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Exploring Student Perceptions of the Hidden Curriculum in Responsible Management Education

Author

Listed:
  • Catharina Høgdal

    (Copenhagen Business School)

  • Andreas Rasche

    (Copenhagen Business School
    Stockholm School of Economics)

  • Dennis Schoeneborn

    (Copenhagen Business School
    Leuphana University Lüneburg)

  • Levinia Scotti

    (Copenhagen Business School)

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.

Suggested Citation

  • Catharina Høgdal & Andreas Rasche & Dennis Schoeneborn & Levinia Scotti, 2021. "Exploring Student Perceptions of the Hidden Curriculum in Responsible Management Education," Journal of Business Ethics, Springer, vol. 168(1), pages 173-193, January.
    • Handle: RePEc:kap:jbuset:v:168:y:2021:i:1:d:10.1007_s10551-019-04221-9
    DOI: 10.1007/s10551-019-04221-9
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    References listed on IDEAS

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    1. Gail Whiteman & Brian Walker & Paolo Perego, 2013. "Planetary Boundaries: Ecological Foundations for Corporate Sustainability," Journal of Management Studies, Wiley Blackwell, vol. 50(2), pages 307-336, March.
    2. Martin Fougère & Nikodemus Solitander & Suzanne Young, 2014. "Exploring and Exposing Values in Management Education: Problematizing Final Vocabularies in Order to Enhance Moral Imagination," Journal of Business Ethics, Springer, vol. 120(2), pages 175-187, March.
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    4. Debbie Haski-Leventhal & Mehrdokht Pournader & Andrew McKinnon, 2017. "The Role of Gender and Age in Business Students’ Values, CSR Attitudes, and Responsible Management Education: Learnings from the PRME International Survey," Journal of Business Ethics, Springer, vol. 146(1), pages 219-239, November.
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    1. Flavio Pinheiro Martins & Luciana Oranges Cezarino & Lara Bartocci Liboni & Amilton Barbosa Botelho Junior & Trevor Hunter, 2022. "Interdisciplinarity-Based Sustainability Framework for Management Education," Sustainability, MDPI, vol. 14(19), pages 1-17, September.

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