Chapter 5. Charting Interdisciplinary Innovation Programs: Map of Experiences Paola Bertola, Nabil Harfoush, Federica Vacca 5.1 Introduction There is consensus that higher education institutions in post-industrial economies are experiencing a general crisis, expressed in their lack of flexibility to address contemporary challenges and rapidly changing needs (as touched upon in Chapters 1-3). A literature review shows that the debate on cross-, inter-, multi-, and transdisciplinary education is still raging among academics (Kozma, 2005). Within this debate a theme has emerged during the last decade for schools of art, design, engineering & applied sciences, centered around the subject of enabling innovation and positive world transformation by design. Innovation enabling became its imperative and its most progressive institutions, such as Stanford’s d.school, IIT in Chicago, School of Information at Berkeley, Media Lab at MIT (Dym 2005, Litzinger 2011), became laboratories for testing new pedagogies and educational approaches as well as supporting the transition from discipline-based education to process/problem-focused education (Beetham, 2013). As introduced in Chapter 4, the needed transformation should be radically centered on students and based on innovative ways of teaching, new organizational frameworks and collaborative learning environments. During the last decade, many examples of these changes emerged from all over the world, supported by a scientific debate on how to positively drive different national educational systems to be able to face the fast and turbulent transformation of economies and societies (Andersen, 2012; Daeun and Sunhee, 2014). One of the most evident and earliest changes was related to universities opening new programs not anymore centered on creating experts in specific domains of knowledge but rather centered on problems. In this perspective many curricula addressing complex topics such as system design, service design, sustainability or even innovation itself were created, such as for example the programs introduced at Glasgow University of the Art in Scotland on “Design Innovation & Environmental Design”, “Design Innovation & Service Design” and “Design Innovation & Citizenship”. In these new programs the goal of education is enabling individuals to be responsible for their future role in society and for its positive transformation, such as in the Graduate School for Future Strategy created at KAIST University in Seoul, Korea, which claims: