Abstract
| Original language | English |
|---|---|
| Journal | Journal of Business Ethics |
| Number of pages | 21 |
| ISSN | 0167-4544 |
| DOIs | |
| Publication status | Published - 7 Jun 2019 |
Bibliographical note
Epub ahead of print. Published online: 7. June 2019Keywords
- Responsible management education
- Business education
- Hidden curriculum
- PRME
- Classroom practices
Cite this
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Exploring Student Perceptions of the Hidden Curriculum in Responsible Management Education. / Høgdal, Catharina; Rasche, Andreas; Schoeneborn, Dennis; Scotti, Levinia.
In: Journal of Business Ethics, 07.06.2019.Research output: Contribution to journal › Journal article › Research › peer-review
TY - JOUR
T1 - Exploring Student Perceptions of the Hidden Curriculum in Responsible Management Education
AU - Høgdal, Catharina
AU - Rasche, Andreas
AU - Schoeneborn, Dennis
AU - Scotti, Levinia
N1 - Epub ahead of print. Published online: 7. June 2019
PY - 2019/6/7
Y1 - 2019/6/7
N2 - 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.
AB - 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.
KW - Responsible management education
KW - Business education
KW - Hidden curriculum
KW - PRME
KW - Classroom practices
KW - Responsible management education
KW - Business education
KW - Hidden curriculum
KW - PRME
KW - Classroom practices
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U2 - 10.1007/s10551-019-04221-9
DO - 10.1007/s10551-019-04221-9
M3 - Journal article
JO - Journal of Business Ethics
JF - Journal of Business Ethics
SN - 0167-4544
ER -