ABSTRACT
The significance of this case study is that it illuminates the iterative nature of change. It also shows the top-down, middle-out, and bottom-up nature of change in universities. In particular, it reveals the crucial role of staff and educational developers, who often serve as intermediaries between the ‘demands’ and expectations of senior management and the realities for staff on the ground. Competing demands put those in the middle in a difficult position. They must ensure that there is a response to institutional initiatives – yet they know that obtaining cooperation will be difficult and full engagement nearly impossible. Securing staff cooperation in a change initiative is often likened to herding cats; this case study will argue that this is a false analogy.
