“…Within the Education for Sustainability (EfS) arena, government strategic educational policies also support the need for graduates with skills for interdisciplinary collaboration (Department of the Environment, Water, Heritage and the Arts, 2009;Scottish Government, 2010;Tilbury & Cooke, 2005), and this has led academics to establish interdisciplinary subjects and courses at many universities (Global University Network for Innovation, 2011; Jones, Selby, & Sterling, 2010). Nonetheless, the practice of implementing cross-faculty, interdisciplinary sustainability learning remains in its infancy, with key structural barriers remaining and new challenges arising, such as the corporatisation of higher education (Gale, Davison, Wood, Williams, & Towle, 2015;Granados-Sánchez et al, 2011). The literature on EfS in higher education identifies skills in interdisciplinary collaboration as critical for tackling complex and intractable issues (commonly referred to as 'wicked problems'), and sustainability and climate change are frequently cited as examples (Briggs, 2012;Jones & Watt, 2010; National Academy of Sciences, National Academy of Engineering, & Institute of Medicine, 2005;Vincent & Focht, 2010).…”