ABSTRACT
Academic developers have access to more journals, books, and conferences than they could skim or attend in a lifetime. Given the continuously expanding nature of instructional development and the accompanying literature, academic developers are tapped to their limit in their practice and to stay current. The struggle for TLC legitimization versus marginalization has ebbed and flowed across many types of institutions and eroded away even the strongest of centers. Perhaps this has created a defensive posture or resistance to change, or made it difficult for the field to question itself. Firmly entrenched within an instructional development role with responsibilities that are never done, an awareness of yet another dimension to this role—an institutional leadership role already permeating this work—is sorely lacking. Due to grant constraints, the population surveyed was limited to members of the Professional and Organizational Development Network who were center directors.
