In recent years the language and practice of management has pervaded academic life in higher education. Whether this provides management educators with opportunities to exploit or poses threats to their credibility is a moot point. On the one hand, it can be said to enhance the status of management as an area of study, thereby endowing its contribution to academia with additional legitimacy. On the other, it raises the stakes with regard to any mismatch between words and actions. It is no longer sufficient to simply talk the talk.