My tuppence worth would be to add that there's also a more conceptual space that needs to be occupied as well, which takes us to the battle of ideas about what Ed Dev actually
is. And this may vary from institution to institution because of how terms are understood. For example, if the Quality office deals mainly with compliance and assurance I'd get out of that space as quickly as possible. On the other hand, creating a highly
academic unit might be good in some respects but might also alienate those who want a more Boyeristic conception of the scholarship of engagement. Also, from personal experience, it doesn't always pay to locate a centre in an education school, particularly
if that school is known for its primary and secondary teacher training, as this might alienate the historians and engineers etc, who may feel that they are being teacher trained rather than supported in academic practice.
Sorry, that ended up as a shilling's worth.
Sent from my iPhone
A long time ago when I was in Wales, I was the educational development person. This worked really well when I was in a little room off the stacks in the Library, when colleagues (and students) used to drop in to chat all the time. Later, I was moved to
the basement of the Mechanical Engineering block in a shared room, which was much too quiet, and not long after I took early retirement!
Sent from my mobile
Prof Phil Race
Hi there, James,
I'm not going to answer your question in full, but this: I think it is essential that such a unit is located in a part of the university that is accessible to as many academic staff as possible - so that they can just pop in to access your services.
In most universities, I think, this would NOT be in a central services/admin building. Certainly not (as my unit was) round the corner from the VC ...
That's my tuppence worth 😊