Abstract
This commentary explores the role that academic developers (ADs) play in universities. Three case studies illustrate the roles that ADs may enact as agents of change. They reflect an emergent shift from acting as the institutional teaching and learning ‘expert’ (i.e. agent of change) to a more adaptive, collaborative partnership model where the AD works in partnership with academic leaders to change educational practice. The influence of national external forces on institutional philosophy, policy, and practice, and the AD role is also examined, using Australian initiatives as an example.
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