Redefining responsible management education in the Francophone context

Abstract

Many business schools around the world have embarked on a path to Responsible Management Education (RME). However, RME does not carry a homogeneous view. The first, a utilitarian one, considers students' literacy in ethics, corporate social responsibility, and sustainability as essential components of today's business needs. The second one, a more critical perspective, underscores the need to equip students with a mindset to navigate complex realities. Our paper explores the critical perspective, leveraging insights from an empirical study. It uncovers how Francophone scholars ingeniously develop alternative practices and establish legitimacy through seemingly ordinary acts of resistance and reinvention. Pedagogical challenges, the lack of influential Francophone institutional actors, and the neoliberalization of business schools are perceived as obstacles impeding the development of robust institutional change.