學校教育中的教學品質除了從組織或結果來論定其良窳之外，也應從教師本身及教學過程中有系統、有脈絡地來掌握。本文為一跨領域及探索性質之研究。我們嘗試應用同樣是專注在過程、原用於管理軟體開發品質的能力成熟度整合模式（CMMI）於高等教育的教學品質，以建立一套教學能力成熟度整合模型（T-CMMI）。透過此模式，教師可以依據特定的教學流程領域、或從整體表現的要求下，藉由透過能力度及成熟度來不斷提升及永續改善其教學品質。有別於一般教學評鑑係針對組織，本模式是針對教師個人而提供一種可攜式的品質指標。

Quality in higher education is an important issue in Taiwan's increasingly competitive educational environment. In addition to existing evaluation methods that focus on organizational performance, quality in higher education can also be realized and determined by individual educators who actually perform course-teaching. In this regard, this paper presents a Teaching Capability Maturity Model Integration （T-CMMI） for educators in higher education. Such a model applies the concept of CMMI, a process-oriented and what-to-do content reference model that is originally used in software industry. T-CMMI is designed to enable educators to gradually improve teaching quality, as well as to continually identify next improvements through the context of appraisals based on T-CMMI. Further, T-CMMI can be used as a portable quality indicator for educators.