The capability to “hold a space” becomes the central purpose of management education. The capability of holding a space grounds deeply in our human heritage; it represents the ultimate duty of the Elders among many indigenous people. In our world, this capacity is known as the fundamental skills of a good coach; the degree to which a coach is able to create and hold such a space determines the potential outcome of a coaching session.
Collaborative learning platforms for action learning and research (collaboratories) become the distinguishing factor for future management school. They represent the preferred meeting place for citizens with a desire to act responsibly for the world. Participants come from all walks of life and from all 4 corners of the planet. They share a common passion for wanting to make a difference and they co-share the responsibility of learning with the faculty. They include both the so-called 99% including the 4 billion at the “bottom of the pyramid” as well as the 1% currently in function of responsibility and power.
Collaboratories can be located in business, in society, communities, at management schools, virtually or a combination of all of these. The key of these platforms is that they are organized around issues rather than disciplines. Issues addressed include: hunger, energy, water, climate change, migration, democracy, capitalism, terrorism, disease, violence. Systemic thinking and design thinking enable step-changing innovation and rapid prototyping as fundamentals of magic: finding solutions to the impossible. Action learning and research meet in order to jointly immerse in a new type of activity: issue-centred learning focusses on environmental, societal and economic issues both globally and locally.
“Never doubt that a small group of thoughtful committed citizens can change the world; indeed, it’s the only thing that ever does.” Margaret Mead
At the management school of the future, we see the faculty as lead-learners and guardians of this space. They reflect a rich combination of stakeholders: coaches, facilitators, business and management faculty, citizens, entrepreneurs and elders . They see themselves as transient gatekeepers of a world in need of new solutions and stand out with their attitude of service.
 Students tell us that we are preaching to the converted; that they realize the world is at a critical place. They want to address the issues and perceive professors as self-absorbed by their own shift in consciousness. Source: GRLI Meeting Stuttgart 2011.
 The energy of an elder, or the stereotypical grandmother, complements a learning environment with an essential factor: grand-mothers (uncles, retired professors, god-mothers, etc.) are storytellers able to put a current issue into a larger perspective. They have experienced many phases of success and failure, exploration and disappointment not only from a global, economic or societal perspective, but also from a human point of view of individual cycles of life.