Abstract
ABSTRACT Educational Development activity is pivotal to the sustenance of academic citizenship within the academy, with Educational Developers integral to supporting academic staff to engage with citizenship pursuits and making significant contributions of their own. However, the nature of this contribution to the operation of the university and the broader academic community has not yet been explored in the literature. This qualitative study investigated how Educational Developers navigate their roles, balancing teaching enhancement activities with broader contributions to nurturing citizenship. Findings indicate an opportunity to shape the expectations of citizenship for Educational Developers and integrate them into their evolving professional identity.
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