Abstract
We argue that rankings force business schools to increasingly follow similar curricula and strategic approaches, creating a “iron cage” that influences the nature, quality, and pedagogies of what is taught, particularly for striving business schools that wish to join the ranks of highly rated ones. Following rankings pressures measures is particularly problematic for schools striving for top ratings, for non-accredited institutions, and for smaller, more teaching-oriented institutions who play what amounts to an unwinnable game because of the stability of rankings over time. There are other innovative approaches to managing rankings pressures beyond conforming, by seeking differentiation strategies.
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