ALT able 2. Orientation, intention, and allegiance for the mental models.Developer roleIntention ofconsultancy interactionDeveloper’sallegianceConsultant/developerperceived asInstitutionalizer Domestication, implementingpolicyInstitution•Expert in teaching•Administrator•Not a peerProfessionalizer Domestication, remediation, ordevelopmentProfessionalstandards•Expert in teaching•Non-expert in con-tent•Expert in a consult-ing model•Not a peerResponderLiberation, enhancement, andtransformationIndividualacademic•Peer expert in teach-ing•Peer expert in con-tent•Fellow scholarInternational Journal for Academic Development235

ALT • We are majority female (70.4%) and mostly in our 40s and 50s (60.4%). • Most of our workplaces are public institutions (86%) and most value research over teaching (68.6%). • Our employment status is divided almost equally three ways between academic, administrative, and combined academic/administrative roles, with slightly more of us on academic appointments (37.2%). • Almost all of us teach (95.6%), although only just over a third of us teaches (post) graduates and under a third teaches undergraduates – the two groups of students that our clientele teaches. • Four-fifths of us (82.3%) conduct research, although it is only contractually required of just over a half. • More than half of us (58.6%) hold a doctorate or higher, and for two-thirds of us, our highest qualification is not in education. • Despite the previous point, developers’ highest qualifications are still most likely to be in professional fields (including education) (34.1%).

ALT Black background, male dressed in red T-shirt holds a white book in front of face and points upwards. The text asks: are educational developers real / Legitimate teachers and academics?

ALT Text is repeated from the tweet superimposed over a melon that has been painted purple situated on a purple background