ABSTRACT
The higher education sector is now marked by rapid and complex change. Indeed, Barnett (1997) claims that the sector is characterized by what he calls super-complexity, in which unpredictable transformation occurs on a frequent basis. Staff and educational developers seek to help shape this change, particularly as far as learning and teaching are concerned. They also help others to variously lead, undertake and cope with change, as explored in Chapter 11. Developers clearly require extensive and growing professional expertise if they are to carry out these tasks effectively.
