Education development centres are experiencing an identity crisis, write Claire Gordon and Sam Smidt. Moreover, many academics remain sceptical that educational development is a distinct academic domain. Educational developers themselves may reject the characterisation of their work as service and be resistant to engaging in certain kinds of service work. When an educational development initiative succeeds, the visible outcomes may be improved student experience, enhanced teaching quality, or curricular innovation. Level 3 – Building education leadership: EDCs convene networks of education leaders at different levels across the institution to discuss strategic, operational, and regulatory issues, facilitating practice exchange, collaboration, and mentoring education-focussed academics.

Source: The Times February 26, 2026 11:26 UTC