This presentation explains how a teaching-led university implemented a TQEF Research Informed Teaching (RiT) project which contributed to a more reflexive, critical approach to its pedagogic practice; simultaneously part of an institution’s change agenda. In UK higher education, it is recognised that current debates on the links between research and teaching have surfaced at both institutional and disciplinary levels (e.g. Healey 2005, Jenkins and Healey 2005, Brew 2006, Rowland 2006, and Jenkins, Healey and Zetter 2007). In the USA, in providing the conditions for undergraduate engagement in a community of scholars, the Boyer Commission (1999: 9) advocates that ‘The ecology of the university depends on a deep and abiding understanding that inquiry, investigation and discovery are at the heart of the enterprise …’ Hodge et al (2008:1) propose that, in moving towards what they describe as a discovery paradigm or ‘student as scholar’, this requires ‘a fundamental shift in how we structure and imagine the whole undergraduate experience’. The strategy has focused a learning through enquiry approach (EBL) emphasising self-authorship and knowledge creation. This presentation shows how a paradigm shift from learning to discovery surfaced in the YSJU context and explains how EBL engaged staff and students in a shared enterprise of enquiry and research.