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Even as the notion of continuing professional learning or development (CPL) in academic practice has become more established, the concept of curriculum and the nature of the learning involved remains problematic. We argue for a focus on transformation of self, and posit this as an expanded version of one established curriculum model. Through a case study of a participant in one graduate programme offered as CPL for clinical medical academics wanting to formalise their educational qualifications, this paper explores ways in which prevailing institutional management orthodoxies as well as historical institutional epistemologies influence possibilities for growth and development. We suggest that institutions need to find ways to strengthen their sense of identity and self-confidence if this situation is to improve. [ABSTRACT FROM AUTHOR]