I write this blog in my dual capacity as both co-investigator on the Unbundling Higher Education research project and as departmental co-ordinator of academic staff development work in my local university. As such, my particular interest in this post is on pedagogy; in this instance on the inter-relationship between the process called unbundling and the pedagogical dynamic between academic staff and the students whom they teach. Our academic staff development project work and research at my university has consistently sought to understand the ways that lecturers and students engage pedagogically with each other; with disciplinary contexts; and with the wider tacit and explicit socio-cultural contexts called higher education. In so doing, we have located our focus in the micro, meso and macro educational and other systems that surround teaching and learning and the ways in which the players act in, on and with these systems. Unbundling is one such ‘system’ and it is crucial for an understanding of how teaching and learning works (and changes) that we see this system as both shaping and being shaped by the pedagogical system in this university. The systems and the players are making each other; they are co-constructed and have different and dynamic agency.