ABSTRACT
Academic development centres emerged in the 1970s to encourage better academic practice and improved student outcomes (Sorcinelli et al., 2006). They commenced in Australia, for example, as various individuals gained executive sponsorship to establish centralised academic units that could promote better understanding of academic work (Lee et al., 2008). Subsequently these units became common practice in most western nations, although their structure, nature and focus vary considerably. This movement has continued throughout the intervening years across many different countries, with China now commencing the process of establishing its centres for teaching and learning enhancement.
