Creative learning occurs when learners are encouraged to ‘think outside of the box’ and offer the world new knowledge. If the purpose of a university level education is to develop the skills of critical and creative thinking, this in turn means that teachers and facilitators must also appreciate the need to relinquish control and be responsive and receptive to new ideas, new ways of thinking. To equip learners to navigate their future careers in an increasingly complex world, we need to look beyond established knowledge and be proactive in identifying issues of future relevance as well as focusing our energies on solving current problems. In essence this requires a fulsome realization of a paradigm shift from transactional to transformational learning. A critical question regarding this premise is: how can teachers or facilitators of student learning be encouraged and supported in developing, designing and delivering a creative learning environment? In turn this leads to the question of whose responsibility it is to affect paradigm change which could have profound effects on the student learning experience, a shift in thinking about the nature of knowledge in the 21st century, and a strong focus for teaching and learning on what is not known rather than what is easily accessible information?