Corporate scandals in recent decades have prompted business schools to advance programs to better develop the next generation of responsible business leaders. Despite these efforts, some scholars have raised concerns about the effectiveness of responsible management education (RME), particularly that business schools have decoupled pedagogical practices from stated RME objectives. That is, a school's actual RME implementation does not match its stated commitment. Given limited empirical evidence verifying decoupling and its conditions, we surveyed undergraduate students at U.S. business schools, applying the theory of planned behavior to assess factors influencing student intentions to practice responsible management in their careers. We found some evidence of decoupling, including indication that a school's external commitment to RME as well as its level of RME curriculum integration do not reliably overcome decoupling to improve RME effectiveness. The results thus indicate that business schools may not fully walk their responsible management talk. We provide feedback on how to help resource-constrained schools combat decoupling, highlighting the need to particularly strengthen faculty subjective norm and student perceived behavior control to better influence student responsible management intentions.

近几十年来的企业丑闻促使商学院推进计划，以更好地培养下一代负责任的商业领袖。尽管有这些努力，一些学者还是对负责任的管理教育（RME）的有效性提出了担忧，特别是商学院已经将教学实践与既定的RME目标脱钩了。也就是说，学校的实际RME实施与其声明的承诺不符。鉴于验证脱钩及其条件的经验证据有限，我们对美国商学院的本科生进行了调查，运用计划行为理论来评估影响学生在其职业生涯中实行负责任管理的意图的因素。我们发现了一些脱钩的证据，包括表明学校 RME对RME的外部承诺及其RME课程集成水平不能可靠地克服去耦问题，从而无法提高RME的有效性。结果表明，商学院可能无法完全履行其负责任的管理谈话。我们提供有关如何帮助资源有限的学校消除脱钩的反馈，强调需要特别加强教师的主观规范和学生感知的行为控制，以更好地影响学生负责任的管理意图。