Original Article Avoiding the Iron Cage of Business School Rankings Josep M. Lozano a , Ivan Bofarull a , Sandra Waddock b and Queralt Prat-i-Pubill c a ESADE Business School, Ramon Llull University, Av. Pedralbes, 60-62, 08034 Barcelona, Spain. E-mail: josepm.lozano@esade.edu, ivan.bofarull@esade.edu b Boston College, Carroll School of Management, Chestnut Hill, MA 02467, USA. E-mail: waddock@bc.edu c ESADE Business School, Ramon Llull University, Av. Torre Blanca 59, Sant Cugat del Valle `s, 08172 Barcelona, Spain. E-mail: queralt.prat@esade.edu We argue that rankings force business schools to increasingly follow similar curricula and strategic approaches, creating a ‘‘iron cage’’ that influences the nature, quality, and pedagogies of what is taught, particularly for striving business schools that wish to join the ranks of highly rated ones. Following rankings pressures measures is particularly problematic for schools striving for top ratings, for non-accredited institutions, and for smaller, more teaching-oriented institutions who play what amounts to an unwinnable game because of the stability of rankings over time. There are other innovative approaches to managing rankings pressures beyond conforming, by seeking differen- tiation strategies. Higher Education Policy (2018). https://doi.org/10.1057/s41307-018-0107-7 Keywords: higher education; ethics; rankings; management education; accreditations Over many years, there have been repeated calls to redesign management education (Dameron and Durand, 2011). Scholars claim that business schools: (a) are at a crossroads (Datar et al., 2010); (b) need to rethink business education (Colby et al., 2011, Starkey et al., 2004); (c) should refocus their ‘‘agendas’’ (sic) (Huff and Huff, 2001); (d) have lost the idea of management ‘‘as a profession to be pursued out of a sense of intrinsic interest or even service’’ (Pfeffer and Fong, 2004, 1501); (e) do not do their job (Muff, 2012); and (f) have simply lost their way (Bennis and O’Toole, 2005). One of the most recurring criticisms is that rankings have played a decisive role in business schools losing their way. As Gioia and Corley note ‘‘The All authors have contributed equally to this paper. Higher Education Policy, 2018 Ó 2018 International Association of Universities 0952-8733/18 www.palgrave.com/journals