This article reflects the findings of an initial investigation of the origins of Personal Development Planning (PDP) and is part of a wider study of the impacts and influences of the implementation. Through an analysis of the socio-political contexts within which PDP as a set of educational processes took form, together with the many theories and approaches that have been adopted as part of its implementation, the conclusion is reached that, like many pedagogic practices within higher education, PDP processes remain poorly defined, under-researched and increasingly driven towards particular political expectations. In addition, it will also be argued that through the acceptance of new socio-economic priorities for education providers, and the subsequent engagement with a diverse range of pragmatic and ontological positions, attempts to establish personal, student-centred learning practices have been subsumed within externalised and personalised outcome expectations as demanded by stakeholder groups within this new socio-political context.