ABSTRACT
Educational development projects have now emerged as a particular genre of work in higher education. Such projects are typically made possible by both internal and external funding initiatives, of varying scales. All told, the higher education (HE) sector has seen in recent years a substantial rise in the number of fixed-term projects that aim to develop specific aspects of learning and teaching. However, the fixed-term project faces a number of challenges in ensuring that deliverables promised are produced to an appropriately high standard and to deadlines. While tangible outcomes, such as publications, CD ROMs and similar resources, are important for project work in general, educational development projects are distinctive in that the process of development itself is often just as important as the promised end products, if not more so.
