ABSTRACT
The growth of provision for professional development in universities is recent and rapid. New appointments, initiatives, structures and forms of professional qualifications have created a discomforting (for some) juxtaposition of ‘vocational’ training with ‘academic’ development. The weary distinctions between training and education are earnestly offered, by some, as a means of last-ditch defence as higher education becomes exposed to the ‘threatening’, inexorable growth of professional development opportunities. ‘Training is what you do to dogs, not people’, is a cherished (by the author) pronouncement by a member of teaching staff.
