Good to hear from you, Nick. Yes, you're correct about the disciplinary approach to educational development. That model was included with the set of 7 models of educational development. I didn't include it in the directions summary as there was only one institution in our study that identified the disciplinary model. It however is an important development for a number of reasons and, for a number of good reasons, we may see more of the decentralized disciplilnary units or elememts of that type of unit developed in the future.
In regards to whether the models develop as a cycle, you're correct in stating that is not necessarily the case. However, for many institutions, the beginning stages of educational development often have elements of the volunteer and /or 5% models and the next stages are often the part-time or full-time coordinator or director model.
I agree, the tensions and ebb and flo of the movements of educational development are most intriguing and we are working with those ideas in the longitudinal chapter for this study. As one example of the types of changes, for the comparable year 2000 study, the group of study institutions was noted for the stability of their educational development structures. For this longitudinal study, completed 11 years later, the study institutionsl were marked by major changes undeway in educational development structures and practices. Lots to think about!