Description: Using the analogy of education.zip and learning.zip this paper explores the impact of the creative knowledge economy on the construction of degrees within higher education. In early 2000 a new pre-service education degree was developed in Central Queensland based on the impact of the knowledge economy on pre-service teacher education. This degree led to a reconceptualisation of a traditional Bachelor of Education towards a 'futures oriented' degree called the Bachelor of Learning Management. This degree signalled a shift in emphasis from education to a clearer focus on learning. More recently a degree based on the creative enterprise was also developed at the same institution in response to the state government push for creativity and industry. The challenge for these degrees was on linking more closely and realistically with the chosen industries in order to ensure student learning more in tune with the skills needed for the twenty-first century rather than knowledge constructed in rarefied contexts such as the university lecture theatre. This meant working out how to articulate tacit knowledge from industry into explicit knowledge when tacit knowledge "is not written down and is hard to articulate" (Leadbeater, 2005). Tacit knowledge of education is difficult to codify and even more difficult to construct in traditional ways. Methodology: This paper explores two case studies of the Bachelor of Learning Management and the Bachelor of Creative enterprise and analyses the issues and challenges that arise when dealing with education in the twenty-first century. These degrees are two examples of the shift from "traditional industries, dominated by craft skills … to innovative, radical fields [where] ideas circulate at high velocity." (Leadbeater, 2005, p. 127) Data collection consisted of the following: 1. A survey based on determining local attitudes to learning, university and career aspirations. 2. Focus groups Conclusions: This research project focused on what skills are necessary within a 21st Century community and the impact of these conversations on the local Central Queensland community. Reeves, Herrington and Oliver (2004) discussed the need for the clarification of community for support of online learning, engagement theory, and building learning communities. A challenge for educators is to combine these issues and link them to agendas such as Education and Training Reforms for the Future (2002) where it is argued that "a well educated and skilled population has become a defining characteristic of a modern society with high living standards …. Our education and training system must teach them about the world as it is now and prepare them for a future that we - today- can only imagine". The dilemma facing the higher education sector is how current research rhetoric around what skills are needed for the 21st century translates in to practice in a rural Central Queensland Community. What this project explored was the connections between the product that is being offered in a University setting, the 21st Century rhetoric and the reality of local community perceptions of their needs.