Business education has been criticized for either neglecting environmental and social challenges, up to aggravating them. Recently, management scholars have sought to illuminate ways in which business education can align organizations with more sustainable practices, among which prospective theorizing. Due to the agentic stance of the scholarship investigating the relationship between future-making and present action we still need empirical work that illuminates how business education can help organizations talk more resilient futures into existence. We carried out a qualitative study of a course in a French business school operating as a “site of hyper-projectivity”. We found that, by shifting the temporality of strategic reflection, and by opening up new questions and relevant stakeholders, business education can help insider agents of change drive transformations within their organizations towards more resilient future, and some of the tactics used by such agents of change to bring about change. We contribute to the literature on (positive) performativity by showing iterability can be engineered to perform socially desirable futures, and to the literature on imagined futures, by showing when undesired futures are more likely to ignite change.
