Integration of principles for responsible management education principles (PRME) in Saudi Arabian universities: a thematic analysis of claims on university websites Open Access

The pivotal role of higher education in cultivating future leaders and professionals has been widely acknowledged, as it is instrumental in developing the competencies and values necessary to navigate an increasingly complex global landscape (Cortese, 2003; Tomlinson, 2008; Rieckmann, 2012; Chankseliani and McCowan, 2021; Jasrotia et al., 2023). In response to pressing global challenges, there is a growing emphasis on ensuring that students acquire not only academic knowledge, but also a solid foundation in ethical principles and social responsibility (Alkhayyal et al., 2019; Allen et al., 2019; Mousa, 2021; Abowardah et al., 2024). Business schools and other higher education institutions (HEIs) have faced criticism for inadequately preparing students to address the ethical dilemmas and global crises that are becoming increasingly central to business practices and governance (Bennis and O’Toole, 2005; Wagner, 2010; Shapiro and Stefkovich, 2016; Shantz et al., 2021). To address these concerns, the United Nations Global Compact introduced the Principles for Responsible Management Education (PRME) in 2007, establishing a framework for integrating sustainability, ethics and responsibility into educational curricula and institutional policies. PRME provides a comprehensive set of guidelines designed to assist universities in aligning their teaching, research and operational practices with responsible management principles. This framework emphasizes the importance of balancing social, environmental and economic responsibilities, while encouraging institutions to bridge the gap between theoretical knowledge and practical applications. As noted by Rusinko (2010), this approach can facilitate holistic integration of these values into the core activities of educational institutions. The PRME framework is built on key principles: Purpose (advancing responsible management to foster inclusive prosperity within sustainable ecosystems); Values (embedding responsibility and accountability into organizational practices that benefit society and the environment); Teach (transforming learning environments by integrating responsible management into curricula and pedagogy); Research (examining issues related to organizations and global challenges to inspire responsible management practices); Partner (collaborating with stakeholders from various sectors to promote responsible management); Practice (implementing responsible management principles in university governance and operations); and Share (encouraging collective learning through the exchange of experiences and best practices). The integration of PRME principles into higher education offers several advantages. It aligns the expectations of key stakeholders, including students, faculty, industry and the government, with the values of social responsibility and sustainability (Hüther and Krücken, 2016; Hauser and Ryan, 2021). For students, incorporating these principles presents an opportunity to develop essential skills in ethical leadership, sustainability and social responsibility (Leal Filho et al., 2019). For universities, adopting PRME can enhance institutional legitimacy and reputation by demonstrating a commitment to producing graduates who are well equipped to address contemporary global challenges (Storey et al., 2017; Khahro and Javed, 2022). Furthermore, institutions that embrace these values may gain a competitive advantage by increasing their global appeal, attracting international students and improving their academic rankings (Weiss et al., 2021).

The implementation of PRME principles presents significant challenges for many institutions despite their potential advantages. Numerous universities grapple with “symbolic adoption” (Rasche and Gilbert, 2015), wherein they formally endorse PRME in their mission statements or digital platforms without causing substantial changes in their educational practices, curriculum design or institutional operations. Additionally, “decoupling” occurs when institutions superficially embrace PRME without fully integrating their tenets into their routine practices (Maloni et al., 2021). Institutional Theory offers a valuable framework for analyzing these challenges. This theoretical approach suggests that societal norms, values and institutional pressures shape organizations, including HEIs, influencing their adoption and implementation of new practices (Wong and Reevany, 2019). This study uses Institutional Theory to examine how Saudi Arabian universities have incorporated the PRME framework and factors affecting their integration into their academic and operational structures.

Although considerable research has focused on PRME integration in Western academic institutions (Haertle et al., 2017; Abzug, 2023; Goumaa et al., 2023), less attention has been paid to its adoption in the Middle East, particularly in Saudi Arabia. This study aims to address this gap by investigating how Saudi universities incorporate PRME principles with a specific focus on their digital presence, such as official websites. This examination provides insights into these institutions’ commitment to responsible management education and identifies areas for potential improvement.

In recent decades, Saudi Arabia has experienced significant transformations, particularly in the higher education sector. Vision 2030, which aims to diversify the economy and reduce oil dependence, emphasizes improvements in key sectors, including education, healthcare and infrastructure. Higher education in Saudi Arabia began in 1957 with the establishment of King Saud University in Riyadh. Since then, the country has witnessed rapid growth in universities and educational institutions, many of which support the national development objectives. Human capital development is the cornerstone of Saudi Arabia’s Vision 2030, with higher education playing a crucial role in achieving these goals. The government has invested substantially in premier institutions, such as King Abdulaziz University, King Fahd University of Petroleum and Minerals and King Abdullah University of Science and Technology. These universities offer diverse specialized programs that align with the country’s development priorities. Traditionally, Saudi universities have operated under a centralized governance structure, with decision-making authority concentrated among university presidents and deans. However, in recent years, private universities have emerged, offering more flexible programs and international collaborations, contributing to a more diverse higher education landscape.

The National Commission for Academic Accreditation and Assessment (NCAAA) supervises the quality and accreditation of HEIs in Saudi Arabia. Given the increasing significance of education in the Kingdom’s economic transformation, adopting PRME principles could potentially support Vision 2030 objectives, while enhancing the global competitiveness of Saudi graduates. This research endeavors to examine the integration of PRME principles in Saudi universities by analyzing the content available on their official websites. Through thematic analysis, this study aimed to elucidate these institutions’ approaches to responsible management education, sustainability and ethical leadership. The outcomes provide insights into the extent of PRME principles incorporation within Saudi universities and identify areas for potential improvement.

Institutional Theory, as proposed by DiMaggio and Powell (1983) and further developed by Glynn and D’aunno (2023), provides a valuable framework for examining PRME integration in Saudi universities. This theoretical approach suggests that organizations, including academic institutions, are influenced by external pressures, societal norms and local values. In the Saudi context, the global emphasis on responsible management education embodied by PRME acts as an external catalyst for adoption. By embracing PRME principles, Saudi universities demonstrate commitment to international standards and enhance their standing within the global academic community.

Furthermore, Saudi Arabia’s Vision 2030, which emphasizes sustainable development, economic diversification and social progress, aligns closely with PRME objectives. This synergy strengthens the rationale for incorporating responsible management principles into university curricula, ensuring that educational content is both globally relevant and locally meaningful. Through the lens of Institutional Theory, the increasing integration of PRME in Saudi universities can be interpreted as a response to both global trends and local developmental priorities, positioning it as a crucial component of the evolving educational landscape.

The integration of the PRME into HEIs has become a prominent topic in academic discourse. As the demand for ethical leadership and sustainable business practices increases, universities worldwide are progressively adopting these principles to develop responsible forward-thinking business leaders. Young and Nagpal (2013) conducted a pioneering study on PRME adoption and investigated its impact at La Trobe University, Australia. Using Gitsham’s 3Cs framework (complexity, context and connection of graduate capabilities), their research assessed the university’s experience in embedding PRME principles into graduate programs. While the findings were largely positive regarding sustainability, the study also highlighted challenges such as resistance to change and insufficient resources for comprehensive PRME integration across the institution. Subsequently, numerous studies evaluated the incorporation of PRME into business school curricula, research agendas and institutional activities. A notable early work by Alcaraz et al. (2011) examined the first 100 Sharing Information on Progress reports submitted by PRME signatories. These reports, which outline each institution’s progress in implementing PRME, reveal considerable variation in the application of key principles. The researchers identified core areas including purpose (the capabilities students should acquire), values (the integration of ethical practices into the curriculum), research (focused on sustainability and social responsibility) and partnerships (collaborations with industry and community stakeholders). The study found that while PRME was widely acknowledged, challenges persisted in effectively translating its principles into practice, particularly regarding resource allocation and institutional commitment. In a more recent study, Abdelgaffar (2021) explored the third cycle of PRME Champion Group universities. This group consists of institutions that have made additional commitments to PRME by engaging in more rigorous reporting and accountability practices. The research revealed that, while some institutions had made significant progress in integrating PRME principles into their operations, others continued to struggle with providing clear, actionable plans. The study recommends an increased emphasis on stakeholder engagement and collaboration to enhance the overall impact of PRME.

Henderson and Wilson (2023) further examined the future of business education and its alignment with the PRME, focusing on part-time MBA programs and their projected evolution by 2050. Their research indicated that global shifts in corporate responsibility expectations would significantly influence business education, with MBA curricula increasingly adopting a more comprehensive and ethically focused approach. A notable contribution by Storey et al. (2017) explored the connection between PRME adoption and the United Nations’ Sustainable Development Goals (SDGs). The study revealed that the SDGs provide a universal framework that facilitates the integration of responsible management education across diverse institutions. Their findings emphasize that SDGs serve as an effective tool for aligning PRME with broader global sustainability agendas, regardless of institutional differences. Avelar et al. (2022) investigated PRME’s impact of PRME on social responsibility in Brazilian HEIs. Their qualitative study revealed significant progress in integrating sustainability, ethical leadership and social responsibility into the curricula. This research demonstrated how PRME principles could assist universities in developing more responsible, community-oriented graduates. Institutional Theory has been widely applied to analyze the adoption of PRME principles. This theory, which examines organizational responses to external pressures and societal norms, offers a valuable framework for understanding influence of PRME.

DiMaggio and Powell's (1983) concept of isomorphism explains how institutions adopt similar practices due to coercive, mimetic and normative pressures. Coercive isomorphism involves external forces such as government regulations or accreditation requirements. Mimetic isomorphism describes institutions imitating successful peers, whereas normative isomorphism refers to the influence of academic norms and standards. These pressures collectively elucidate why and how universities adopt PRME principles, although the integration depth may vary significantly. Despite growing enthusiasm for PRME, some scholars have remained critical of its impact on students. Malarski and Berte (2023) proposed a responsible management education model developed through action research in a two-year college setting. Their work suggested that, while PRME may enhance students’ awareness of ethical issues, its effect on changing behaviors is less evident. Similarly, Zhang and Szerencsi (2023) studied two courses incorporating PRME principles and found improved student awareness of social and ethical issues but limited evidence of significant behavioral changes. Millar and Price (2018) have raised concerns about PRME’s effectiveness of PRME in cultivating students’ critical thinking skills regarding ethical matters. Russo et al. (2023) contend that for PRME to achieve its intended impact, educational institutions must undertake comprehensive reforms rather than superficial adaptations.

In the Middle East, PRME-related research remains limited. A recent investigation by Goumaa et al. (2023) analyzed PRME adoption across 18 universities in the MENA region, revealing significant variations in implementation depth and breadth. This finding underscores the need for further exploration of PRME applications in regions with rapidly evolving education systems. University websites have become instrumental in showcasing institutional commitments to sustainability and responsible education. Hillon (2017) posited that emphasizing these aspects on digital platforms can enhance an institution’s reputation and visibility. Papadimitriou (2023) noted the increasing use of online platforms by universities to demonstrate alignment with global standards such as PRME. Cueto and Razzolini (2020) argue that universities publicly display their PRME adherence online as a strategy to maintain social legitimacy and align themselves with broader sustainability goals. While research indicates positive correlations between PRME adoption and improvements in institutional reputation, curriculum development and global sustainability alignment, challenges persist in translating these principles into substantive behavioral changes among students and faculty. More rigorous evaluation methods and deeper institutional commitment are necessary to fully realize potential benefits of PRME.

This investigation used Netnography research methods and conducts a thorough analysis of web content from Saudi Arabian universities to offer a comprehensive overview of PRME principal integration within master-level business and management programs. The application of thematic analytical techniques ensured the validity and reliability of the research findings, yielding significant insights into the current landscape of responsible management education throughout Saudi Arabia.

Accordingly, this study uses a Netnography approach to analyze publicly accessible content on the official websites of 30 Saudi Arabian universities. The objective was to assess the incorporation of the PRME into their institutional practices. This method is particularly suitable for examining how organizations publicly present their values and commitments, providing a rich source of data for thematic analysis (Saunders et al., 2023). In this context, university websites serve as primary communication channels to demonstrate institutional alignment with responsible management education and sustainability initiatives.

The Saudi Arabian higher education landscape consists of a total of 65 universities, (29 public and 36 private institutions), as reported by the Ministry of Education (2024). This investigation focuses only on universities that offer master’s programs in management or business-related fields, resulting in a sample of total 30 universities (16 public and 14 private universities). These institutions constituted the core of this study. Table 1 provides a list of Saudi Arabian universities included in the sample for this study.

Data were systematically collected from the official websites of the selected universities, which function as key platforms for articulating educational philosophies, values and strategic directions. The following areas were thoroughly examined:

• Mission and Vision Statements: Evaluated for alignment with PRME principles, particularly regarding commitments to sustainability, ethics and social responsibility.

• Program Descriptions: Master's-level program outlines, including learning objectives, course content and outcomes, were scrutinized for explicit or implicit references to PRME principles.

• Institutional Initiatives: Information on university-led initiatives, research centers, student organizations and community engagement activities promoting responsible management practices and sustainability was gathered.

• News and Announcements: Relevant news articles, press releases and updates on the university's engagement with PRME-related initiatives and collaborations were reviewed.

University websites play a crucial role in communicating an institution’s commitment to various causes, including PRME principles. In addition, according to Storey et al., (2017), PRME signatories often prominently feature these principles on their websites, typically within mission statements, news sections or dedicated sustainability pages. The initial phase of data collection involved assessing the visibility of the PRME on the mission, vision and strategic goals outlined on the websites. Additionally, sustainability-related sections were examined for content, highlighting institutional efforts toward responsible education. The second phase of data collection focused on evaluating the extent to which PRME principles were embedded in the master’s programs offered by these universities. Data were collected over a five-month period from March to July 2024, with particular attention to the following areas:

• Purpose: Explicit addressing of responsible, ethical and sustainable leadership development in programs.

• Values: The integration of sustainability, ethics and social responsibility into the institution's mission and vision.

• Method: Promotion of responsible management education through curriculum design and pedagogical approaches.

• Research: Information on research projects and academic initiatives related to sustainability or social responsibility.

• Partnerships: Details of collaborations with businesses, NGOs or other academic institutions focused on sustainable practices.

• Dialogue: Evidence of events, conferences or forums that foster discussions on sustainability, ethics and responsible management.

This study used the six-phase thematic analysis framework proposed by Braun and Clarke (2012) to examine the data. The analytical procedure comprised the following steps:

• Step 1. Data Familiarization:

Researchers thoroughly examined university website content, gained a comprehensive understanding of the information and identified preliminary insights.

• Step 2. Initial Code Development:

Preliminary codes were established based on the six PRME principles, emphasizing recurring themes and concepts related to sustainability, ethics and responsible management education.

• Step 3. Systematic Coding:

Website content was methodically coded using the PRME-based framework. The coding structure was iteratively refined as new themes and subthemes emerged during the analysis.

• Step 4. Theme Identification:

Coded data were grouped into broader categories, consolidating similar codes that reflected common patterns or concepts associated with responsible management education.

• Step 5. Thematic Analysis and Interpretation:

Each identified theme underwent an in-depth analysis, considering its frequency, contextual relevance and relationship to the overarching PRME principles. This phase aimed to elucidate the significance of each theme in the context of responsible management education in Saudi Arabia.

• Step 6. Findings:

A comprehensive report was compiled, presenting the identified themes and supporting examples from the data. The report interpreted the findings in relation to the research questions, contextualizing them within the broader literature on responsible management education.

Enhancing Research Reliability to bolster the reliability of this study, the following measures were implemented:

• Thick Description: Detailed explanations of themes and subthemes, accompanied by illustrative examples from the website content, were provided to enhance the depth and credibility of the analysis.

• Codebook Development: A detailed codebook was created, defining each code and subtheme to provide clear guidelines for the coding process and maintain consistency throughout the study.

• Audit Trail: A comprehensive record was maintained, documenting each step of the analysis, including decisions made during coding and theme identification. This transparency will facilitate potential study replication and review in future research.

This study elucidates several crucial themes illustrating the integration of PRME into Saudi Arabian HEIs. The results demonstrate a robust commitment to ethical practices, sustainability and social responsibility within academic environments as universities strive to produce future leaders capable of addressing both business challenges and societal issues. These findings are organized around the six PRME principles, each highlighting a distinct aspect of responsible management education development. Table 2 summarizes the PRME Principles and the related themes, key aspects and specific examples.

Figure 1 presents the thematic map developed based on the findings of this study and themes and sub-themes are discussed in following sections:

PRME emphasizes the necessity of preparing students to become generators of sustainable value for business and society while contributing to a more inclusive global economy. Saudi Arabian universities are found to be increasingly aligning their objectives.

Institutions place substantial emphasis on leadership development, aiming to nurture students who are not only academically proficient, but also equipped to navigate the complexities of a rapidly evolving world. This focus aligns with the objective of preparing students to contribute to a sustainable global economy.

Institutions such as King Saud University, Effat University and Prince Sultan University prioritize leadership training, focusing on critical competencies including decision-making, problem-solving and communication. This approach prepares students for leadership roles that demand adaptive thinking and collaborative actions.

Universities are adapting their programs to meet the ambitious goals of Saudi Vision 2030, which aims to diversify the nation’s economy and promote sustainable development. This alignment reflects students’ intention to prepare for a future that balances economic growth with environmental stewardship.

Several institutions, including Mohammed Bin Salman College and Prince Sultan University, have introduced programs focused on fields such as aviation management, entrepreneurship and health care. These initiatives aim to reduce the country’s dependence on oil by fostering expertise in alternative sectors in accordance with Vision the 2030s goal of creating a diversified economy.

Universities are increasingly incorporating sustainability principles into their operations, research and curriculum. Prince Sultan University’s and Effat University’s commitment to achieving net zero emissions and King Saud University’s Sustainability Office exemplify institutional contributions to environmental sustainability. Aligned with Vision the 2030s emphasis on education, Saudi universities are actively developing a skilled workforce capable of meeting diverse industry demands. Institutions such as Alfaisal University ensure that their graduates are prepared for the evolving job market through collaborations with companies such as Boeing. Many universities have invested in cultural and social advancement. Programs at institutions such as Dar Al-Hekma University aim to foster societal engagement, while Princess Nourah Bint Abdulrahman University plays a significant role in empowering women through educational and professional development initiatives.

This principle emphasizes the critical incorporation of social responsibility and ethical values into academic curricula to prepare students to act in an ethically sound and socially beneficial manner. This alignment of academic mission with the PRME Values is one area where Saudi universities are seeing great benefits. Work on equipping tomorrow’s leaders with the skills and character attributes necessary to push sustainable world growth is an example of this commitment.

Introducing PRME in Saudi universities is built on the foundation of leadership. Educational institutions integrate core values, such as integrity, fairness and social responsibility, into their programs, nurturing the development of ethical leadership among students.

Business ethics programs are gaining prominence in Saudi universities. Institutions such as Al Faisal University and Dar Al Uloom University offer specialized courses aimed at enhancing students’ ability to make ethical business decisions and adopt responsible practices.

Several universities, including Jeddah International College and Sulaiman Al Rajhi University, have positioned corporate social responsibility (CSR) as a fundamental component in their academic offerings. These institutions promote initiatives that underscore social and environmental responsibility, equipping students with meaningful contributions to their communities and global society.

Saudi universities are increasingly focusing on developing global citizens capable of navigating cultural diversity and addressing worldwide challenges, preparing them for leadership roles in an interconnected global context. Many academic institutions have incorporated global perspectives into their curricula, offering courses in international business, cross-cultural management and global economics. This approach exposes students to diverse viewpoints and enhances their understanding of the global market dynamics. Study abroad programs and international exchange initiatives have become key features of many university offerings. These programs enable students to immerse themselves in different cultures, gain international work experience and develop cross-cultural competencies.

Recognizing the importance of language proficiency in global business, universities such as Dar Al-Hekma and Ibn Rushd College emphasize the development of foreign language skills to enhance students’ communication and collaboration abilities in international settings.

Universities are establishing collaborations with institutions and organizations worldwide to provide students with access to international networks, research opportunities and collaborative projects. Many universities are committed to fostering inclusive campus environments, offering support for students from diverse backgrounds and cultivating an atmosphere in which respect for different cultures and perspectives is paramount.

This principal advocates for the development of teaching methodologies, frameworks and learning environments that support students in becoming responsible leaders. Saudi universities embrace innovative educational approaches to engage students and promote active learning.

Saudi universities are witnessing a paradigm shift toward experiential learning methodologies, encompassing internships, case analyses and project-based curricula. These pedagogical strategies aim to provide students with practical expertise and cultivate the competencies necessary for effective leadership in a dynamic global environment. Prominent institutions, such as Alfaisal University and Mohammed Bin Salman College, have integrated internships and collaborative projects into their business programs. These initiatives facilitate the application of theoretical constructs in practical settings, thereby enhancing problem-solving capabilities and leadership proficiency. Saudi HEIs are increasingly adopting technological innovation in their instructional approaches. The implementation of digital platforms, virtual simulations and data analytics tools fosters an engaging and interactive learning milieu, while simultaneously developing students’ digital literacy, a crucial skill set in the contemporary workforce.

The transition toward active learning paradigms has prompted universities to adopt student-centric pedagogical models. Innovative methodologies, including inverted classrooms, individualized learning trajectories and collaborative educational strategies, are used to stimulate student engagement and foster autonomous thinking.

Universities are placing increased emphasis on cultivating essential soft skills including effective communication, teamwork and creative thinking. These competencies are vital for students to excel in the global job market and to address complex challenges as future leaders.

The integration of online and traditional classroom instruction, known as blended learning, is gaining traction at Saudi universities. This educational approach enhances flexibility and improves accessibility of learning opportunities. Blended learning options, including hybrid courses and adaptable scheduling, enable students to harmonize their academic pursuits with professional and personal commitments. This approach is particularly beneficial for nontraditional learners. Institutions such as the Saudi Electronic University are at the forefront of combining online and face-to-face learning activities. This integration creates a dynamic and adaptable educational experience, allowing students to engage in collaborative endeavors while benefiting from the convenience of digital learning. Blended learning plays a pivotal role in extending educational opportunities to a broader student demographic, including those in remote areas or those with limited access to traditional campus settings. This aligns with PRME’s commitment to inclusivity and broadening access to quality education. The emergence of blended learning has transformed the landscape of higher education, enabling institutions to deliver customized educational experiences that address individual student requirements. This pedagogical approach affords learners autonomy to progress at their preferred pace, revisit instructional content to reinforce understanding and engage in interactive exercises that align with their learning modalities. By promoting self-directed study and adaptability, blended learning enhances student engagement and supports a learner-centered educational framework that has been widely embraced by numerous esteemed academic institutions.

This principle emphasizes the necessity for universities and business schools to conduct research examining the societal impact of business practices. It also stresses the importance of disseminating this knowledge widely and engaging in dialogue with diverse stakeholders including educators, corporations, government entities, consumers and media outlets.

Academic institutions in Saudi Arabia are actively working to incorporate sustainability principles into scholarly pursuits and operational frameworks. This initiative reflects a comprehensive approach to address global challenges through education, research and community engagement. Prince Sultan University and AlFaisal University have systematically incorporated the United Nations Sustainable Development Goals (SDGs) into their curricula. By integrating these global objectives into their courses, these institutions aim to provide students with the necessary tools to tackle sustainability challenges and implement responsible practices in their careers. Research projects across Saudi universities are increasingly aligned with the specific SDGs. For instance, the Center for Sustainability and Climate at Prince Sultan University conducts studies on critical issues, such as climate justice, illustrating the potential of academic research to drive meaningful social change. Universities are adopting research practices that prioritize ethical standards and inclusivity. For example, AlFaisal University integrates CSR principles into its research endeavors, ensuring a focus on community well-being and sustainable development. Partnerships with prestigious international institutions are expanding the scope and relevance of the research conducted in Saudi Arabia. Effat University exemplifies this approach through collaborations with renowned institutions, such as Georgetown University and Bocconi University, ensuring that its research adheres to global best practices while addressing both local and international needs.

Universities are increasingly establishing collaborations with businesses, government agencies and non-profit organizations. These partnerships aim to gain deeper insights into the challenges faced by these sectors and develop strategies for addressing critical issues in sustainability and social responsibility.

Industry and Community Partnerships Collaboration with industry leaders and community organizations is essential to ensure that academic programs align with real-world requirements. These partnerships provide students with practical insights into the social and environmental challenges businesses encounter. Placements and Internships constitute a crucial component of numerous academic programs, offering students valuable professional experience and direct connections to potential employers. Institutions such as Prince Sultan University and the University of Business and Technology facilitate work-based learning opportunities that enable students to apply their theoretical knowledge in professional settings. Many universities have established advisory committees comprising industry experts to provide strategic guidance and ensure that their programs remain relevant to the current market demands.

This principle emphasizes the importance of idea exchange and encourages discourse among various stakeholders (educators, students, industry leaders, policymakers and community organizations) on critical issues related to sustainability and social responsibility.

Several universities have implemented student-led sustainability clubs and initiatives, creating platforms for ongoing discussions and actions regarding pressing environmental issues.

Student-initiated sustainability projects play a crucial role in driving changes within and beyond university communities. Examples include Effat University’s Sustainability Club and Qassim University’s Environmental Improvement Projects, which demonstrate student commitment to campus sustainability. Academic institutions organize awareness campaigns and sustainability-focused events, such as workshops and guest lectures, to engage students and the broader community in meaningful discussions about sustainable practices and their long-term implications.

Globally, academic institutions are witnessing a surge in student-led organizations dedicated to sustainability, environmental stewardship and social responsibility. These associations provide platforms for collaborative endeavors, fostering meaningful discourse and participating in impactful projects. Examples of such initiatives can be observed at institutions including Prince Sultan University, Effat University, Qassim University and Saudi Electronic University.

Universities are increasingly positioning students at the vanguard of sustainability efforts, empowering them to spearhead initiatives that yield tangible benefits to their campuses and local communities. Through the management of these projects, students develop crucial leadership, teamwork and organizational competencies while cultivating commitment to sustainable development. Organizations such as the Effat students Sustainability Club and the Qassim University Sustainability Group demonstrate the efficacy of student-driven action in affecting enduring change. A critical aspect of sustainability initiatives is raising awareness through campaigns and events. Students play a central role in orchestrating activities that engage their peers and the broader community in sustainability-related topics. These events typically encompass workshops, guest lectures, film screenings and community outreach programs. Initiatives such as Prince Sultan University’s GO GREEN campaign, Earth Day observances and events aligned with the UN Sustainable Development Goals have underscored the effectiveness of these efforts in promoting sustainability awareness. Academic institutions emphasize the significance of hands-on student-led projects that address specific sustainability challenges. These initiatives address practical issues, such as waste reduction, energy conservation, sustainable transportation and urban agriculture. Such undertakings not only provide students with real-world experience, but also foster problem-solving skills and demonstrate the measurable impact of sustainable actions. Notable examples include environmental improvement projects spearheaded by the Qassim University Sustainability Group and student-run organizations focused on water and food sustainability. Collaboration is integral to the success of sustainability. Universities actively encourage partnerships among student groups, faculty members and external stakeholders, including non-governmental organizations, government agencies and local businesses. These collaborative ventures amplify the reach and impact of sustainability programs. For instance, the Effat students Sustainability Club collaborates with faculty mentors, whereas the Qassim University Sustainability Group actively engages with organizations beyond the campus to advance its initiatives.

Academic institutions frequently participate in sustainability-focused symposia and gatherings, exhibiting their commitment to addressing global challenges and contributing to broader discourse on responsible management education. Mohammed Bin Salman College exemplifies this engagement through its active involvement in such forums. Conferences serve as vital platforms for educational institutions to disseminate research findings, innovative methodologies and success stories about sustainability and education. These events convene diverse stakeholders, including students, faculty, policymakers, and industry professionals, and foster cross-sectoral collaboration. Mohammed Bin Salman College’s active participation underscores the significance of these gatherings in advancing the field and promoting interdisciplinary dialogue. The primary benefit of conferences is their capacity to facilitate network formation and collaborative endeavors. Educational institutions use these events to connect their faculty, staff and students with experts and counterparts from other organizations. These interactions frequently result in joint research initiatives, resource sharing and enduring partnerships that strengthen global sustainability. Conferences provide academic institutions with a platform for highlighting their achievements and sharing insights into effective sustainability practices. These presentations not only inspire peer institutions, but also contribute to a more comprehensive understanding of environmental and social challenges. By disseminating success stories, educational institutions can assume leadership roles in the global sustainability movement. Through conferences, academic institutions interact with external stakeholders including business leaders, policymakers and community representatives. These engagements facilitate meaningful dialogue, foster new collaboration and promote the integration of sustainability principles into broader societal contexts. Events featuring guest speakers and community engagement opportunities further emphasize the value of these interactions for advancing sustainability objectives.

The above stated research findings clearly demonstrate that Saudi universities are making significant progress in aligning their educational approaches with the PRME principles. Through curriculum innovation, global partnerships and a commitment to social responsibility, these institutions are preparing the next generation of leaders to drive positive changes in both the business sector and society.

The linkage of these various theme under the PRME principles in Saudi Arabian Universities reflects a planning process to integrate responsible management education into higher education system. Under purpose, themes such as training tomorrow’s leaders and alignment with Saudi Vision 2030 are directly related, leadership development is not only about individuals, but it is also about aligning with the national vision of economic divertissement, sustainability and social development – this foundational theme frames all themes in later phase to make sure education can relate to larger social outcomes and so create an enabling effect of Leadership development that is aligned with National Development.

Regarding values, ethics and social responsibility and Global citizenship are related. Ethical education also offers the moral compass of international citizenship where students are taught how to conduct international business responsibly. International mobility and partnerships programs create the global mindset necessary to identify and apply ethical cross-border business practices. This premise ensures that students not only learn about the relevance of ethics in business, but also how these ethics can be applied in a global scale, which bolsters the values necessary for responsible management.

Method includes creative and experiential learning as well as the blended learning models. The connection is seen here in the way that experiential learning programs embed a real-world application of theoretical knowledge, with technology integration and student focused methodologies. Blended learning facilitates this with their scalability of accessible learning spaces that accommodated a wide variety of student demands and equipped students for today’s business world. This value aligns with mission and values in that it makes sure that the educational practices are not only innovative but ethical and in tune with National and international education objectives.

This research focuses on integration of sustainability, linking industry and society as partnership. Studies that touch on sustainability are frequently accompanied by industry partnerships to make sure academic projects have real world impact. These alliances facilitate a co-production model in which academic research informs industry and industry requirements inform academic curriculum, an interaction that contributes to making education practical.

Finally, dialogue with teams such as promoting dialogue and sustainability clubs relates back to all of these points above by creating a space where students deal with sustainability there by learning ethics, leadership and global citizenship. These initiatives also facilitate discussion that has implications for policy and practice, which is also part of the overall aims of PRME.

Essentially, the components of each PRME principle do not stand alone, but work together in a way that helps to further the broader purpose of graduating ethical, global and competent graduates. It is this networked system which ensures that the education is not only about teaching, but also creating well-mannered leaders capable of affecting the social world and the global economy.

Additionally, the outcomes of this study provide valuable insights for university administrators, policymakers and academics. These are discussed in the following sections:

Institutional Change: This investigation advances our understanding of how global standards such as PRME disseminate into local environments, shaping institutional conduct. Through an examination of coercive, mimetic and normative pressures, this study elucidates the intricate interplay of forces that mold university practices and organizational behavior.

Legitimacy Strategies: This study reveals that universities use PRME adoption as a mechanism to enhance their credibility, addressing both global trends and local expectations. This finding offers crucial insights into how organizations harness global norms to fortify their positions within their institutional spheres.

Discrepancy Between Symbolic and Substantive Adoption: A significant observation is the potential divergence between universities’ public assertions (e.g. via their websites) and the actual incorporation of these principles into their core functions. This highlights the obstacles organizations encounter when translating abstract concepts into concrete practices, stimulating further discourse on institutional inconsistencies and organizational evolution.

Strategic PRME Implementation: University administrators can use these insights to devise strategies for a more meaningful integration of PRME principles. By comprehending the various pressures, they face – coercive, mimetic and normative – they can tailor their approaches and communication to resonate more effectively with stakeholders, ensuring that the PRME principles are woven into the institutional fabric.

Fostering Authenticity: To avoid superficial adoption, university leaders should emphasize embedding PRME principles within curricula, faculty development programs and institutional decision-making processes. This approach will help ensure that PRME transcends symbolic gestures and generates a tangible societal impact.

Stakeholder Collaboration: For effective PRME integration, universities must actively engage with diverse stakeholders including students, faculty, businesses, government entities and local communities. This collaborative approach can ensure the relevance of PRME principles and garner support for the integration process from those that are most affected by its implementation.

Cultivating Responsible Business Leaders: The incorporation of PRME into higher education has the potential to foster a new generation of business leaders who are not only technically competent, but also equipped to address contemporary social and environmental challenges. This will contribute to the development of a more ethical and sustainable business environment in and beyond Saudi Arabia.

Promoting Social Responsibility: By emphasizing the social dimensions of business, PRME encourages both universities and their graduates to assume an active role in their communities. This aligns with Saudi Arabia’s Vision 2030, which advocates social development alongside economic growth, aiming to ensure that the benefits of progress reach all segments of society.

Global Citizenship: PRME also promotes global citizenship by preparing students to become responsible leaders in an interconnected world. This is particularly relevant, as Saudi Arabia seeks to diversify its economy and strengthen international partnerships. Graduates grounded in PRME principles will be better prepared to engage in cross-cultural dialogue and contribute to global sustainability.

Promoting Authentic PRME Implementation: Policymakers play a crucial role in driving the adoption of PRME within university systems. This may involve allocating resources and recognition to institutions demonstrating measurable outcomes from their PRME initiatives while also supporting research on responsible management practices. Enhancing Multi-Sector Cooperation: Effective policies should foster collaboration between academic institutions, industries and government agencies. These partnerships can facilitate the exchange of best practices, create avenues for applied research, and contribute to developing a comprehensive ecosystem of responsible management education in Saudi Arabia.

Synchronizing Education with National Strategic Objectives: Policymakers should ensure that higher education strategies align with both the PRME and the broader goals outlined in Vision 2030. By integrating responsible management education into the national development agenda, the Saudi government can enable universities to play a significant role in achieving the country’s social, economic and environmental objectives.

Overall, this study demonstrates how PRME can serve as a transformative tool in shaping the future of higher education in Saudi Arabia. By promoting ethical and responsible business practices, the PRME has the potential to cultivate a new generation of leaders capable of contributing to a more sustainable, equitable and interconnected global society.

This research provides insights on the practical application of PRME concepts at Saudi Arabian Universities through a detailed review of the websites. Find show progress, difficulty in imparting responsible management training, with universities responding to institutional pressure but in line with vision 2030 targets. Their intertwined themes of each PRME principle show how these institutions are collaborating to produce moral leaders who can tackle the world challenges.

This study also shows that PRME principles can be implemented more in-depth than just the surface level. Saudi universities have taken steps forward through a series of programs and projects, but there is still room for more concrete implementation on a day-to-day academic level. Future success will rely on continuing to sustain the current wave of programs and creating real institutional transformation.

Universities’ efforts to make interconnected international and regional standards show that they can cultivate responsible business leaders capable of making significant contributions to national and global sustainability. The role of colleges and universities in fostering ethical, significant and sustainable management practices becomes ever more important as Saudi Arabia further unfolds its economic revolution.

A primary limitation of this study is its exclusive focus on Saudi Arabian universities, which may restrict the generalizability of our findings to other higher education systems. To deepen our understanding of PRME adoption, future research could use longitudinal studies to track the long-term effects of PRME integration in Saudi universities. Such investigations could provide insights into the enduring impact of these principles on both institutional practices and graduate outcomes. Furthermore, comparative studies examining PRME implementation across different regions could illuminate the unique challenges and opportunities that arise in various cultural and institutional contexts.

Future research could enhance our understanding of how global educational norms adapt to local contexts and the tangible impact of these norms on social and environmental outcomes. Ultimately, the successful integration of the PRME has the potential to cultivate a new generation of responsible business leaders in Saudi Arabia, contributing to both national and global sustainability goals.

The authors would like to thank Prince Sultan University, Riyadh, Saudi Arabia for their support.