The organisational culture at New Zealand's Otago Polytechnic has been shifting as a result of the "Designing for Learner Success" initiative, which focuses on the redesign and redevelopment of all vocational and degree programmes to improve learner success. The four-phase process (Preparation--Design--Development--Delivery) follows Biggs' (2003) constructive alignment principles of learning design to integrate strategic priorities, as well as experiential and blended learning, within curricula. Programme teams are supported throughout by colleagues in a centralised Learning and Teaching Development team. Unlike earlier efforts to involve staff in curriculum development, this collaborative learning design process has resulted in a change in organisational culture from one of siloed activities within programmes, to a more integrated and communicative team approach. The initiative has also proved to be an effective model for professional development. The model is experiential, and success is achieved through growing academic capability, and by changing beliefs, attitudes, and teaching practices with regard to learning design and educational technologies.