Inequality between the rich and the poor in most OECD countries is at its highest level in 30 years, with the wealthiest 10% of the people earning 9.5 times more than the poorest 10%. This level of inequality is cause for concern not only for ethical, social, and political reasons, but also, as several experts note, it puts at risk the political and cultural stability needed for economic growth of countries, as well as societal goals that are essential to social mobility, such as health and education.

Even though over the last few years business schools have added courses such as Business Ethics and Corporate Social Responsibility, the topic of economic inequality and its causes has largely been neglected in business education, and there has been little criticism of the dominant ideology of neoliberal capitalism. In our article ‘Questioning Neoliberal Capitalism and Economic Inequality in Business Schools’, in the journal, Academy of Management Learning and Education´, coauthored with Professor Marianna Fotaki from Warwick Business School, we analyze how neoliberal capitalism has created the conditions for burgeoning economic inequality in the world, something the cannot be neglected in business schools.

We note an absence of sustained critique of the business models from a societal perspective, as well as insufficient examination of how organizational practices might have contributed to aggrandizing inequality. Some examples of these types of practices are public bailouts of the banking industry with taxpayer money, the worldwide tax evasion problem, and the excessive influence of economic elites on political systems.

We also argue that the main focus of business courses is on taking advantage of market competition as a way to bring about growth and prosperity, obviating criticisms of neoliberal capitalism and its effects on structural economic inequality.

Classic teaching by management pioneers such as Peter Drucker and Chester Barnard gave business education a greater purpose for the common good and for society. However, this idea has been replaced by technical knowhow and theoretical frameworks that favor an instrumental orientation of business education—based on maximizing benefits and self-interest.

To deal with the issue, we propose concepts taken from the sociology of relationality and answerability.

There is a lack of “responsibility” regarding who benefits from a business education, and groups negatively affected by business practices are not taken into account. If this “responsibility” were introduced into courses, people would think about how business actions affect other people. Meanwhile, “relationality” has to do with recognizing the vulnerability and precariousness that make us responsible, as human beings, for an inequality that we may not experience.

With the goal of adding thoughtful reflection to management studies, we propose widening the topics and integrating several transnational, historical viewpoints—which are often covered on the side—into the list of classes, and using hands-on, participative methods to make students aware of the inequalities caused by neoliberal capitalism.

Inequality between the rich and the poor in most OECD countries is at its highest level in 30 years, with the wealthiest 10% of the people earning 9.5 times more than the poorest 10%. This level of inequality is cause for concern not only for ethical, social, and political reasons, but also, as several experts note, it puts at risk the political and cultural stability needed for economic growth of countries, as well as societal goals that are essential to social mobility, such as health and education.

Even though over the last few years business schools have added courses such as Business Ethics and Corporate Social Responsibility, the topic of economic inequality and its causes has largely been neglected in business education, and there has been little criticism of the dominant ideology of neoliberal capitalism. In our article ‘Questioning Neoliberal Capitalism and Economic Inequality in Business Schools’, in the journal, Academy of Management Learning and Education´, coauthored with Professor Marianna Fotaki from Warwick Business School, we analyze how neoliberal capitalism has created the conditions for burgeoning economic inequality in the world, something the cannot be neglected in business schools.

We note an absence of sustained critique of the business models from a societal perspective, as well as insufficient examination of how organizational practices might have contributed to aggrandizing inequality. Some examples of these types of practices are public bailouts of the banking industry with taxpayer money, the worldwide tax evasion problem, and the excessive influence of economic elites on political systems.

We also argue that the main focus of business courses is on taking advantage of market competition as a way to bring about growth and prosperity, obviating criticisms of neoliberal capitalism and its effects on structural economic inequality.

Classic teaching by management pioneers such as Peter Drucker and Chester Barnard gave business education a greater purpose for the common good and for society. However, this idea has been replaced by technical knowhow and theoretical frameworks that favor an instrumental orientation of business education—based on maximizing benefits and self-interest.

To deal with the issue, we propose concepts taken from the sociology of relationality and answerability.

There is a lack of “responsibility” regarding who benefits from a business education, and groups negatively affected by business practices are not taken into account. If this “responsibility” were introduced into courses, people would think about how business actions affect other people. Meanwhile, “relationality” has to do with recognizing the vulnerability and precariousness that make us responsible, as human beings, for an inequality that we may not experience.

With the goal of adding thoughtful reflection to management studies, we propose widening the topics and integrating several transnational, historical viewpoints—which are often covered on the side—into the list of classes, and using hands-on, participative methods to make students aware of the inequalities caused by neoliberal capitalism.