Schools and universities are trying to juggle pressures to give attention to 21st century life and work, as well as retain some of the strengths of what education has built to this point. Thus, for the Australian Curriculum, we see an emphasis on capabilities and cross-curriculum priorities alongside ‘Learning Areas’ (or traditional subjects). For universities policy documents consistently align ‘Innovation’ almost exclusively with inter-disciplinary or ‘mode 2’ forms of research, while nevertheless wanting to demonstrate ‘excellence’ as it is measured in traditional ARC disciplinary codes and citation-based rankings (cf Woelert & Millar,2013) . This project shows the concerns of teachers in history and science about the impact of an overarching utilitarian and outcome based perspective on student subject choices and engagement; and the concerns of university researchers about the arbitrary way in which either disciplinary or non-disciplinary forms are being prioritised in different funding schemes.Woelert, P. & Millar, V. (2013). ‘The ‘paradox of interdisciplinarity’ in Australian research governance. Higher Education, 66(6): 755-767.