Business School legitimacy is subject to ongoing debate and stakeholder pressures resulting from evolving socio-economic and political conditions. Increasing societal demands for sustainability and inclusion – joined by technological developments such as digitisation and generative AI – have led to calls for more meaningful teaching and research that creates value at the intersection of personal, institutional and societal interests and generates positive impact for the common good. However, socio-material confines imposed by Business Schools’ corporatist legitimacy continue to shape academic behaviour, as most academics avoid challenging existing institutional structures. To resolve this tension between societal and institutional demands, we propose that academics can foster meaningfulness in their work by embracing the concept of positive performativity, enabling them to proactively construct more desirable identities in teaching and research. We create a Positive Performative Identity Construction Model, highlighting the dynamic relationship between identity work and positive performativity within the socio-material confines of Business Schools, joined by practical templates prompting academics to reflect on their teaching and research, evaluate their practices, and explore strategies for meaningful work. We call on all academics to move from passive compliance to proactive engagement, claiming new ground through meaningful work and fostering positive institutional and societal change.
