Aligning the Hidden Curriculum of Management Education With PRME

An Inquiry-Based Framework

    Research output: Contribution to journalJournal articleResearchpeer-review

    Abstract

    This article argues that mainstreaming responsible management education in line with the Principles of Responsible Management Education (PRME) requires close attention to the hidden curriculum (HC), that is, the implicit dimensions of educational experiences. Altering formal curricular goals and content alone is not enough to improve students’ sense of social responsibility. Business schools are conceptualized in this article as multilevel learning environments comprising various message sites where students undergo moral learning and socialization processes. Using perspectives from HC research combined with transformative learning and communities of practice theory, the article offers an inquiry-based framework for PRME implementation that takes these moral learning and socialization processes into account. It provides suggestions for how to address the hidden curriculum both in the diagnostic phase of assessing a school’s PRME needs and in the implementation phase where PRME is integrated into business school learning environments. The concept of meta-messages is introduced to account for how students apprehend the HC at business schools.
    Original languageEnglish
    JournalJournal of Management Education
    Volume36
    Issue number3
    Pages (from-to)364-388
    Number of pages25
    ISSN1052-5629
    DOIs
    Publication statusPublished - 2012

    Cite this

    @article{62b179ff66244fc6bf71130451eb2b80,
    title = "Aligning the Hidden Curriculum of Management Education With PRME: An Inquiry-Based Framework",
    abstract = "This article argues that mainstreaming responsible management education in line with the Principles of Responsible Management Education (PRME) requires close attention to the hidden curriculum (HC), that is, the implicit dimensions of educational experiences. Altering formal curricular goals and content alone is not enough to improve students’ sense of social responsibility. Business schools are conceptualized in this article as multilevel learning environments comprising various message sites where students undergo moral learning and socialization processes. Using perspectives from HC research combined with transformative learning and communities of practice theory, the article offers an inquiry-based framework for PRME implementation that takes these moral learning and socialization processes into account. It provides suggestions for how to address the hidden curriculum both in the diagnostic phase of assessing a school’s PRME needs and in the implementation phase where PRME is integrated into business school learning environments. The concept of meta-messages is introduced to account for how students apprehend the HC at business schools.",
    keywords = "PRME , social responsibility, business ethics teaching, hidden curriculum, meta-messages, management education",
    author = "Maribel Blasco",
    year = "2012",
    doi = "10.1177/1052562911420213",
    language = "English",
    volume = "36",
    pages = "364--388",
    journal = "Journal of Management Education",
    issn = "1052-5629",
    publisher = "Sage Publications, Inc.",
    number = "3",

    }

    Aligning the Hidden Curriculum of Management Education With PRME : An Inquiry-Based Framework. / Blasco, Maribel.

    In: Journal of Management Education, Vol. 36, No. 3, 2012, p. 364-388.

    Research output: Contribution to journalJournal articleResearchpeer-review

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    T1 - Aligning the Hidden Curriculum of Management Education With PRME

    T2 - An Inquiry-Based Framework

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    PY - 2012

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    AB - This article argues that mainstreaming responsible management education in line with the Principles of Responsible Management Education (PRME) requires close attention to the hidden curriculum (HC), that is, the implicit dimensions of educational experiences. Altering formal curricular goals and content alone is not enough to improve students’ sense of social responsibility. Business schools are conceptualized in this article as multilevel learning environments comprising various message sites where students undergo moral learning and socialization processes. Using perspectives from HC research combined with transformative learning and communities of practice theory, the article offers an inquiry-based framework for PRME implementation that takes these moral learning and socialization processes into account. It provides suggestions for how to address the hidden curriculum both in the diagnostic phase of assessing a school’s PRME needs and in the implementation phase where PRME is integrated into business school learning environments. The concept of meta-messages is introduced to account for how students apprehend the HC at business schools.

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    KW - social responsibility

    KW - business ethics teaching

    KW - hidden curriculum

    KW - meta-messages

    KW - management education

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