Exploring Student Perceptions of the Hidden Curriculum in Responsible Management Education

Catharina Høgdal, Andreas Rasche, Dennis Schoeneborn, Levinia Scotti

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Abstract

This exploratory study analyzes the extent of alignment between the formal and hidden curricula in responsible management education (RME). Based on case study evidence of a school that has signed the United Nations Principles for Responsible Management Education (PRME), we found poor alignment between the school’s explicit RME claims and students’ lived experiences. While the formal curriculum signaled to students that RME was important, the school’s hidden curriculum sent a number of tacit messages that led students to question the relevance and applicability of responsible management. The tacit messages that students received occurred along three “message sites” related to (a) how the formal curriculum was delivered, (b) how students and lecturers interacted, and (c) how the school was governed. On the basis of these findings we develop a proposition that can guide further research in this area, i.e., the connotative level of language use is an important site of misalignments between what lecturers say in relation to RME (e.g., in a syllabus) and how students interpret the meaning of their lecturers’ words. We also discuss further implications of our findings for strengthening the alignment between schools’ formal RME claims and their hidden curriculum.
Original languageEnglish
JournalJournal of Business Ethics
Number of pages21
ISSN0167-4544
DOIs
Publication statusPublished - 7 Jun 2019

Bibliographical note

Epub ahead of print. Published online: 7. June 2019

Keywords

  • Responsible management education
  • Business education
  • Hidden curriculum
  • PRME
  • Classroom practices

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