This paper and the associate conference presentation review the initial findings of a PhD study in Professional Education, a mixed method, interdisciplinary project which aims to contribute to research on interdisciplinary pedagogy related to both teaching and enabling creativity. The research focuses on Creativity and the Creative Industries, the final module of City University London’s Masters in Innovation, Creativity and Leadership (MICL), an interdisciplinary Higher Education (HE) Masters designed for mature students with managerial experience. The module’s teaching includes collaborative, experiential arts workshops (eg drama, classical music, improvisation and art) to support the students’ group and individual artistic projects and final reflective journal and report. The paper outlines these theoretical propositions which inform the study’s data analysis (Yin, 2008, p.18): That the module’s learning processes are artistic, unfamiliar, disruptive, embodied experiences That the students create an applied understanding of their learning through reflection and personal narrative That critical incidents in the students’ personal narratives will be expressed through metaphors of personal and professional identity That both narrative (eg James and Brookfield, 2014, p.106, citing Kűbler-Ross’s (1997) Change Curve) and personal change models (eg Heron, 1992, p. 122) will usefully inform the analysis.