ABSTRACT
Let us sum up for one last time what we have found and subsequently deduced from our findings. Business schools which actively and determinedly work on the integration of the humanities and social sciences into management education, with a view to shifting it towards a more transformative approach to education, face a number of problems, as this is an approach which, at least at European universities, is not yet part of the academic mainstream. Those problems are due partly to an ingrained view of education as the imparting of instrumental information to an
audience rather than engaging with students as persons, partly to the historically grown habit of disciplinary segregation with its ontological notion of knowledge and partly to the complexity of change management in an institutional setting where the academic privilege of the freedom of teaching and research makes even defining, much less enforcing common corporate principles of education rather difficult internally, while external stakeholders find it equally difficult to relate positively to academia and especially to academic business schools.
