2017 Good Practices in Responsible Management Education (Part 2 of 2)

In this, the second part of a two part end of year review, we look at some of the examples featured (roughly) organised around SDGs 10 to 17. Simply click on the links to read the full article. To read part one click here.

The month of June was a Special Feature month focused on SDG 10 Reduced Inequalities. In Australia the University of New South Wales organises a yearly event that aims to lead the debate and shape public discourse on some of the most important issues facing humanity called Tackling the Grand Challenge of Inequality. For the past few years several Signatories have been engaged in working with refugees living within their countries following the 2015 “Call to Action-Mobilizing the Academic Community Action in Response to the Refugee Crisis” and starting to share their experiences and successes including the student initiated Consortium engaging refugees at Leeds School of Business in the US. This also includes Hanken School of Economics in Finland where several programmes are underway to that aim to help integrate educated asylum seekers into Finnish working life.

The month of May was a Special Feature month focused on SDG 11 Sustainable Cities and Communities. During the month we saw several examples of schools engaged in making their communities more sustainable. Monash Business School is engaging their students in the SDGs through an online platform called Take One Step. In response to not only SDG 11 but also the European Union strategy “Europe 2020”, Warsaw School of Economics in Poland launched a research project called Eco-Innovations in Cities that resulted in a specialisation now offered at the school. In Italy at Universita Ca’Foscara Venezia, interdisciplinary teams of students are working together to develop innovative business ideas to make the region of Treviso more sustainable. UWE Bristol celebrated its home city being named the European Green Capital in 2015 by collaborating with not just the city but a range of other organisations to make the year as successful and impactful as possible. Interdisciplinary teams at Kemmy Business School in Ireland worked together for five weeks to see how they could make the city of Limerick stronger, coming up with not just solutions but implementation plans as well.

The University of Fraser Valley offered up a great approach to embedding sustainability into existing courses, in this case their Business Research Methods course which is mandatory for all students. We featured the Breakthrough Innovation Challenge and how it offered students a chance to collaborate with Global Compact companies to build sustainable business models and solutions powered by disruptive technologies. In May we also took a look at how different schools are engaged in sustainable tourism initiatives in recognition of the 2017 United Nations International Year of Sustainable Tourism for Development. This included courses, research projects, publications, experiential learning opportunities, partnerships, events to name but a few examples.

A growing number of resources are being created around the Sustainable Development Goals and we have tried to share many of these with readers. Earlier in the year we looked at a list of useful resources around the Sustainable Development Goals that are good as a starting point. We looked at a range of resources developed by the Global Compact focused on business as well as a two part series on resources for SDG 1 to 9 and another from 10 to 17. Sobey School of Business also shared with us how they created an online resource collection around PRME for use by their students, faculty and beyond.

Because of the importance of the Sharing Information on Progress Report within the PRME network, several posts focused on how Signatories are reporting on their efforts, in particular relating to the SDGs. We looked at how visuals are used in SIP reports as a way of clearly organising data and engaging readers. Another couple of posts looked at how Signatories are starting to report on the SDGs, outlining a range of approaches including the approaches from the schools that received the first Recognition for Excellence in Reporting on the SDGs at the PRME Global Forum. There were also posts looking at why SIP reports should be taken seriously as well as 8 Resources to help Signatories integrate the SDGs into their SIP reports. KU Leuven Faculty of Economics and Business in Belgium shared their experiences engaging their students in creating a materiality index of important sustainability issues to the School which was included in their SIP. Boise State University has students working to create the whole SIP report and their report was recognised at the Global Forum with a Excellence in Reporting Recognition.

Increasingly Schools are collaborating with each other and with a range of other stakeholders around the SDGs. For example the PRME Chapter Nordic worked together to create a special Ph.D. course that engages students from the different school on sustainability and CSR. Lagos Business School in Nigeria launched a Private Sector Advisory Group that brings together leading Nigeria businesses to explore how to reach the SDGs there in collaboration with the UN and government. In March we featured a number of ways that Signatories can engage their students in sustainability projects developed with partners of PRME including through AIM2Flourish, the WikiRate Project that invites students to analyse company sustainability reports and the oikos-PRME Research Hub where students can share their sustainability related research.


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