Educators must distinguish what is the correct balance of knowledge between ‘expert’ and ‘local’ that graduates irrespective of discipline require (Yanow, 2004: 12). The ‘expert’ dimension comprises explicit, theory-based, academic, professional, or scientifically-based knowledge particular to a discipline or profession whereas the ‘local’ dimension comprises forms of knowledge and ways of doing which are practice-based, deriving from experience and problem solving in a specific context. These ‘softer’ skills enhance graduate employability and professional identity and an ability to apply their knowledge in a relevant discipline or profession (Rae, 2009, Draycott & Rae, 2011; Gibb, 2011). How best to encapsulate these skills into non-business disciplines is a challenge for educators and we propose that modules, focussing on entrepreneurial learning provide a useful conduit to develop the relevant ‘local’ knowledge in a context driven manner. The research provides insights to aid Business Schools wishing to develop similar collaborative modules. It heightens the awareness of the central role of the Business School as a nexus in the provision of relevant expert and local knowledge which enhances the personal and professional capability of the graduate