This project examined the impact on learning and teaching of recent significant changes in UK higher education policy. The term "pedagogic stratification" is used to explore and analyse how institutional type may relate to different conceptions of "teaching excellence" and "the student experience" adopted across the sector. We looked at how universities choose to position themselves in terms of their institutional self-identity and their market position, and thus their approaches to "teaching excellence" and the "student learning experience." This gives insight into: (1) the way institutional discourses may/may not re/produce social and political inequalities; and (2) the different interests being served. The following are appended: (1) Interview questions used with senior academics; and (2) Survey to teaching staff. [This report was written with the assistance of Paula Sealey and Josef Ploner.]