In recent years, universities in Australia have been facing enormous challenges from an increasingly competitive market and tight funding budgets. Against this backdrop, the pandemic has worsened the financial situations of many universities, propelling them out of their inertia and making unprecedented changes to survive. This study presents a successful attempt at pedagogic innovation from Victoria University (VU), Australia, to differentiate itself from the crowded market and better cater to students' learning by centring their needs. The study reports on the qualitative data and on the perceptions and reflections of VU leaders, teaching staff and students, on the pedagogic endeavour the 'VU Block Model®', after two years of implementation. The findings indicate that by putting student experience at the core and wrapping around an organisational context that puts teaching first, a university can differentiate itself from the market and meet the demands of economic growth and competition.