Abstract
The article aims to investigate how the hidden curriculum manifests professors as transformative intellectuals in the decolonisation of Responsible Management Education. Through a qualitative study, this research collected primary data through open-ended interviews with professors, and secondary data such as syllabi and lesson plans. Individuals affiliated with business schools were invited to participate in the research. The study will adopt a global North-South approach to develop the discussion on curriculum decolonisation. Through the discourse analysis, the study aims to contribute to evidence the importance of consciously enacting the professor’s position as a transformative intellectual and contribute to advancing management investigations by using a theory from the educational field.