Case Study
Shorter terms, confident delivery
Supporting a University to implement a new delivery model
The Problem
A leading university was preparing to shift to a new delivery model that introduced shorter, more focused teaching periods and a more immersive approach to learning.
The shift represented a major change in how academics planned, structured and delivered their teaching. It also required professional staff to adjust how they supported students and managed academic operations.
While early operational planning had started, staff did not yet have the clarity or support needed to manage the scale and pace of the shift. A large number of Units of Study needed to move to the new pedagogical model in a tight timeframe, and for some academics the changes to teaching design and delivery were significant. These pressures created a real risk of uneven adoption across faculties and pressure on teaching quality during a critical period of academic reform.
Our Approach
Lilyfield Partners was engaged to bring structure, clarity and readiness to the transition.
We began with a targeted impact assessment to understand how the new delivery model would affect academic and professional roles and to pinpoint where additional support and focused engagement were needed.
Using surveys, focus groups and direct engagement with faculties, we developed a practical transition roadmap. It sequenced communications, uplift activities and readiness checks and anchored guidance in how teaching and student support would operate under the new model.
We also provided hands-on implementation support, working alongside faculties to resolve emerging issues and support day to day problem solving. This kept momentum steady and helped staff navigate the transition with confidence.
The Solution
Shifting to a more immersive focused teaching rhythm changes how academics design learning, manage assessment and support students. Established habits, discipline-specific needs and existing workloads add complexity if not addressed early.
Our approach centred on:
Relevance – Clear, tailored guidance so academic staff understood how the new delivery model affected their work.
Clarity – A single structured roadmap linking the change in teaching periods with the adjustments required in learning design, assessment timing and student support.
Engagement – Facilitating meaningful dialogue and faculty-level discussions that helped the change land appropriately within each discipline.
Embedding both change support and practical implementation assistance from the outset gave staff the confidence to adopt the new delivery model.
Problem Solved
A well-planned transition meant fewer disruptions, smoother adoption and stronger engagement.
The university achieved:
Stronger alignment – Academic staff had a clear understanding of what was changing and why.
Stable delivery – Teaching quality and course delivery were maintained throughout the transition.
Sustained engagement – Ongoing support ensured staff felt equipped rather than overwhelmed.
By embedding structured change support and practical problem solving into the transition, the university established a strong foundation for long-term success and adaptability.
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