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• Systems thinking in business education encourages decision-making within a broader context, exclusive of a single disciplinary approach.
• Employers need agile graduates capable of solving problems that exist in confusing systems and often alongside concurrent challenges.
• Some traditional educational methods can hinder a more integrated approach to addressing complex issues.

Transcript

Peter Møllgaard [00:15]: OK, so systems thinking is very important for business education today because we have all these polycrises, we have complex settings. So businesses need to take decisions acknowledging that there is a wider context. And if you ignore that, then you will suboptimize. The decisions that businesses will take would not be the right decisions.

And we need, of course, to take that into the classroom to make sure that our students, our graduates, will not suboptimize, will actually understand that they are part of a, that what they do is part of a bigger system.

Whatever that system might be depends on the concrete situation. So this way of looking at an issue at hand with a number of different, from a number of different perspectives is exactly what we need our students to learn.

We need to make sure that our students, our graduates, will actually understand that what they do is part of a bigger system.

[01:13]: When I talk to employers, what they are facing are a number of different crises that happen simultaneously: geopolitical crisis, climate change, whatnot. So there are lots of different things going on. And employers need to be agile. They need to operate in that very confusing system, really.

And in that confusing system, they need to have graduates out of business schools that can actually deal with that and can also engage in multidisciplinary, multigenerational teams that will solve these things.

So I think if you look at it from a very abstract point of view, this agility and the systems thinking are very well connected and would solve the issues that employers need to have solved these days.

So one example could be if you want to change the waterways in Ghana.

[02:10]: So we have a development problem, a Danish development project in Ghana, and you could think that you can just take solutions from Denmark and plug them in Ghana.

Of course, that would ignore the very different society that you are. The system is different. Simply, it’s a different legal system. There’s a lot less legal control. It’s a different behavior.

So, for example, in Ghana, people regularly just plug into the water pipes and say, well, I need water. So that would be illegal, but nobody cares, and they do that.

So if we want to take our solutions from Denmark, we need to understand that the behavior and the legal system is different, and only then can you become efficient in providing solutions to the Ghanaian society.

So in the classroom, we incorporate anthropology. So you need to understand behavior and actually observe behavior.

You need to be able to integrate the different disciplines in one solution. And so, if you get too hardcore into one discipline, then there’s a chance that you don’t open up.

[03:07]: What are they actually doing? Not what you think they should do or could do. We have legal aspects, we have globalization aspects, cultural aspects—a lot of different aspects to cover the system.

And of course, the ultimate aim is that you integrate all those different aspects, when you look at the problem at hand, for example, improving water pipes in Ghana, which is a hugely valuable thing to do in Ghana. 

Traditional ways of teaching can get in the way because what we need is that there is an interface with other disciplines, right?

So that’s what I call integrative thinking—that you need to be able to integrate the different disciplines in one solution. And so, if you get too hardcore into one discipline, then there’s a chance that you don’t open up.

[03:57]: You get religious with that particular methodology. And that’s not good when you need to be able to work in multidisciplinary teams or just apply a systems thinking in your own head.

I’m not sure we have challenges that we can’t solve ourselves, but there are often … a certain conservatism when it comes to changing curricula. And I think that’s something we need to work with, but that’s our own system. We should be able to work with that.