12 Visuals to get Inspired by for your next SIP report (Part 1)

Sharing Information on Progress (SIP) reports, beyond being a requirement for PRME signatories, are an opportunity to bring together the work a school is doing in the area of responsible management education, reflect on that work and explore future opportunities. SIPs can provide an important communication tool to raise awareness both internally and externally about your initiatives. Using visuals in your report is one way to bring the information contained within your report to life, to make it easier for your stakeholders to navigate, understand, engage in, and to take action on.

To inspire your next SIP report, here are 12 visuals (in two parts) taken from recent SIP reports. These examples are intended to be an exploration of the different approaches taken from different schools. For more examples you can browse through all of the SIP reports on the PRME website at http://www.unprme.org/sharing-information-on-progress/index.php

Hanken SIP visualHanken School of Economics in Finland provides tables throughout their latest report (2014) that give an overview on progress made on goals relating to each of the PRME Principles. The table lists the goals, achievements and progress made—or not made—and why, as well as future goals. Activities are included in tables for each of the Six Principles. Arrows and stars are used to highlight progress made on specific goals. Several other schools do this in their reports including Queen’s School of Business, Canada, which provides a list of all of their goals and progress against these goals right at the top of their report.

 

 

KU Leuven SIP visual
Students at KU Leuven Faculty of Economics and Business, in Belgium, said they wanted a sustainability report that was short and easy to read with information displayed in ways they could relate to such as graphs and graphics. One of the graphs included in their 2014 report is a materiality matrix that shows which issues are of most concern for stakeholders, and which are of most relevance to the campus. KU Leuven follows the Global Reporting Initiative guidelines in their report and the materiality matrix is a requirement as part of those guidelines. Talia Stough, Sustainability Coordinator at KU Leuven, commented on their process:

“We use various sources to complete this matrix. On the stakeholder side, we have an annual survey for students and staff to identify their priorities and expectations, as well as in-class stakeholder engagement activities that use the university’s report as a two-way learning opportunity. Then from the institution’s side, we consult documents (policies, audit feedback, etc.). In previous years, we worked with a local stakeholder network to better understand external stakeholders’ expectations. Based on the input collected, we plotted the most material issues on this matrix to identify top priorities.”

CBS SIP VisualCopenhagen Business School (CBS) in Denmark included in their 2015 SIP report, a page on Key Performance Indicators (KPIs). This summary page provides a list of the KPIs that they use, organised by Principle, along with the progress made on those indicators from their first report in 2011 and looking forward until 2016. The KPIs include curriculum development initiated in the bachelor and master programmes, participants in CBS’s annual Responsibility Day, published case studies, faculty trainings participants, peer reviewed papers and members of the sustainability alumni. network.

Haas SIP Visual

 

 

First time reporter Haas Business School in the US organised their report following the Six Principles. At the end of each section they include two boxes: the first box clearly lists key accomplishments over the past reporting period; and the second presents a list of specific future objectives with additional information about how these objectives will be carried out. Ivey Business School in Canada also does something similar in their latest report.

Neumann SIP Visual

 

 

 

Another first time reporter, Neumann Business School in Peru, created a report that specifically outlines PRME-related activities and individuals responsible for carrying them out over the upcoming year. This visual included in their report outlines the objectives of the group, the specific activities related to those objectives and the timeline over the next year when they will be carried out.

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