Supporting musician health in tertiary music education requires sustained

collaboration across disciplinary boundaries. This paper explores how institutions can

develop meaningful multidisciplinary, interdisciplinary, and transdisciplinary

partnerships to address the complex and interconnected dimensions of musicians’

health and professional sustainability. Effective collaboration depends on shared

goals, formal structures, regular interaction, dedicated coordination, adequate

resources, and institutional recognition of collaborative work in workload and

promotion systems. The paper distinguishes between multidisciplinary approaches, in

which disciplines contribute from their respective perspectives; interdisciplinary

approaches, which integrate knowledge, methods, and competencies to develop

shared understanding and practice; and transdisciplinary approaches, which extend

beyond established disciplinary boundaries through the co-creation of knowledge

among researchers, practitioners, educators, and musicians. These distinctions are

particularly relevant to tertiary music education, where musician health cannot be

adequately addressed through music education, medicine, psychology,

physiotherapy, or health sciences in isolation. An example involving physiological

recordings during ensemble playing illustrates how disciplinary expertise can be

progressively integrated into interdisciplinary educational practice and, ultimately,

transdisciplinary knowledge creation. The paper argues that the goal should extend

beyond bringing disciplines together to creating educational environments in which

knowledge is integrated, transformed, and translated into shared competencies and

meaningful practice. Such approaches may contribute to more holistic

understandings of musician health and to sustainable professional practice.