In this chapter, we provide a narrative and reflective analysis of the collaborative efforts of a centre on educational and academic development (Academic and Learning Enhancement—ALE), University of Greenwich, to drive change, participation and inclusivity within a constantly transformative and labile context. This will be explored through two areas of practice: teaching and learning, and pedagogic research. In the first area of practice of this chapter, we will discuss about our aim to enhance teaching, learning and professional development, mainly through our professional accreditation schemes and taught programmes. We will draw on the Advance HE professional recognition scheme, aiming to support the professional development of teachers and practitioners in Higher Education, including professional services as part of enabling the development of all staff, as well as our Personal Tutors and Student Advising roles scheme, which supports staff to gain professional recognition with the UK Advising and Tutoring Association (UKAT). We will subsequently focus on ALE taught programmes and particularly the endeavour to proceed to an online teaching mode, the development of asynchronous CPD activities, and the engagement with diverse student bodies including professionals and Translational Education (TNE) partners. In the second area of practice, our focus turns to our goal of improving the quality of education through the Pedagogic Research Special Interest Group (PR SIG), an institution-wide special interest group (SIG) on pedagogic research, initiated by ALE. The PR SIG serves as an interdisciplinary and collaborative space for a highly diverse university community to develop skills and practice in the area of pedagogic research. We discuss our practices around the structure and sustainability of the Pedagogic Research SIG, which are supported by the use of Technology Enhanced Learning (TEL) tools and are characterised by values such as openness, transparency, inclusion, and equity, endorsed by a compassionate community of practice. We conclude by reflecting on the future of academic development in global education and how this can be shaped by embedding inclusive, democratic, emancipatory practices and the pedagogic and constructive use of TEL tools to enhance teaching, learning and research, drawing implications for practice at an international level.