Abstract
This article offers insight into the realization of the Higher Education Funding Council for England's vision for Centres for Excellence in Teaching and Learning (CETLs) as catalysts for change. Two CETLs, the Centre for Interprofessional e‐Learning (CIPeL) and the Surrey Centre for Excellence in Professional Training and Education (SCEPTrE), provide illustrative cases of two similar but different change initiatives. CETLs might be expected to embody and inspire creativity in teaching and learning yet they are embedded in institutions where activities are increasingly shaped by the discourse of performativity. Findings from the two case studies, which focus on similar schemes designed to promote staff involvement in creative projects, challenge the suggestion that creativity is stifled in a performative context.
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