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.
    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.
    LanguageEnglish
    JournalJournal of Management Education
    Volume36
    Issue number3
    Pages364-388
    Number of pages25
    ISSN1052-5629
    DOIs
    StatePublished - 2012

    Keywords

      Cite this

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      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",
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      }

      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

      TY - JOUR

      T1 - Aligning the Hidden Curriculum of Management Education With PRME

      T2 - Journal of Management Education

      AU - Blasco,Maribel

      PY - 2012

      Y1 - 2012

      N2 - 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.

      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.

      KW - PRME

      KW - social responsibility

      KW - business ethics teaching

      KW - hidden curriculum

      KW - meta-messages

      KW - management education

      U2 - 10.1177/1052562911420213

      DO - 10.1177/1052562911420213

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      JO - Journal of Management Education

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