In a new essay, Dr. Micki Eisenman from The Hebrew University, Dr. William M. Foster from the University of Alberta and other researchers, explore how economic inequality is perpetuated by business education's acceptance of the neoliberal myth of meritocracy. Their analysis reveals how deeply ingrained narratives within business schools often mislead students about the nature of economic opportunity and reward.

The essay, published in the Academy of Management Learning & Education, critically examines how business students are taught to embrace the notion that success is solely a result of hard work and innate talent. This belief, while seemingly benign, obscures the systemic barriers and inequities that shape economic outcomes. The authors argue that these ideas are woven into the curriculum through various narratives—such as case studies, exercises, and guest lectures—which are rarely questioned by students.

"Our research highlights the need to confront the implicit biases that are embedded within business education," says Dr. Eisenman. "By challenging the neoliberal meritocracy myth, we can help students recognize and address the deeper structural issues contributing to economic inequality."

The essay proposes a set of innovative tools to counteract these pervasive narratives: literary analysis, plural vocality, and historical learning. These approaches aim to disrupt the attraction of neoliberal meritocracy and encourage students to critically engage with and question the assumptions underlying their education. By adopting these tools, business students can develop a more nuanced understanding of economic inequality and be better equipped to advocate for systemic change.

The researchers added, "We believe that a critical outlook, supported by these analytical tools, will empower students to become more conscious of economic disparities and drive efforts to address these issues throughout their careers."

Dr. Foster concludes, "Our goal is to inspire a shift in business education that fosters a deeper awareness of inequality and equips future leaders with the insights needed to create a more equitable society."

The essay marks a significant contribution to the ongoing dialogue about the role of business education in shaping economic justice. The authors call on academic institutions to reconsider their curricula and embrace a more critical approach to teaching about meritocracy and economic inequality.