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Journal of Business and Educational Leadership interviewed, and in particular at the concerns regarding linking disciplines and encouraging critical thinking, it would appear that the process of transdisciplinary learning has an excellent contribution to make. The fact that a number of lecturers and colleges have acknowledged the need for the integration of the disciplines, and the fact that they have already made tentative forays into the world of interdisciplinary learning, shows that they have acknowledged a need to do things differently. However, interdisciplinary learning is likely to fall short of their expectations, because it will not necessarily support critical thinking, nor will it provide a framework for knowledge generation. The move to transdisciplinary from interdisciplinary is a conscious one which will require some significant paradigmatic transformation and the sacrificing of some academic holy cows. Transdisciplinarity requires that: Lecturers release the role of the expert and embrace a more egalitarian power dynamic in the classroom in order to empower learners to engage in unfettered, genuine knowledge production. They should be comfortable in the role of co-learner. Teams be representative of disciplines. This would emulate the real world situation where leaders would be working in a management team which would necessarily reflect representivity from all organizational disciplines. The issue of compliance with the requirements of accreditation bodies would need to be addressed. The need for concrete measurement and outcomes that is normally associated with these bodies, was seen by some of the lecturers as getting in the way of creative transformation in learning methodology. Grading would not be able to conform to set predictable outcomes, based on current theoretical models, but somehow the ability of the students to create new knowledge, and the quality of that knowledge, would need to be assessed and evaluated. Lecturers will need to acknowledge that a simple move to interdisciplinarity and integration will fall far short of assisting students to grapple with the complexity of the postmodern leadership context. Students would need to be freed from the constraints of current theoretical models and encouraged to challenge, evaluate and re-examine extant theory in the light of its usefulness in application to messy, postmodern problems. CONCLUDING COMMENTS The aforegoing suggests that integrating a transdisciplinary andragogy into the MBA tuition model would add significant value to the development of leaders who live and work in the complex context of the postmodern era. Interdisciplinary teams that were engaged in knowledge generation would, of necessity encourage and develop critical and innovative thinking in students. The freedom of engagement in transdisciplinary teams, the quality of deep discourse and the depth of interpersonal engagement is an ideal forum for 59
Saunders grappling with complex, messy postmodern problems. The egalitarian relationship between the teacher and the taught creates a context where students have to be accountable for learning and the decisions they make, as they would have to in the real world. The meaningful relationships and quality discourse that would emerge from these transdisciplinary teams would further enhance the ability of students to relate effectively to people from different cultures and to embrace and work with the inevitable conflict that arises in these diverse think tanks. The nature of postmodern problems often being broad socio-political challenges would encourage the developing leaders to consider their roles as social architects and stewards in society. REFERENCES Atwater, J.B., Kannan, V.R., & Stephens, A.A. (2008). Cultivating systemic thinking in the next generation of business leaders. Academy of Management Learning and Education, 7(1), 9-25 Bennis, W.G., & Toole, J. (2005) How business schools lost their way. Harvard Business Review, 83(5), 96-104. Berger, K.S. (1978) The developing person. New York: Worth Publishers. Burnett, R. (2005). Disciplines in crisis: Transdisciplinary approaches in the arts, humanities and sciences. 8 May 2008. Charan, R. (2005). Ending the CEO succession crisis. Harvard Business Review, 83(2), 72-81. Dertouzos, M.L., Lester, R.K., & Solow, R.M. (1989). Made in America: Regaining the productive edge. (pp.156-165), New York: Harper Collins. Feyerabend, P. (1975). Against method. London. Foucault, M. (1972). Power: Knowledge. New York. Gibbons, M., Limoges, C., Nowotony, H., Schwartman, S., Scott, P., & Trow, N, (1994). The new production of knowledge: the dynamics of science and research in contemporary societies. London: Sage. Goshal, S. (2005). Bad management theories are destroying good management practices. Academy of Management Learning and Education. 4(1), 75- 91. Grey, C. & Wilmot, H. (2005). Critical management studies : A reader. New York: Oxford University Press. Gutto, S.B.O. (2006). Towards a new paradigm for Pan-African knowledge production and application in the context of the African renaissance. The International Journal of African Renaissance Studies, 1(2), 306-323. Habermas, J. (1981). ―Modernity: an unfinished project‖. Revue Generale des Publications Francaises et Etrangeres, Paris: Revue critique, Centre National des Lettres and Editions de Minuit. Harvey, D. (1990), The condition of postmodernity. Oxford: Blackwell Publishers Inc. Horlick-Jones, T., & Sime. (2004). Living on the border: Knowledge, risk and transdisciplinarity. Futures, 36(4), 441-456. Huyssens, A. (1984). Mapping the post-modern. New German Critique. 33,5-52. 60
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