Abstract
As projects are evolving from tactical level ‘tasks’ to societally-relevant ‘instruments of
change’, the theories, methods, and practices of project management need to evolve, too. Academic
programs on project management, logically, should be frontrunners in this development, which calls
for societally-relevant and ‘responsible’ project management education. Following the model of
the United Nations Principles for Responsible Management Education, some first ideas on what
Responsible Project Management Education should entail developed. The study presented in
this article uses meta-synthesis to explore the meaning and characteristics of responsible project
management education. The study concludes nine characteristics that provide a conceptual starting
point for more empirical research on the topic.