Building a pedagogical support dynamic through administrative evaluation in a French university pedagogical fund

This article explores how administrative evaluation reports can inform the work of academic developers supporting university teaching and learning. Drawing on the experience of the French university fund RITM-BFC, we examine the production and dissemination of an evaluative synthesis based on self-assessment reports submitted by project leaders and compiled by professional evaluators. This reflection discusses the implications for academic developers, evaluators, and funded project leaders. In a context where higher education seeks to better connect governance and pedagogical support, the reflection proposes a model of pedagogical development informed by administrative evaluation, shifting from accountability-driven reporting toward a more formative approach that supports institutional learning and professional practice.