Student voice in responsible management education: the PRME perception–expectation gap and pedagogical implications

Purpose This study aims to examine how students in a UK business school perceive Principles for Responsible Management Education (PRME)-related curriculum and pedagogical experiences, and how these perceptions inform an understanding of PRME implementation. Design/methodology/approach Using survey data from 95 students in a UK business school, the study investigates PRME curriculum recognition, responsible business values and expectations for further integration. Correlation analysis, independent-samples t-tests and one-way analysis of variance (ANOVA) were used to examine relationships and differences by gender and stage of study. Findings Students reported that sustainability, ethics and responsibility were present within the curriculum, but also desired greater depth, visibility and integration. Strong relationships were identified among preferences for curriculum integration, case-based learning, practitioner engagement, experiential learning and critical analysis. No significant gender differences were identified, but significant year-of-study differences suggest that PRME recognition and expectations may vary across the student journey. The findings indicate a PRME perception–expectation gap between formal curriculum presence and students' desire for more explicit and pedagogically meaningful engagement. Practical implications Business schools should ensure that responsible management education is visible to students, integrated across the curriculum and reinforced through applied, context-sensitive and practice-oriented pedagogies. Originality/value The paper develops a Student-Centred PRME Perception–Expectation Framework linked to the PRME Principles. The framework extends student voice and PRME implementation debates by distinguishing between curriculum presence, student recognition and perceived pedagogical sufficiency.