Abstract
Successful reengineering in higher education must begin with teaching and learning, rather than administrative processes. Addressing educational processes first will naturally force a reconsideration of such features as the student credit hour, faculty load, space utilization, the academic calendar, course scheduling, instructional resources like technology, and the design of student-faculty interaction. This article reviews selected literature in this area and develops a principled framework within which to think about reengineering teaching and learning in higher education.