As always, your comments are most welcome. I'm interested in the larger issue of what would drive institutional change, or why anybody would want it. Indeed, it would probably be embarrassing for most researchers to admit how hard it is for them to pick up new ideas, and how many old ideas they are still in need of assimilating.
Institutional change requires some kind of driver.
With the right analysis, one possibility would be hooking up research learning with student learning, through the role of extant time-consuming seminars is relevant. Mathematics cultural life and its seminars are especially good at revealing this driver. The Academy understands labs as effective places to produce research. This is partly because laboratories appear to produce a hands-on product. The Academy, however, has less understanding of the benefits of seminars.