Research and educational interventions that are directed at enhancing capacities for the exercise of legislative oversight have been elements of wider neglect by universities. As a consequence, capacity initiatives are driven by legislature officials who invariably have a limited understanding of the complexities and limits of educational interventions. To counter an instrumental orientation to the development of legislator capacity, this article draws on the lessons derived from a university-based programme for public representatives, to postulate a proactive approach to strengthen the demand side of governance. The experience points towards the importance of using academic reflection, and a deeper rootedness in political discourse, to shape optimal educational programmes for legislators. The key to establishing such capacity offerings are engagements with a wider knowledge of legislator performance and a willingness to take leaders