This paper presents the outcomes of a small research project that sought to explore the value of a Staff Associate Scheme linked to the Centre for Learning and Teaching (CLT) in a post-92 university. The Associates are a group of academic and professional service staff seconded from their Schools and services for one day a week, usually for a year, to work collaboratively with the core full time Centre for Learning and Teaching team on projects of interest which relate to learning development and align with the strategic aims of the university's Education Plan. This paper reflects on the findings from narratives provided from autoethnographic Associate reflective diaries and survey responses that sought to explore the participants' practice experiences, learning journeys, and perceptions of the value of their membership of the Associate Scheme. The discussion is widened by the consideration of findings from the participants, which contributed to the iterative development and enhancement of the Scheme. Findings showed a positive impact of the Scheme on the Associate participants and their practice. They viewed the scheme as beneficial to their collaborative skills, the building of unusual synergies, and in the supporting of innovation and impact as cross-university learning developers. The paper concludes by drawing together themes from the research, lessons learnt, transferability of findings to other universities, and consideration of the requirements for a successful future Scheme.