Since 1913, when the first Dutch business school was established, business schools have grown ever more prominent. Today, they form the largest departments at most Dutch universities, in terms of student numbers (Dutch Inspectorate of Education, 2017). Although business schools emerged in response to a specific demand from the economy-large Dutch corporations such as Philips and Shell were growing rapidly and required suitably educated managers-they are now an established part of academia. Both business education and business research in the Netherlands are publicly funded, which is typical for most university-based business schools in North Western Europe. Their task is to teach students how the world of business works and to prepare them for an active role in it, for example, as managers of companies. Business schools are thus the "nurseries" of the corporate world. However, as the influence of business on our day-today lives can hardly be overestimated, business schools are also important societal institutions that bear great social responsibility. In fact, the problem-solving ability and moral precepts of business school graduates are a major influence on how the economy runs. Their teachers, therefore, influence the goals that corporations set and the means that graduates deploy to achieve them. Positioned at the intersection of academia and the economy, it is reasonable to expect business schools also to help their students reflect on the role of business and markets in society and understand and navigate the moral dilemmas their work will entail (Colby et al., 2011). Of course, business schools are not the only institutions to influence our economy-in fact, many managers are graduates from quite different programs-but their influence is relatively large. The financial crisis of 2007 has strengthened the call to make business schools more socially aware and instill in students a sense of civility (