Abstract Curriculum decolonisation has become a prominent feature of equity agendas in UK higher education, yet there remains limited empirical and theoretical work on how such initiatives are evaluated, particularly within business schools. This paper presents one of the first multi‐institutional empirical studies examining how UK business schools ...
Sally Everett +2 more
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Ling Y, Jan JM.
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Schug T, Kohnen T, Kaiser KP, Lwowski C.
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