ABSTRACT
It is widely recognised that most academics spend far more time on their academic work than a normal working week allows (Bexley et al. 2011). The life of an academic is pressured: there is very little space to add discretionary activities into the busy schedule of teaching, research, leadership and other roles. It can be hard to find time to reflect, experiment or learn new skills when there are so many other commitments on the never-ending list. Further, there is the need to squeeze in family responsibilities and personal goals. Developers need to work within this noisy space, helping academics to find the motivational focus to attend to their long-term developmental needs and learning priorities. This chapter explores some of the key principles that encourage academics to prioritise their learning and development. It emphasises the need for HE development to be learner-centred, acknowledging and accommodating the challenges that are inherent to academic learning.
