In the 2007 ALTC DBI (Australian Learning and Teaching Council, Discipline Based Initiative project) survey of all architecture academics across Australia, New Zealand and Papua New Guinea, one surprising result was that a high proportion of academics were involved in intensive staff and personal development programs. In the original survey only the magnitude of this issue was identified and so, in the follow-up interviews that took place in the 20 schools of architecture, several questions were dedicated to the issue of staff development. Not only were academic staff asked about their development activities, both informal and formal, but each head of school and program convener was asked about the school‟s attitude to staff development. The present paper provides the first detailed reporting of the interview data pertaining to issues of staff and personal development in architecture programs. The paper categorizes the interview results by theme and frequency before providing an overview, in the academics' own words, of their perceptions and motivations. Key issues addressed in this paper include internal pressure to raise research and teaching qualifications, alongside external pressures to retain professional registration, and the personal desire to retain basic relevance and currency of skills. These, often conflicting pressures, are at the core of a range of problems in architectural education across Oceania.