Double degree programs have significant untapped potential in preparing graduates for employment. The potential benefit, they argue, is that graduates develop "transdisciplinary skills" that are highly valued by employers. Transdisciplinary thinkers take a unique approach to solving problems. They draw information from diverse sources and seek collaborations to produce "socially robust knowledge". However, the way most combined and double degrees are established does not foster transdisciplinary learning. This is because the combination of degrees tends to create an administrative rather than pedagogical structure. This means that an arts-science student, for example, simply has access to subjects from arts and science faculties. Upon graduation, graduates would be able to perform skills essential to both special areas. But they have not necessarily developed transdisciplinary thinking.The rare double degrees that are pedagogically designed can unlock the potential of a combined curriculum. In such cases, arts-science graduates can also imaginatively develop unique research methods, or ethically interpret information systems, or persuade non-experts to change their behavior based on scientifically informed debate.Universities are increasingly considering different degree structures. The Australian National University (ANU) claims that their new flexible degrees improve graduate employability in a way that "suits your head and your heart". Students complete any two degrees in four years from arts, social sciences, business, or science. The University of Sydney offers a similar option with a four-year Bachelor of Science and Arts.Such degrees expedite a student's completion. But they are administrative combinations that rarely push students to experiment with approaches and practices from both degrees.Employers repeatedly point to the complex nature of the modern work environment and advise that they highly value graduates with the skills provided by a broad general education. Some countries education policy need students must complete between two and four subjects from outside their faculty. For example, a science graduate must have completed subjects taught by non-science faculties, such as education, arts, business, built environment, or law. Such a program appears to be more pedagogically driven than the standard double degree. Students in "GenEd" subjects draw on their existing knowledge to solve problems in unfamiliar disciplinary locations. The learning promoted here is a valuable kind of creative disciplinarity, but it is not transdisciplinary.We coordinate a new degree at the University of Sydney which has been designed to promote trans discipline. The three-year Bachelor of Liberal Arts and Science (BLAS) offers students the administrative freedom to study in two faculties while mandating the completion of core units in critical thinking, ethics, and communication. Hence, BLAS students complete a major in arts or science, including up to 12 subjects in their chosen field. A further six to eight subjects are chosen from the other faculty. That is, an arts major must also complete six to eight science subjects. Finally, six liberal studies subjects must also be completed. Here in the physical and intellectual space of liberal studies subjects students from diverse disciplinary backgrounds collaborate to address problems of research, writing and ethics, task of developing global awareness to social studies courses, or should we spread the responsibility throughout the entire curriculum.