ABSTRACT
Change, enthusiasm, struggle, variety—these are some of the words that spring to mind and leap from the pages of the case studies in this book. The range of what staff and educational developers attempt is huge, from individual consultation through to changing the culture in faculties and institutions, and even developing national systems. There is no clear limit to what developers choose to do or are expected to tackle, nor to what they volunteer to tackle. The people undertaking the tasks, the staff and educational developers, have a variety of roles and positions, from being a lone ranger in a new unit through to being part of a governmentsupported national team. There is no fixed route to becoming a staff and educational developer, nor an acknowledged professional qualification or required experience for entry. More than anything, staff and educational developers are, as Baume concluded in Chapter 17, ‘Far too successful’, ‘principled proactive opportunists’. The cases in this book give abundant examples.
