Purpose – While creativity and innovation are found within many disciplines, the opportunity to develop a tangible skill set and share ideas with contemporaries can be limited within the siloed structure of many tertiary institutions. The purpose of this paper is to evaluate a model that addresses the pedagogical challenge of interdisciplinary learning.
Design/methodology/approach – This paper adopts a case-based approach. The case subject is Aalborg University that founded an intensive entrepreneurial education workshop that incorporates a problem-based learning (PBL) approach. This paper evaluates the program design, development, and replication plus compares the motives and subsequent experiences between workshop participants in Denmark and Australia. Findings – The findings of this case study validate the centrality of entrepreneurship education as a discipline which has the capacity to unite staff and students approaching problems from various fields. The workshop design was adapted to the changing needs and expectations of staff and students and was successfully replicated overseas.
Originality/value – Denmark established an innovative, intensive workshop which seized the opportunity to deliver an engaging program that unlocks untapped creative potential among students from diverse cultures and multiple disciplines. Overall, this research contributes toward the body of knowledge examining student engagement and the delivery of PBL activities within an interdisciplinary learning environment.
Original languageEnglish
JournalHigher Education, Skills and Work-Based Learning
Issue number1
Pages (from-to)41-55
Number of pages15
Publication statusPublished - Feb 2018


  • Entrepreneurship education
  • Interdisciplinary education
  • Problem-based learning
  • Real-world problem solving


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