Exploring the Hidden Curriculum in Responsible Management Education

Catharina Høgdal, Andreas Rasche, Dennis Schoeneborn, Levinia Scotti

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This exploratory study analyzes to what extent the formal and hidden curriculum in responsible management education (RME) are aligned. Based on case study evidence of a PRME signatory school, we find that there was 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 to students which made them question the relevance and applicability of responsible management. The tacit messages that students received occurred along three “message sites”: (a) related to how the formal curriculum was delivered, (b) related to how students and lecturers interacted, and (c) related to how the school was governed. Based on these findings, we develop a proposition that can guide further research in this area: the connotative level of language use is an important site of misalignments between what actors say related to RME (e.g., in a syllabus) and what others interpret they mean with it. We also discuss further implications of our findings for reforming business schools and how to strengthen the alignment between school’s formal RME claims and their hidden curriculum.
Original languageEnglish
Title of host publicationProceedings of the Seventy-ninth Annual Meeting of the Academy of Management
EditorsGuclu Atinc
Number of pages6
Place of PublicationBriar Cliff Manor, NY
PublisherAcademy of Management
Publication date2019
Article number127
Publication statusPublished - 2019
EventThe Academy of Management Annual Meeting 2019: Understanding the Inclusive Organization - Boston, United States
Duration: 9 Aug 201913 Aug 2019
Conference number: 79


ConferenceThe Academy of Management Annual Meeting 2019
Country/TerritoryUnited States
Internet address
SeriesAcademy of Management Proceedings

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