"Quality teaching", "curriculum change" and "innovative practice" are just a few of the common phrases used by university academics as a basis for defining and justifying their actions as educators and policy-makers. Yet our analysis of 25 interviews with academics revealed differences in their conceptions of these terms. While the impact of such disparity upon the clarity of discussions across campus is not known, it is likely to be significant. We suggest there is a real need for academics and developers to work together to identify the meanings behind the language of higher education. By working collaboratively and contributing individual expertise, academics and developers can develop converging understandings and better shape the university curriculum. This paper explores ways in which we can work together to achieve this goal.