From fragmentation to integration: Rethinking the measurement of responsible management education

Responsible Management Education (RME) has become a central agenda within business schools, as institutions seek to prepare graduates capable of addressing complex sustainability and societal challenges. Despite its growing prominence, approaches to evaluating RME remain fragmented, with studies measuring diverse educational, institutional and societal outcomes using inconsistent conceptualisations and indicators. This study systematically reviews the contemporary literature to examine how RME is currently measured and develop a more coherent conceptual framework for evaluation. Following PRISMA guidelines, we conducted a systematic literature review of 62 peer-reviewed journal articles published between 2016 and 2026 using the Scopus database—an AI-assisted, human-in-the-loop thematic synthesis identified and consolidated 328 measurement-related concepts. The synthesis identified five complementary measurement domains: implementation, learning, behaviour, performance and impact, alongside five stakeholder groups: students, educators, institutions, industry and society. Building on these findings, the study proposes the Integrated Responsible Management Education Measurement Framework (IRMEF) as a multidimensional conceptual evaluation architecture that organises these domains and stakeholder perspectives. Rather than representing an empirically validated measurement model, the IRMEF provides a common conceptual vocabulary for organising existing approaches and guiding future evaluation and empirical validation. It provides a foundation for greater theoretical coherence and methodological consistency while supporting business schools, accreditation bodies, and policymakers seeking more balanced, multidimensional, and contextually appropriate approaches to RME evaluation.