The prospect of the increase in tuition fees in England from 2012 pulled learning and teaching into the limelight as universities sought to safeguard student recruitment and league table positions in an envisioned new era of increased market competition. As each institution sought to market itself to potential students with a specific learning and teaching 'offer', local subject areas faced increasing demands for quality monitoring as well as a host of initiatives and changes to their existing provision. The acceleration of change brought to the fore structures and dynamics that are usually difficult to detect in the routines of everyday life. This article focuses on one U.K. university and explores how the government for accelerated change aimed to reshape learning and teaching practices in preparation for the new times, but in fact served to undermine the visions that had fuelled this change.