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Abstract Academic development should be conceptualized not only as a university‐wide process, but also as a local practice and as a process of peer learning in the workplace. The paper suggests that formal approaches need to more fully situate academic development in sites of academic practice. Two examples from the author's own setting ‐teaching development projects and writing for publication groups–illustrate the argument. Challenges arising from such a shift in perspective are discussed.
David Boud (Sat,) studied this question.