Educational Development Units in Higher Education: much ado about something?

The paper provides a functional context for the establishment of units whose aim is the promotion of quality teaching and learning in higher education institutions. Referencing studies on the types of services offered and the role of change agent, an outline is provided of how the unit at Bradford University evolved and is situated organisationally. As a case study, the Bradford Unit is examined to evaluate the extent to which it meets various criteria of success, including its degree of ‘institutionalisation’. Concluding comments argue, in the light of major trends in higher education, for the need to consider ‘value‐added’ and multi‐dimensional strategies or approaches to change if mainstream academics are to play a central role in educational reforms and thus become more closely aligned with teaching quality and innovation.