In these times of economic uncertainty within the Australian economy, it has been necessary for the tertiary education sector to implement changes to the very essence of its structure in order to respond to demands from multiple bodies, including the federal government, industry, and internally from the higher education sector. Academic development units are not immune to this uncertainty and the pressures resulting from this need for change. The Griffith Institute for Higher Education (GIHE) has recently experienced a greater reliance on the experience and knowledge of para-academics to assist in the provision of teaching and learning services. Whilst this provides an opportunity for para-academics to enrich, build, and enhance their qualifications and expertise, does this translate into progressive acceptance of these staff as academic equivalents? A review of the nature of these changes and an anticipation regarding reactions from the University community about the impact these changes might have on the perceived value of the unit will be raised in this paper.