To boldly go where no-one has gone before : multi-campus teaching bringing academics together

![CDATA[Although much is written on teaching models, teaching methodology and learning processes, these writings traditionally assume the delivery of content and facilitation of process of learning to take place between lecturer and students. The literature is sparse on delivering content in a process of teaching and learning where the pedagogical model for one unit, subject or module includes up to 15 other lecturers. The authors have experienced transitional change through amalgamation of universities and consolidation and harmonaation of units taught. We are now dealing with cross campus coordination of large units (exceeding 700 students), where the campus locations are scattered across an area of over 800 km2. This paper explores the advantages and disadvantages associated with co-ordination of such units, including the necessity of a closer working relationship with colleagues at different locations and a large number of adjunct staff. Issues discussed are the assurance of delivering the same content, control of quality of delivery of content, faciliitation of learning process, communication and personality differences. This paper concludes by offering practical solutions to the issues discussed, largely drawing upon the experience of the authors and their colleagues during this time of transition in universities, and reflecting upon how this new practice impacts upon established theory of teaching and learning.]]