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The genesis of this book came through my 2001 sabbatical during which I visited a number of education development centres1 that were initiating exciting and innovative endeavours in the field. My sabbatical took me to a dozen different centres in several different parts of the world. Towards the conclusion of that sabbatical, as I pulled together the key elements from the different centres that I had visited, I could see a framework that, for me, represented different elements of a coherent picture of the field. Pivotal to education development is a recognition of the multi-layered context in which we work, the complex structures that both support and constrain our work, and the variety of processes and strategies that we develop to engage university ‘teachers’,2 the university and the higher education sector in education development.