence and literature provides deeper insights into how students – and their learning, development and success – could be placed at the heart of the education process.

The purpose of this research study was to create a deeper understanding of how institutional cultures could be reshaped to create a student-centred higher education system in South Africa. Initiated by the Transformation Strategy Group (TSG) of Universities South Africa (USAf), this Delphi research study involved 12 Advisory Board members and 22 Expert Panel members.

Semi-structured interviews were undertaken with all 22 members of the Expert Panel, and a thematic data-analysis process resulted in the drafting of an initial research report. The results reveal that three value-clusters were identified, namely: inter-connectedness, human dignity and equitable access.

Furthermore, the data underlined the multi-dimensionality of a student-centred higher education system. Student-centred approaches are embedded in six contexts, namely: personal, relational, institutional, sectoral, societal and global. The conceptual framework developed through this research study provides new insights into creating a student-centred higher education system, with 108 guidelines formulated from the research results. These student-centred guidelines could be used as both a lens and a tool, to raise collective awareness and collective action in reshaping institutional cultures. The results of this study applies to all universities across the globe – with the aim to put students at the centre of learning and teaching.