ABSTRACT
The main title we chose for this chapter-like those we chose for the following two-is intentionally ambiguous, reflecting a phenomenon we found at all the business schools we visited: while our interviewees were very much aware that going for transformative education by integrating the humanities and social sciences naturally meant, in the first place, enabling students to go through education as a transformative process, this goal also meant transforming the concept of academic transformation itself. The statements we present next clearly show this ambiguity, since they were made more often than not in view of an institutional context which, while committing to transformative education in various degrees of determination, still did not easily accommodate its implementation and thus needed to be taken into account when calibrating its potential for success.
