This paper aims to provide a first evaluation of the University of Bedfordshire Business School’s innovative attempt to develop a new suite of Masters Programmes that delivers in terms of academic rigor and employability requirements while providing a rich student learning experience. The new delivery is based on a block delivery model that rationalises the previous offerings by providing a smaller range of standardized large units which are more tightly integrated to each other and are part of courses with particular characteristics such as a four-tier induction system (with inductions being progressively more employability-focused as students’ progress from one unit to the next) and the final capstone unit where students have a choice between a traditional dissertation and an experiential final project. That common architecture is coupled with a flipped classroom delivery style, utilization of blended learning and rich peer-to-peer learning opportunities with multiple entry points providing additional students into the cohorts for each unit. Preliminary data is provided here as an early evaluation of the approach’s effectiveness and efficiency in terms of the delivery experience, the assessment strategies, the levels of student engagement and performance, as well as the experience of staff and students.