As the configurations of higher education become ever more complex, institutions and disciplines try to work out how best to configure/re-configure themselves in order to ensure sustainability and success. In that process debates about the purposes of higher education have become increasingly serious and pressing. Located somewhere within the challenging socio-political-economic drivers and pressures are discourses and practices associated with creativity, innovation and transformation. Frequently these appear to be, or are perceived to be, paradoxical or even antithetical in a higher education system focused increasingly on predictable linearity, supplying the job market, and reducing graduates to both customers and human capital. But, as our students face an increasingly complex and uncertain future, we may well need to re-think the facets of the hidden curriculum: what is taught, and why and how it is taught.