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Abstract
This paper examines a number of propositions for the professional development of teaching in higher education which emerged from the recent Society for Research into Higher Education/Leverhulme Trust study into the future of higher education. These propositions are analysed through two models of innovation processes relevant to higher education contexts. The analysis suggests modifications to the propositions and makes recommendations for practice. Emphasis is placed on the need to implement a co‐ordinated strategy for professional development at all levels of the higher education system and draws attention to power, leadership, ownership and gain/loss as decisive factors influencing the process of change.