ABSTRACT
This chapter looks back over the past thirty years of the critical management education (CME) project as expressed in the UK academic literature. The UK – with its much shorter experience of business schools and with a distinct social science bias – has had the opportunity in the past to pursue educational approaches that disrupt and destabilize the idea of management as a disinterested skill set. But recent funding changes in the UK higher education sector and the reliance on business schools to generate fee income for the wider institution has started to bring the UK more into line with the US and also other professional school models. The UK educational literature suggests that the scope for overt critical content and processes is narrowing.
