Using Games to Engage in Sustainability – An Update (Part 3 of 3)

Back in 2012 I put together a three post special on online games that focus on raising awareness on different sustainability topics. To this day these are some of the most popular posts ever on PRiMEtime. Over the next couple of weeks I will be posting a series of articles with an updated summary of online games that aim to raise awareness about sustainability topics that can be used in the classroom or by students individually interested in these issues. I will also be covering a range of apps that allow students to engage, in real time, in sustainability issues locally or even globally. All of these resources are organised based on the 17 Sustainable Development Goals. Click here to read Part 1 (SDG 1-6) and Part 2 (SDG 7 -12).

Do you use any other games in your classroom? Send them and I will update the list.

SDG13Climate Change

Habitat the Game is designed to educate players about the effects that climate change will have on different species around the world while also encouraging players to examine how their own behaviours and ecological footprint will impact the planet. It was developed by Sydney University, The Rainforest Alliance and the Wildlife Conservation Society.

Climate Challenge is a game aimed at young professionals based on real climate change data where players can try out different approaches for themselves and learn about the issues. It was developed by the Oxford University Centre for the Environment and scientists from the Intergovernmental Panel on Climate Change. The player takes on the role of the President of Europe, choosing policies to reduce carbon dioxide emissions from 2000 to 2100. The player has to balance emissions reduction while making sure there is enough electricity, water and food for people, whilst also managing their spending and popularity with the electorate.

EnviroMan, developed by Novo Nordisk, looks at climate change and how to strike the right balance between economy and environment.

World Climate is a group role-playing simulation of the international climate change negotiations. The exercise provides participants the chance to explore the risks of climate change and the challenges of negotiating international agreements to reduce greenhouse gas emissions. Participants play negotiators representing countries and regional blocs that work to create an agreement that limited climate change.


Ice Flows, developed by the University of Exeter, the National Environment Research Council and the British Antarctic Survey is a game which tasks players with controlling the size of the ice sheet in order to get penguins to their desired destination. The climate changes, whether that means decreasing snowfall or increasing ocean temperatures, make it harder (or easier) for the penguins to catch fish, and thrive in their environment.

The Fish Game gives players 10 days to catch as many fish as they can to support their family. Several other version of the game exists which change the rules slightly. The object of the game is to have as many fish as possible by the end of the game while still keeping the fish population healthy.

Fishbanks is a multiplayer web based simulation in which participants play the role of fishers and seek to maximise their net worth as they compete against other players and deal with variations in fish stocks and their catch. Participants buy, sell, and build ships, decide where to fish and negotiate with one another.

Tragedy of the Tuna aims to educate students about the concept of the “tragedy of the commons.” In this game, each student or group of students represent a county in control of a tuna fishing fleet and makes decisions about fleet size and deployment. As the game progresses, teams vie to stay afloat as the competition for the shared fish population becomes more intense.

Marine Debris Tracker lets anyone track and report marine litter from anywhere in the world on a mobile phone, helping beach clean-up efforts and protecting our oceans. Data is easy to upload and can be downloaded in excel for analysis.


Climate Game is an interactive online game that sets you on a quest to settle on an uninhabited island covered by green trees and thick forests. You can harvest, use and plant trees, manage your income to develop island infrastructure. But, beware of the consequences of your action.

About That Forest is a web-based role playing simulation that takes place in a forest and the community that lives in it. Participants take the role of the people living in the forest and need to manage it sustainably.

Forest Cover Analyzer, created by the World Resource Institute, enables users to assess forest cover change and risks related to sustainable palm oil production in areas of Indonesia. Another app, the Suitability Mapper, enables users to identify potentially suitable sites for sustainable palm oil production.

Global Forest Watch provides global maps and data for tree cover gain and loss.

The Good Fish Guide is an app that provides in depth information on how sustainable different types of fish are. Similar apps have been developed in other regions of the world including Australia.

International BarCode of Life is the largest biodiversity genomics initiative ever undertaken aimed at cataloguing all species on the planet.

ESRI is a detailed map of the world that defines bio climate, landform, geology and land cover information. It was created by the US Geological Survey and includes climate change data.


Syrian Journey, developed by the BBC, is a digital product that explores the exodus of the Syrian people. The project aims to bring audience awareness of the plight of Syrian refugees.

Endgame: Syria is a game that examines the complexities of the Syrian civil war. Played from the perspective of the Syrian rebels, players must balance the in game currencies of morale and support against the costs of fighting in the war and decide when and if the time is right to accept a peace treaty.

Darful is Dying is a narrative-based simulation that puts you in the shoes of a displaced Darfurian refugee. The game is based on 2006 statistics and data.

PeaceMaker, developed at Carnegie Mellon, challenges players to establish peace in the Middle East. Players can take the perspective of the Israeli Prime Minister or the Palestinian President and react to unpredictable real-world events. The ultimate goal is to create virtual peace and be awarded the Nobel Peace Prize.


Using Games to Engage in Sustainability – An Update (Part 2 of 3)

Back in 2012 I put together a three post special on online games that focus on raising awareness on different sustainability topics. To this day these are some of the most popular posts ever on PRiMEtime. Over the next couple of weeks I will be posting a series of articles with an updated summary of online games that aim to raise awareness about sustainability topics that can be used in the classroom or by students individually interested in these issues. I will also be covering a range of apps that allow students to engage, in real time, in sustainability issues locally or even globally. All of these resources are organised based on the 17 Sustainable Development Goals. Click here to read Part 1. (SDG 1-6).

Do you use any other games in your classroom? Send them and I will update the list.


ElectroCity lets players manage their own virtual towns and cities while teaching them about energy, sustainability and environmental management in New Zealand.

The Solar PV Industry Simulation, developed by MIT, is a live web-based simulation where participants play the role of senior management at SunPower, a leading firm in the solar photovoltaic industry. Users compete against other firms, simulated by the computer, and set the industry conditions so as to learn about strategy under different conditions relating to learning, knowledge spillovers, and competitive behaviour.

Clean Start is a web simulation where participants play the role of the founder of a new startup company in the exciting and competitive cleantech sector. Each quarter they must set prices, decide how many engineers and sales people to hire and set compensation including salary, stock, options and profit sharing.

CityOne, released by IBM, helps users discover how business process management, collaborative technologies and service oriented architecture enable industry solutions that help organisations and industries adapt to new demands and build a sustainable advantage. The game looks specifically at Water, Energy, Banking and Retail.


Sweatshop is a game that educates users about the realities that many workers around the world contend with each day. Players act as the factory manager and are responsible for hiring workers while ensuring that prices stay down and product numbers stay high.

Oiligarchy puts gamers in the seat of CEO of the world’s biggest oil company, confronting them with real challenges like corruption and drilling around the world and oil addiction.

The Business Ethics Challenge, developed by Novo Nordisk, looks at how to deal with business ethics issues in everyday business situations while ensuring a balance between sales targets and company reputation.

McDonald’s game was developed to explain to their customers the challenges of running a business, including some of the negative impacts that corporations such as theirs have on society and the environment – from rainforest destruction to working conditions, faulty advertising campaigns, food poisoning, etc.


Green&Great is a simulation game in which players assume the role of managers in large consulting firms. Their companies compete for clients and seek to make a profit, while achieving social goals and reducing environmental impacts. By facing the consequences of their own decisions, players learn and experience the importance of business sustainability as a source of competitive advantage.

Making is a tool to inspire designers and creators to make better choices in the materials they use. Powered by Nike Materials Sustainability Index, the app provides the information to enable users to make real time, predictive decisions.

OpenSourceMap provides a database of supply chain maps for companies all around the world which includes the companies’ suppliers, the suppliers’ suppliers and all other stakeholders across their supply chain.


Evoke is a ten week crash course in changing the world. The goal of this social network game is to help empower people all over the world to come up with creative solutions to our most urgent social problems. The game was developed by the World Bank Institute and is appropriate for all ages.


Stop Disasters is a disaster simulation game from the UN/ISDR (International Strategy for Disaster Reduction). Each scenario takes between 10 and 20 minutes to play and there are five scenarios each available at an easy, medium or hard difficulty level. The site also provides a range of teaching materials around different types of disasters including tsunamis, floods, wildfires and earthquakes.

Disaster Detector teaches players how to analyse and interpret data on natural disasters in order to mitigate the effects of those disasters and also forecast future catastrophic events. The aim is to help the fictional town of Smithsonville predict and prepare for natural disasters. The game was developed by the US Department of Education.

Sust. Has three games. An environment game (how you live in your home), a building game (building a sustainable house using a fixed budget) and MySustTown (building houses, schools, developments have positive and negative impacts on the town’s sustainability).

Urbanology, a project launched by BMW Guggenheim Lab, is a quick game that forces users to make choices about urban issues, producing some quick findings based on choice. By answering questions relating to education, housing, healthcare, infrastructure and mobility, users “build” a city that matches their indicated desires and needs. Their city is then compared with other cities around the world.


Consumer Consequences is an interactive game designed to illustrate the impact of our lifestyles on Earth. It asks players a series of questions about their lifestyle and will show the player how many Earths of natural resources it would take to sustain all humans if they lived like us.

Oceanopolis is a Facebook game designed to educate users on sustainable living. The users protect their island paradise from being buried under recyclable rubbish. Players must turn the trash into treasure by recycling and upcycling.

Wise up on Waste is an app developed by Unilever that aims to save costs in professional kitchens by reducing food waste. The app provides waste management tools as well as tips to reduce food waste.

Using Games to Engage in Sustainability – An Update (Part 1 of 3)

Back in 2012, I put together a three-post special on online games that focus on raising awareness on different sustainability topics. To this day these are some of the most popular posts ever on PRiMEtime. Over the next couple of weeks, I will be posting a series of articles with an updated summary of online games that aim to raise awareness about sustainability topics that can be used in the classroom or by individual students interested in these issues. I will also be including a selection of apps that allow students to engage, real time, in sustainability issues locally or even globally. All of these resources are organised based on the 17 Sustainable Development Goals.

Do you use any other games in your classroom? Send them and I will update the list.


Alit,The cost of Life, is about helping the Guinard family in rural Haiti get an education and improve their lives. This includes their wellness and general health, their emotional well-being and their educational levels. The goal is to try to keep the family healthy and happy for all four years of the game. The game was developed in collaboration with UNICEF.

Spent is an online game about poverty and the challenges it brings forth for each and every person. Throughout the game, players make series of decision that impacts their income. Each decision is connected to different dilemmas and problems tied to health, level of education and providing basic needs for your family.


Food Import Folly is a game, created by The New York Times, where players take on the role of Food and Drug Administration inspectors in a world of increasingly numerous food imports and increasingly unmanageable risk. Participants must protect their country by not letting any contaminated food cross the border.

ShareTheMeal, developed by the World Food Programme, provides the opportunity for individuals to donate $0.50, enough to feed one child for one day. Users can use the app on their phone at any time to donate a meal to a child.


Sea Hero Quest is a unique game that gathers data on dementia through the playing of the game. The 2 million individuals who have played the game have generated more than 6,000 years of dementia research data just by playing. The game involves navigating the high seas while navigating buoys, setting flares and spotting aquatic monsters. The route that players take as they navigate the environment is being analysed by scientists aiming to set a benchmark for ‘normal’ navigation skills, against which they can examine those of patients showing signs of early dementia.

At-Risk is an interactive game that aims to reduce the stigma associated with mental illness in order to reduce the number of students with undetected or untreated conditions. Tailored for use among universities, it addresses the feat and stigma of mental illness that may prevent university staff and faculty from approaching and assisting students exhibiting symptoms of mental illness including depression, anxiety and thoughts of suicide.

Foldit, developed by various departments from the University of Washington, explores the process by which living beings create the primary structure of proteins. It attempts to apply the human brain’s natural three-dimensional pattern matching abilities to predict protein structures. As more players complete the game, the researchers can create a better understanding of these protein structure and craft new medicines to promote better health and cure disease.

The Convincer, developed by Novo Nordisk, has players work to convince the Minster of Health to invest in ways to effectively address the rising challenges of the proper diabetes initiatives.


The Republia Times puts players into the shoes of the editor-in-chief of the national newspaper of Republia, a fictional country recovering from a war with its neighbour, Antegria. Players use their newspaper to influence public opinion in the country by selecting articles that will be published and which will not be published.


The Water-Energy Nexus game gives participants a unique opportunity to get an insight into managing the water needs of energy production. Such insights can lead to improvements in water management leading to improved water systems’ resilience. It was developed as a training tool to be used in workshops in Southern African Development community countries.

the uva bay game is a large-scale participatory simulation, developed by the University of Virginia, based on the Chesapeake Bay watershed. Players take the roles of stakeholders, such as farmers, developer, watermen and local policy-makers, and make decisions about their livelihoods or regulatory authority and see the impact of their decisions on their personal finances, the regional economy and health of the watershed.

Water Risk Assessment is an online tool created by the WWF that helps companies and investors ask the right questions about water, to assess risks and offer guidance. It covers information from more than 32 industry sectors.


Collaboration among schools across the Nordic Region


Number 17 of the Sustainable Development Goals (SDG) is perhaps the most important, but also the most challenging. The ability of Management Education to successfully engage and help reach the SDGs will require a range of partnerships not only between schools and external organizations such as business and government but more importantly among schools themselves. Schools across a particular region can work together to coordinate research, efforts, teaching and work together to focus on the SDGs from a regional context and ensure that next generation of organizational leaders do so as well.

In response to this, the schools that make up the PRME Chapter Nordic which are schools from Denmark, Finland, Iceland, Norway and Sweden have collaborated to create a new Ph.D. course that engages students from the different schools on sustainability and CSR. I spoke with Elizabeth Barratt from Stockholm School of Economics to learn more about this new programme.

Introduce the PRME Chapter Nordic Ph.D. course and how it came about.

The participating schools of the Principles for Responsible Management Education (PRME) Chapter Nordic, which consists of schools from Denmark, Finland, Iceland, Norway and Sweden, decided to establish a common PRME Chapter Nordic Ph.D. course on sustainability and CSR.

This new programme aims to help translate and implement sustainability and CSR in the local context as well as leverage the strength of the existing UN Global Compact Nordic Network. As a Chapter, we are focused on integrating sustainability thinking into management education at Nordic business schools and providing platforms for collaboration and sharing experiences. Creating such a course aims to increase awareness of these issues in the region for future generations of students. The course also aims to facilitate and support research networks among doctoral students themselves and among faculty in the Nordic Universities who are focused on sustainability and to deepen and expand cooperation across the region.

This course is called “CSR and sustainability in the Nordic context” and 19 Ph.D. students from across the region are participating. The course is divided into three modules arranged at different schools in the region beginning with Stockholm School of Economics (September 2016), BI Norwegian Business School (February 2017) and Hanken School of Economics (April 2017).

What are the key features of the programme and how does it work?

Module 1: In September 2016, the Mistra Center for Sustainable Markets (Misum) at the Stockholm School of Economics hosted the first module. Here students mapped the sustainability research field and then discussed research issues in sustainable production and consumption, on a Nordic model for sustainable finance and on urban sustainability. Students were then paired off to work on research papers.

Module 2: The next module entitled “Innovation and Entrepreneurship for Sustainability” is taking place at the BI Norwegian Business School in Oslo in February 2017. There will be a discussion on theoretical perspectives on innovation and entrepreneurship for sustainability, the green transition of the Norwegian economy and whether finance can be ethical. There will be presentations relating to the Norwegian petroleum industry and Oslo city’s green transition programme, and student presentations.

Module 3: The final module of the Ph.D. course will be at the Hanken School of Economics in Helsinki in April 2017 in conjunction with a CR+ conference where the students will have the possibility to present their papers.

What are you hoping will come of this new programme?

The Chapter Nordic hopes to create a stronger network and build greater cooperation between students and faculty in the different schools around sustainability research, as well as to increase and share knowledge of CSR and sustainability – particularly in the Nordic region.

What have been some of the challenges and successes?

Our biggest challenge has been coordinating doctoral programme requirements at the different hosting schools. Finding financing for the travel expenses for Ph.D. students has also been a challenge. Although the programme has just started, we are already seeing increased co-operation and communication between business school staff in the Nordic region around the teaching of sustainability and CSR, Ph.D. students at the different schools are getting to know each other, learning about sustainability issues in the different countries, and co-operating on research projects over the 9 months of the course. We are also looking forward to the presentation of the co-written research papers at the CR3 conference in Hanken in April.

What advice would you have for other schools thinking of putting something similar into place?

Early planning along with close collaboration among hosting schools is key. A challenge is to ensure that each hosting school can draw on their unique research competence at the same time make sure that the sum of the parts builds a whole.

What is next for the initiative?

At the end of the current course (9 months), we will be assessing the impact and usefulness of the joint Ph.D. course; looking at what resources we have and can get access to we will decide whether to continue it on a regular basis every two years.

Making an Impact Through Experiential Learning – Experiences from the Institute of Management Technology (Part 2)

img-20170111-wa0007What kinds of partnerships have you developed to make this course possible?

For execution of the social projects we have developed partnerships with several local-level government agencies, and a number of renowned national-level NGOs, such as Agewell Foundation, AROH Foundation, Asha Deep Foundation, Empowering Minds, Lakshyam, Project KHEL, Social and Development Research and Action Group (SADRAG), Smile Foundation, Sshrishti India Trust, Teach For India, and Udayan Care.

Our model brings business, government and the civil society all together. In various cases our students are working as part of programmes run by our NGO partners wherein an NGO is working as an ‘implementation agency’ for the CSR initiatives of some big Indian or multi-national companies. As you may be aware that India is the first country to introduce a ‘mandatory’ CSR provision in the Companies Act 2013, according to which big corporates are ‘obliged’ to spend certain portions of their net profit on CSR.

Our students have been involved in contributing towards certain flagship initiatives of the Government of India including (i) Swachh Bharat Mission (for anti-open-defecation campaign); and (ii) Deen Dayal Upadhyaya Grameen Kaushalya Yojana which has the dual objectives of adding diversity to the incomes of rural poor families and cater to the career aspirations of rural youth. In collaboration with the local-level government agencies our students are working with government schools as well as Missing Children’s Homes situated in Ghaziabad.

What have been some of the challenges?

There have been many challenges, given that we are doing it for the first time. We are learning as we are developing the programme. First the programme involves a large batch of students, around 450, working on the ground and the programme had to be implemnented within a couple of months! But we have been able to convert that challenge into an opportunity, because it allowed us to work at scale and on diverse areas, with potential for greater impact. I have had intellectual and moral support in the development and delivery of the course from Dr Anurag Danda my colleague in the Initiative,. Our director and dean-academics, Dr Ravikesh Srivastava have extended whole-hearted support to the programme. Above all, we could not traverse the hurdles without constant support from my students, particularly Ayush Gupta and Udit Mathur who have been relentlessly working with me to make it happen!

Another challenge is physical safety and security of students, particularly girls. It has been a major cause of concern and demanded a no-compromise approach as and when students shared their concerns and worries.


It is gratifying to share that we have been able to conceive this unique model and bring it to fruition for the entire batch within a very short span of time. It is also delighting to see the impact that we can have and the extent of interest there is among the stakeholders to work with our students. In September 2016, I met with the local municipal commissioner of Ghaziabad to collect a list of slum areas in Ghaziabad where or students could work. When he got to know about our initiative, he proposed that our students could work with the Municipality to perform street plays (‘nukkad natak’ in Hindi) to generate awareness on harmful effects of open defecation on the opening day of the Swachh Bharat Week that was scheduled just two days from then. We brought together a group of 16 students who managed to stage it in slum areas of Ghaziabad with just few hours of preparation. People in the slum areas shared their concerns and plight to such an extent that these students came back motivated to do their bit for these under-privileged. One of our students created a video of that day (click here to view the link).

What advice would you have for other schools thinking of putting something similar into place?

We are being contacted by other leading intiatituions in India who are interested in our programme and the lessons that they can learn from it, especially in terms of pedagogy which is very gratifying! Some advice I give them is;

  • Have someone lead the initiative who believes in it and is passionate about it. Otherwise it’s very difficult to make it happen!
  • Be clear about your objectives and deliverables.
  • If you decide to work with partners then choose your partners and corresponding projects in such a way that these are in alignment with your objectives.
  • Have your well-thought-out implementation plan in place well in advance. That said, when you are going out of the secured corner of your classroom and trying to work at the grass-roots, things may not go the way you plan as you will not have control over most of the external factors. So, be prepared to deal with unforeseen challenges and unexpected contingencies which may crop up out of the blue moon.

What’s next for the initiative?

The initiative is mid-way. Our first goal is to bring it to its conclusion to the best of our ability. We are also collecting in-depth feedback from students and all our stakeholders. The endeavour will be to take it to its next level in the next academic year by learning from the rich experiences we are already gathering in its maiden year. We are also in the process of including it in other programmes. For instance, we have just now introduced SSR in the curriculum of our Executive Programme. However, rather than replicating the model of the Two-Year Programme, we are trying to come-up with a tailor-made model to suit the architecture, timeline, deliverables and participants of that programme, as one size may not fit all!


Making an Impact Through Experiential Learning – Experiences from the Institute of Management Technology (Part 1)

img-20170111-wa0007Business schools around the world are exploring a range of experiential learning opportunities for students across their programmes. At the Institute of Management Technology, Ghaziabad (IMTG) experiential learning has become not only a key part of the MBA programme, but a mandatory one. Staff coordinate projects on the ground with NGOs and government agencies for 450+ students a year. The aim of this course is to enable the students to imbibe the ethos of sustainability, social responsibility and distributive justice and realise ‘contribution’ as a value through hands-on execution of live social projects.

I spoke with Dr Kasturi Das, Faculty-In-Charge of Sustainability and Social Responsibility at the Institute of Management Technology, Ghaziabad (IMTG) about this course.

Introduce the ‘I’m the Change Initiative’

The ‘I’M The Change Initiative’ is IMTG’s initiative on Sustainability and Social Responsibility that was launched on October 1, 2016, on the eve of father of the nation Mahatma Gandhi’s birthday (which is October 2). The Initiative is inspired by Mahatma Gandhi’s vision “Be the change you want to see in the world”. The initiative includes a mandatory 3-credit experiential learning course on Sustainability and Social Responsibility (SSR Course) for the first year students of IMTG’s flagship two year full time MBA programme, as well as a Talk Series called “I’m The Change”.

How it came about?

Last year, under the leadership of Dr Atish Chattopadhyay, IMTG underwent a comprehensive review of its programme architecture and curriculum. The overhaul was aimed at achieving the alignment of the curriculum with the Institute’s vision of contributing to the development of business and society through grooming leaders who are innovative, can execute effectively, and are socially responsible. The I’M The Change Initiative on Sustainability and Social Responsibility is an offshoot of this entire exercise and has been conceived in alignment with the overarching three-pronged focus of IMTG on ‘innovation’, ‘execution’ and ‘social responsibility’.

What are the key features of the programme and how does it work?

The SSR course is a full-fledged 3-credit course, which each of our 450 odd first year students have to compulsorily complete. The course has its well-specified objectives, desired learning outcomes, requirements to be fulfilled, as well as a multi-dimensional evaluation structure. So, it is not like ‘volunteering’ for social work, nor is it ‘optional’ for the students. The course is predominantly an ‘experiential learning’ course, with only a few in-door sessions. The main focus of the pedagogy is on the ‘doing’ component (i.e. Execution of a social project as a member of a team with ample scope for acting innovatively).

The vision underlying the course is on the ‘being’ component, i.e. to help inculcate values, attitudes, and beliefs that form a manager’s world views and professional identities. Our objective is to allow students an experiential appreciation of social contexts and challenges at the ‘bottom of the pyramid’ – people who are unlike oneself. The endeavour is to make students think about their responsibilities to the community and wider society and the environment looking beyond their narrowly-focused private interests alone, thereby helping them to become better corporate citizens going forward.

Students, working in groups, identify a particular social challenge to be addressed and zero in on a specific area with a potential for making a meaningful contribution to society by applying their knowledge, skills, aptitudes and innovation. With the identified objective in view, each students’ group (comprising six students) proposes an ‘Implementation Plan’ with concrete deliverables and implement it on the ground .

The evaluation structure is multi-dimensional and innovative. It includes evaluation by self, by partner organization, and by faculty. Faculty evaluation is based on submission and presentation of the Implementation Plan, as well as final outputs in the form of ‘white paper’.Another unique feature is that it is getting administered through direct involvement of a students’ committee, called the Community Outreach & Social Projects (COSP) Committee.

What are the social projects focused on?

This is really a ‘glocal’ model. The live social projects that our students are undertaking are in alignment with the overarching sustainable development goals and the 2030 Agenda (i.e. global). However, the social projects are embedded in the Indian context (i.e. local). First, the social projects are in tune with the development frameworks and policies adopted by the Government of India, including on SDGs and CSR. Second, the social projects are aimed at addressing, at least to the extent possible, some of the crucial challenges confronting the under-privileged communities in India, much of which are case and context-specific.

The social projects are aimed at making a contribution to the lives of the underprivileged in a range of areas including education; women empowerment; marketing/market linkages development for products produced by the communities; skill development (including soft skills); distribution of free medical equipment and winter garments among old destitute; development of life skills among  children through games and play; awareness generation on health and sanitation, child sexual abuse; financial literacy; recycling of waste papers; welfare of rag pickers community old destitutes, special children and so on. etc.

(Part 2 tomorrow)


The Sustainable Development Goals – A List of Resources

On 25 September 2015, all 193 member states of the United Nations adopted a plan for a path to achieve a better future for all, to end extreme poverty, fight inequality and injustice, and protect the planet. A set of 17 Sustainable Development Goals (SDGs) and 169 related targets were presented that address the most important economic, social, environmental and governance challenges, and that will help guide national priorities over the next 15 years.

Business schools play a role in the successful implementation of the SDGs. Here are 6 ways they can do so with links to various resources to help.

  1. Learn more about the SDGs themselves: The Sustainable Development Knowledge Platform provides information about not only each goal, but all of the individual targets related to each goal. The site provides multiple resources as well as links to individual organisations around the world focused on working to reach the individual goals (a good source of possible partnerships and projects) and how the nine major stakeholder groups are engaging in the SDGs. There is even an app for the SDGs that can be downloaded for free. GOWI provides a range of free online courses around the Sustainable Development Goals delivered via email that take 2-5 minutes to read. To get more in to depth take a look at the growing number of MOOC on the topic.
  1. Integrate the SDGs into teaching. There are a wide range of videos (the Global Goals have their own YouTube channel) as well as several online games, platforms and apps to engage in the different issues. World’s Largest Lesson offers lesson plans around the different goals which, although aimed at a younger audience, provides some good resources and ideas. Connect research on sustainability in economics, finance, and management among bachelor, master and PhD students through the oikos-PRME Research Hub. There are also a growing number of examples of how to integrate the SDGs into business school courses and how to get students more engaged.
  1. Explore what management education’s role is in the SDGs: The PRME Secretariat has released a toolkit, Management Education and the Sustainable Development Goals, exploring why signatories should engage in the SDGs and how they can do so. This includes aligning curriculum and research with the SDGs, seeing more applied research, acting as leaders of public opinion and connecting and collaborating regionally and internationally. Other articles exploring how schools can get involved include a summary of a panel discussion about the role of Management Education in the SDGs, Management Education and the Sustainable Development Goals – Get Engaged published by AACSB and The Sustainable Development Goals and Management Education – an Overview and Update. For some inspiration as to how business schools are already engaging in the SDGs read Primetime posts or look through this list of 100 examples.
  1. Explore what business’s roles are in the SDGs: The SDG Campus The Guide for Business action on the SDGs assists companies in aligning their strategies with the SDGs . The UN Global Compact also has a website which outlines how companies can advance each of the SDGs with links to additional business resources for each SDG. The Global Compact is currently working on a number of action platforms which will focus on different SDGs which are likely to produce additional resources through the coming year. AIM2Flourish provides a database of short case studies, written by students, on businesses engaged in sustainability and the SDGs and several businesses themselves have created SDG related toolkits.
  1. Explore new and strengthen existing partnerships with business: Partnerships isn’t just Goal 17 of the SDGs, it is a crucial part of all SDGs. The UN Global Compact and PRME offer a range of documents focused on how business and business schools can collaborate to co-create solutions for sustainability challenges, win-win partnerships that can yield fresh and innovative ideas. Partners with Business Schools to Advance Sustainability toolkit provides case studies and tips and the following blog posts also focus on developing partnerships with business:
  1. Audit and report on what is already happening across your campus and programmes: Take a look at what is already happening on campus and how you can link these activities to the SDGs. Use your SIP as an opportunity to take stock of which SDGs you are already engaged in and which you need to be moving forward with by reporting on progress and future goals. Some recently submitted reports have already started to report on SDGs or explore how students feel companies are doing reporting their own initiatives with Wikirate.


What resources have you developed to raise awareness about the SDGs in your school?

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