This paper describes an empirical study that addresses the question of how higher education institutions can disseminate effectively the outcomes of projects that seek to achieve large-scale change in teaching and learning. Traditionally, dissemination of innovation and good practice is strongly advocated within universities, but little consideration is given to developing enabling strategies and processes. Most current models of dissemination focus on sponsored workshops, seminars and courses; upgrading infrastructure; journal articles and scholarly publications; resource websites; some form of "teaching excellence" awards; and showcases of good practice. Although these are useful and do constitute a degree of dissemination, they are not sufficient for leading widespread changes in practice or implementation across an institution or discipline. A central task of this study has been to unravel the hitherto contested and unclear terms to explore the complex relationships between ideas and innovations and their dissemination better. (Contains 2 tables.)