Abstract
Amidst widening global inequalities and financial and climate crises, there have been increasing calls for business schools and management education to play a leading role in facilitating sustainable development and transformative social change. Much of the extant literature on the role of business schools in social change focuses on institutional reports, PRME chapters, or experiences of faculty and other institutional leaders attempting to integrate sustainable development into business and management programs and there is notably little research on the role and experience of students in these efforts. We draw upon tempered radicalism to explore the role and experience of students with a social education or professional background in MBA programs, asking specifically how these MBA students experience social change education within a business school and how they navigate or challenge constraints. In doing so, we hope to contribute to debates on the (im)possible role of the business school and management education in social change.