This chapter outlines a new perspective on disciplinary collaboration that draws inspiration from ecology that observes that the edges where ecosystems meet tend to have greater biodiversity than the ecosystems themselves. This thinking is applied to a typical University Faculty consisting of three Schools to show that the potential for collaboration across disciplinary boundaries is rich. The chapter proposes a new degree structure that embeds problem solving skills as core to the production of “pi-shaped” people, defined as those that have disciplinary depth in two areas and the ability to work outside of their core area. In this regard, problem solving is consider an area where a student can achieve depth of knowledge. The degree is designed such that it produces an exchange of students across disciplinary boundaries and also structured so that it takes students on a journey through different models of disciplinary collaboration. The degree is seen as a key enabled of achieving so called “Mode 2” knowledge production.
This chapter suggests that in terms of preparing creative technologies graduates it is better to define what skill sets will be in the future rather than attempting to define either what creative technologies is now or what a current creative technologist should be capable of. The chapter is a collaborative attempt to explore the future definition of a creative technologist through a form of creative expression. The chapter utilizes a combination of self-reflective narrative and performative writing to develop position descriptions for jobs that may exist in the future, where each job is an extension of an author's life trajectory. A cluster analysis is undertaken to identify common themes that define the possible characteristics and attributes of future graduates that can be used to design the curricula for creative technologies programmes to meet the needs of the changing world.
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