Considerable attention has been given to physical design elements of the Learning Commons as many universities seek to create more student-centred environments.  However less attention has been paid to the development of sustainable staffing models that underpin the Learning Commons.  In addition to describing the Learning Commons journey, this paper outlines the planning, implementation and evaluation processes employed in developing a service and staffing model at Victoria University (VU).  
A multi-tiered service model was developed involving the three collaboration partners: Library, Teaching & Learning Support and Information Technology Services.  The paper describes the roles and capabilities that each group brings to the shared environment of the Learning Commons in a multi-campus institution.
The VU experience is differentiated by a strong focus on learning. To improve engagement with students and to capitalise on peer mentoring theory, a Student Rover program was developed and piloted.  Student Rovers provide first-tier support to students in the Learning Commons environment. They also assist their peers through referrals to more experienced discipline specialists as well as contributing to a culture of learning.
The paper highlights learning outcomes in the evolution of a Learning Commons philosophy to underpin the mission of an innovative and dynamic university.