ABSTRACT
Staff development is about change, and successful change normally requires a combined 'bottom up' and 'top down' approach, in which change is engendered from the bottom and facilitated from the top. Hence this chapter is likely to have two audiences. The first consists of individuals with a staff development role, whether they are full- or part-time, and whether they are in special units or in discipline departments. The second audience consists of individuals in decision-making positions, at departmental, institutional and national levels. The increasing complexity of much research, the demands for quality assurance and accountability, the impact of legislative change, and the need for researchers to raise their own funds, have made the researcher's life very much more complicated. While for some staff, research is a by-product of their teaching, other staff may develop a more general interest in pedagogic research in higher education for its own sake, generally related to teaching and learning in their discipline.
