Empowering Female Entrepreneurs in Ukraine – Lviv Business School

Walnut Bakery

Lviv Business School of Ukrainian Catholic University, Ukraine, launched a programme aimed at providing skills to female entrepreneurs. Their aim is to  develop new, or further develop existing female-led businesses across the country. I spoke with Svitlana Kyrylchuk who works at the Business School about this programme and the impact it has already had in the country. 

 

Why did you decide to start a Women’s Leadership Programme?

Ukrainian women own 22-23% of small and medium-sized enterprises and only 2% of big ones. As involving of women is fundamental for democratic government, it is important that these numbers increase. This means empowering more women to be able to start and grow their businesses. We believe that we can have a significant impact in increasing these numbers through educational programmes and public discussions on the topic of women’s leadership here in the Ukraine.

What is the Women’s Leadership Programme?

Lviv Business School of UCU (LvBS) and the Center for Leadership of UCU have developed an educational programme called «Women’s Leadership and Change Management». The programme is aimed at women-leaders from business, public and non-profitable sectors. This variety of students creates a special dynamics and synergy within one group and also establishes partnerships between different sectors.

The programme is based on the concept «Leadership based on character» that was developed by several researchers in Canada from Ivey Business School. According to this concept, leadership involves a character that is made up of 11 virtues and competencies. This can be divided into four categories: organizational, human, strategic, and business competencies, as well as commitment. The participants use this model to analyze their actions and behavior in order to develop their values and virtues.

The programme is practice-oriented and we focus on using case studies to teach the students. We believe that only through studying real examples can participations start to understand the role of a leader’s values to the utmost. The programme also includes several case studies from Ukrainian leadership research that has been undertaken by the Center for Leadership here which help students to understand the peculiarities of Ukrainian leadership and compare it to the leadership in other countries. For instance, according to this research, Ukrainian leaders mostly underestimate virtues such as accountability and humility, so in this programme much attention is focused on their study and analysis.

What do you hope to achieve through the programme? What have you achieved so far?

Throughout the programme we cover a range of topics including but not limited to character development, personal branding, networking and negotiating. The focus is on building the different competencies that are essential for a true leader. Since 2016 we have held 6 Women Leadership programmes that have involved 200 participants from across the country. In November last year the programme won the award of top 3 new management programmes at a Management executive and Professional Development conference in the US which we are very proud of.

What have been some of the challenges?

We didn’t have any difficulties with the program. The challenges are more focused on the difficulties for business women in Ukraine in general and what impact we can have on changing that. For example, recent research from the Center for Leadership of UCU looked at the differences of emotional intellect between men and women entrepreneurs. Preliminary results show that the differences in emotional intellect between men and women are minor. In particular, this is true when it comes to traits such as vocation, self-effectiveness and persistency. Despite this, Ukrainian women are seen as being less able to start and succeed in business than men. This is something we are hoping to change.

What have been some of the successes?

Among the program’s graduates there are successful women-entrepreneurs, administrators and leaders of social projects and non-governmental organizations. Some of our alumni include the founder of a social enterprise that recycles flowers from ceremonial events and uses the proceeds to finance charity projects called «Flowery Happiness». Another is the Chief Operating Officer of «Teple Misto», an innovative platform for creating opportunities and social transformations in Ivano-Frankivsk city. Other alumni have prominent roles at Transparency International, in national government and at the National Bank of Ukraine. One of the brightest, most active and determined participants of the program is Maryana Petrash, who is one of the co-founders of the initiative «Woman for Woman». This is a social project founded in 2017 to support and revive «The Walnut House» (Center of Integral Care for Women in Crisis). The project aims to raise money to restore the building in Lviv where the center for women has to be located and drawing more attention to its activities.

What’s next for the initiative?

As the program is in big demand, especially in Ukrainian context, we continue holding it twice a year.

What about female leadership in Lviv? What kinds of initiatives does your business school have and what is the state of women leadership within the School?

Sophia Opatska, the Founding Dean of Lviv Business School of Ukrainian Catholic University, is now UCU’s Vice-Rector for Academic Affairs. In the ten years since its founding, Lviv Business School, under the leadership of Sophia, has developed from a small start-up company to a truly successful institution with European values which is educating a responsible business community within Ukraine. Starting with only one program, the Key Executive MBA, in 2008, we have now developed to 4 master programs (Key Executive MBA, MSc in Technology Management, MA in Human Resources and Organization Development and MSc in Innovations) and up to 20 open-enrollment programs of Executive Innovation run every year in different cities of Ukraine. Much has been achieved so far and even more is to be done, but this time led by a new CEO, who is also a woman.

Meditation in the Classroom (Part 1 of 2) – Chiang Mai University Faculty of Business Administration


Chiang Mai University Faculty of Business Administration in Thailand, is committed to producing social conscious students. They aim to instil sustainability in their students through a growing range of courses (for example a course on Accounting and Climate Change), sustainability assignments in all core courses as well as a focus on sustainability outside of the classroom in extracurricular activities.

But one of their methods is not traditionally used in business schools, although perhaps it should be. All students at the Business School are given opportunities to meditate in the classroom, either through daily practice supported by faculty of core courses or through a specific elective. I spoke with members of the team at Chiang Mai University about their how they embed meditation into the curriculum.

Why meditation?

According to our mission to produce socially conscious students and produce graduates with morals and ethics, our faculty realizes the necessity of meditation practice. Meditation leads to Samadhi (state of mindfulness) which, in turn, increases the power of mind. Through meditation, our students will be able to control their minds. They will also be wiser, more highly responsible, more deeply mindful, and more caring.

For business managers this is particularly important because of the fast paced business enviornment of today. With Samadhi, the power of mind becomes stronger. This benefits their self-interest and common interest. It helps create a peace of mind which enables managers to have better insight and decision.

How is meditation brought into the curriculum?

We have put in place a course called Meditation for Business Leaders (MGMT 330) that is based on Meditation for Life Development course developed by Venerable Viriyang Sirintharo, the abbot of Wat Dhammamongkol Temple. Venerable Viriyang Sirintharo is the one who initiated and disseminated meditation courses throughout Thailand and other countries and he is now the great meditation teacher.

The Meditation for Business Leaders course is an elective course for students majoring in Management and a free elective course for students in other majors. It is a three-credit course with 2 credits for theory and 1 credit for practice. The course content covers meaning, objectives, methods, processes of meditation. It also includes benefits of meditation and how to apply meditation to daily life, work and business.

What kind of meditation is practiced during the course?

Learning activities under this course include both lecture and practice. The practice includes walking and sitting meditation. Students have to do meditation practice for at least 60 hours, including 7.5 hours a month at home. The activities also include a reflective session at the end of the course.

How are students not part of the elective benefiting from meditation?

Our faculty is the first faculty that allow students to do meditation practice before class. The practice takes only five minutes. Different methods were used such as finger counting, 4-7-8 breath counting, and breathing. This was the foundation of meditation for our students which allows them to gradually practice. We have several videos that help guide students (see above). This practice helps students’ mind to be ready and prepared for upcoming lessons. Students had better concentration on lessons, which resulted in better learning. Many times students sign up for the Medication for Business Leaders course after experiencing and seeing the benefits of these daily meditation practices.

What have been some of the challenges? Successes?

Our main challenge is we are not sure whether our students regularly and seriously do meditation practice. If they do not, the objective of doing meditation cannot be achieved. Students will not attain Samadhi which causes them to be wise, mindful, responsible and kind-hearted.

At a reflective session at the end of the course, students gave positive feedback about meditation. They noted that their behaviours had changed in a positive way, that they were more focused, calmer and more mindful. Some students agreed to continue doing meditation practice. Many of our students recommended the course to other students which has led to an increase in numbers of students registering for the course.

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

We believe that all business schools should teach their students how to practice meditation to help enhance students’ learning effectiveness and prepare them to become effective business leaders who have high responsibility, reasonability, and kindness and can handle difficult situations with their peace of mind.

 

Developing a Sustainability Disposition – La Trobe Business School

In 2008, La Trobe Business School in Melbourne, Australia was one of the first schools to become a Signatory to PRME. The Business School, which also has campuses in Sydney, China, France and Vietnam, has been actively engaged in both embedding responsible management within its school as well as contributing to the PRME network. They are starting their second term as a PRME Champion, Ten years on, they were selected to be a PRME Champion along with 38 other business schools from across the world who are taking transformative action on integrating the Sustainable Development Goals into three key areas: curriculum, research and partnerships.

In 2015 the School put in place a second year subject focused on Sustainability which is mandatory for all students enrolled in any Business Degree. Because of its focus on developing a sustainability disposition in students rather than just educating them about the issues, the course has been very well received by students and continues to be an exemplar of cross-disciplinary subject content within the School. I spoke with Dr Swati Nagpal about this innovative course. 

What is La Trobe Business School’s approach to sustainability in the classroom?

LBS understands the obligation as an institution to advocate for responsible management education throughout the school; in its four departments and its research centres, and by advocating and supporting responsible management initiatives and operations across the university.

A patchwork of subjects addressing Sustainability Education in Business degree courses at La Trobe was replaced in 2015 by a core second year subject entitled ‘BUS2SUS – Sustainability’, for all students enrolled in any Business degree. More than 2,500 students are now enrolled in this compulsory subject every year. This includes students from a range of business majors, including management, human resource management, marketing, accounting, sport management, finance, event management, tourism and hospitality, economics, international business, and agribusiness.

The subject is based on a blended learning design that allows for greater scalability across the entire portfolio of majors within Business and across all our campuses in Australia and abroad. With sustainability as the lens or context for change, students are introduced to systems thinking, tools for solving wicked problems, and the role of advocacy in managing change for sustainability.

How have you approached the design and delivery of this core course?

The process of embedding sustainability thinking into the core business curriculum presented a number of challenges, including distinguishing sustainability from related streams of corporate social responsibility (CSR) and non-financial measurement and reporting. The curriculum design was ultimately guided by the need for a future set of skills, rather than by identifying disciplinary content that business graduates might require. These skills include critical thinking, creative problem solving, ethical awareness and teamwork. For example, by working in small groups in class, and engaging with ‘wicked’ global sustainability issues such as climate change, global poverty and renewable energy, students are required to apply a systems lens to examining the true nature of the issues and potential solutions.

There is also an emphasis on creating a ‘safe space’ in classes to tackle often controversial social and environmental issues such as indigenous disadvantage in Australia, the refugee crisis and the potential for a sugar tax. This has required class teachers to be briefed and trained in pedagogical techniques that require reflexive practice and approaches to manage conflict.

The course puts a focus on developing a sustainability disposition. Why do you think this is important?

Research on education for sustainability, student surveys and teaching feedback have taught us that developing graduate skills for sustainability is not enough to create the impetus required for students to be change agents for sustainability, there also needs to be an emphasis on creating a ‘mindset’ change. This is enabled in the subject through use of a range of pedagogical design elements to create a learning environment that seeks to bring about this change. For example, through the use of case studies, examples and problem-based scenarios that require students to reflect on their underlying values base and question the status quo in management thought.

As such, this subject places a focus on both generic graduate skills such as critical thinking and problem solving, while also creating the disposition towards sustainability and ethical decision-making.

How are the SDGs embedded into this course?

Using the SDGs as a guide, students are introduced to the interplay between the social, environmental and economic pillars of sustainability, and the implications for ethically complex decision-making.

Ultimately, educating students new to the SDGs places us in a unique position as the entry point in their educational experience. We believe this is critical in developing their awareness of global issues and challenges so that they can enter the workplace fully equipped to advance and implement policies and practices that will contribute to sustainable business.

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

The question of whether business schools should approach embedding sustainability into core curriculum or as an elective has not been resolved to date. Our experience at LBS in taking the ‘core subject’ approach has been positive since we have the institutional support in terms of the University’s focus on sustainability and our historical emphasis and ethos of social justice. Therefore, gaining institutional support for furthering the sustainability agenda is key, along with the resources to make it happen.

The challenge in any modern business subject in sustainably is an emphasis on both the development of graduate skills and students’ disposition towards sustainability and ethical decision-making. This requires modern educators to span the boundary of the classroom and identify opportunities to engage with industry partners and other stakeholders to continuously produce innovative teaching materials and approaches that inspire and motivate students to pursue business ideas that align with the SDGs. 

What’s next for the class?

Next year, a major piece of assessment will focus on students (in groups) generating a business idea to be in contention for the Hult Prize. One of the challenges with a large enrolments in the subject are the limited options to create authentic assessments. An international student competition that requires students to develop an actionable and scalable business idea is both practical and allows for gamification/competitive elements to be built into the subject design.

What other initiatives at your school you are particularly proud of in this area especially in relation to the SDGs.

In 2017, LBS embarked on a series of workshops that brought together delegates from business, local government, education, not for profit and community sectors to discuss what the SDGs mean for them, and create opportunities for collaboration among the sectors towards implementation of the goals.

This outreach project on the SDGs is an international effort by our CR3+ network which includes LBS and PRME Champions Audencia Nantes School of Management (Nantes, France), ISAE/FGV (Curitiba, Brazil) and Hanken School of Economics (Helsinki, Finland). All four business schools have committed to hosting similar workshops in their countries.

Two Australian workshops were held in Wollongong and Albury-Wodonga on 15/11/17 and 29/11/17 respectively. In addition to the original aims as set out in the project proposal, the choice to focus on regional areas was two-fold; firstly, to develop our regional campus’ capacity to build and sustain cross-sector engagement and partnerships on the theme of the SDGs, and secondly, to focus on areas where UN Global Compact Network Australia presence is limited.

This post is part of a special feature throughout the month of February focused on schools in Australia and New Zealand. 

A Selection of MOOCs on Sustainability and Ethics for January 2018 (Part 1 of 2)

Every year there is an increase in the number of MOOCs (Massive Open Online Courses) available on sustainability topics. These courses are available for free online and open to anyone with an interest in the topic, lasting between three and fourteen weeks and taking three to eight hours per week to complete. Below is a selection of such courses starting in January 2018, listed by topic, from primarily PRME signatory schools.

Foundations of Development Policy: This course uses economic theory and data analysis to explore the economic lives of the poor, and the ways to design and implement effective development policy. MIT – starts February 6 2018.

The Challenges of Global Poverty: This course uses economics to understand some of the root causes behind underdevelopment and the constraints and trade-offs the poor face when making decisions. It also looks into anti-poverty strategies and policies. MIT – Starts February 6 2018.

What are the Sustainable Development Goals – This course provides a brief introduction to the Sustainable Development goals, what they are, how they came about, the goals and targets themselves as well as next steps and our role. Gowi – starts now.

 

Social Norms, Social Change: This course is on social norms, the rules that glue societies together. It teaches hot to diagnose social norms, and how to distinguish them from other social constructs, like customs or conventions. Unicef – starts January 1 2018.

 

Children’s Human Rights – An Interdisciplinary Introduction: This course combines law, psychology, sociology, history, educational and health sciences, economy and anthropology to explore critical issues concerning children’s rights. University of Geneva – starts January 8 2018.

 

Women in Leadership Inspiring Positive Change: This course aims to inspire and empower women and men across the world to engage in purposeful career development and take on leadership for important causes – to lead change with more conviction and confidence – and improve our workplaces and communities for all. Case Western Reserve University – starts January 8 2018.

Droi International de L’Eau Douce (course in French) – This course explores the laws that regulate and produce freshwater and the responsibilities of different stakeholders. University of Geneva – starts January 1 2018.

 

Sustainable Energy: This series of courses explores the complex nature of energy generation, distribution and supply and the challenges of transitioning to a sustainable energy future. University of Queensland – starts January 23 2018.

Energy Principles and Renewable Energy: This course provides an introduction to the language of energy, key scientific principles that underpin energy systems, future energy challenges and available renewable energy options. University of Queensland – starts January 23 2018.

Just Money: Banking as if Society Mattered: This course explores how banks can use capital as a tool to promote social and environmental wellbeing. MIT – starts March 7 2018.

Supply Chain Innovation: How Technology Can Create a Sustainable Future: This course looks at new technologies and how they can make supply chains more sustainable. It also explores global trends in global and supply chain innovation. University of Twente – starts now.

Debt Sustainability Analysis: What are the tools to access debt sustainability? How can countries effectively manage their sovereign debt? To answer these questions, this course combines theory with hands-on exercises. IMF – self paced.

From Corporate Social Responsibility to Corporate Social Innovation: Based on real-world experiences from business leaders, learn how to develop and lead social innovation initiatives that create both economic and social value. Babson – starts January 16 2018.

 

Part 2 will be posted tomorrow.

Campus Sustainability at Copenhagen Business School

At the PRME Global Forum, several Signatories received Recognition for the Sharing Information on Progress Reports. Copenhagen Business School in Denmark once again received recognition for their report, a report which is distributed to staff, students and partners and is used as an important communication tool both on and off campus.

CBS has many initiatives around responsible management and sustainability and has recently launched a number of initiatives focused on campus sustainability. I recently spoke with Louise Kofod Thomsen, co-founder of the Sustainable Infrastructure Taskforce (SIT) at the business school about their approach to sustainability on campus and their plans moving forward.

Why is it important that universities bring sustainability onto their campuses?

Universities act as role models for their students and basically, nurture and influence future decision-makers. During students’ time at university, they are taught how to act when they take on positions in businesses, but if they experience that it is okay to waste or in other words act irresponsibly, this is what they will bring into their future roles. In this sense, campus creates a sense of identity for the students and it is our belief that focusing on sustainability on campus will ultimately foster certain attitudes towards responsible behavior upon graduating. 

What has been the push at CBS when it comes to embedding sustainability into the campus?

Every few years, the Minister for Education and Science negotiates new university development contracts. These contracts contain self-defined targets by individual institutions as well as obligatory targets based on societal needs. Until now, these contracts have not set targets for universities in terms of raising the bar for energy, waste etc. but we strongly believe that they should, in particular as part of universities’ role in achieving the Sustainable Development Goals. Being a business school, we educate future employees for the business society (and other institutions). In recent years, we have experienced a growing interest from companies within the sustainability agenda that creates a natural push to how we should educate students. At the same time, there is also a considerable push from students through student organizations who wants to do more with sustainability.

What is your approach to sustainability on campus? What are some of the most material issues?

CBS Campus Services is working on getting waste sorting in all CBS buildings. At the moment they sort 12 different types of waste and we are working in close collaboration with the municipality to improve waste sorting on campus. A very recent development is the new department, CBS Estates. The new department will focus on 1. Operation and development of existing buildings, 2. Sustainability, 3. Development of teaching and learning facilities and 4. The establishment of Student and Innovation House in collaboration with the students. These four focus areas create a great platform for us at CBS PRME, student organizations and others to work more closely with CBS operations and top management to set even more ambitious targets for the green agenda on campus and launch projects that can get us closer to the goal of a more sustainable campus.

How are students engaged in sustainability on campus?

CBS engages students in sustainability on campus from day one. At the beginning of the first semester approximately 2500 new bachelor students start their time at CBS with Responsibility Day. The aim of the day is to provide them with an opportunity to reflect upon social, responsibility and ethical dilemmas, both in their new role as CBS students and in their future role as business managers. The day also sets expectations for the role that their education will play over the course of their time at CBS. One of our student organizations, oikos, hosts Green Week for one week in March where students learn more about sustainable living and working.

What have been some of the challenges?
It is always challenging when you try to create change. You meet a lot of “this is not possible” attitude or “this is how we have always done it” which can make it seem impossible to get the results. Often change starts from below, and when it comes to sustainability, this is also the case at CBS. This means that everything takes longer, because we need to mobilize stakeholders bottom up and document the impact to prove the importance. It is all about people, and therefore you need the people on board. We also need to work on improving environmental sustainability in buildings and this requires that we work across departments and facilities and collaborate with many different entities to achieve results.

What’s next for environmental sustainability at CBS?

CBS is collaborating with the Green Business Council to use CBS as a case study for the development of campuses in urban areas. We also recently launched The Sustainable Living Lab, a project that opens up campus data for students and researchers to use the campus to implement, test, research and teach sustainability. It is still in its early days but we are excited about what this could mean not just for the campus but for staff, faculty and students.

CBS Department of Management, Society and Communication is also engaging staff regularly around sustainability topics. With the Sustainable Infrastructure Taskforce, the department now wants to implement sustainable initiatives using the department as a pilot. One example is the department wide competition on ideas for how the department can become more sustainable. The winning solution was to have vegetarian meals as default for all meetings and conferences as opposed to the traditional non-vegetarian option.

A next step for the sustainable journey at CBS would be to gather more data on waste, water, energy and CO2 and set clearly communicated targets for these areas. It is a great opportunity to also track the savings you can make in the long run. The challenge is of course that budgets usually only cover short term, which can make it difficult to prove the long-term benefits.

What’s next in terms of student engagement?
In terms of engaging students, Five student organizations in collaboration with CBS PRME have come together to coordinate a 2-day hackathon inviting students from Danish universities to come to CBS and work on solutions to 4 defined sustainability challenges on campus from food waste to inequality. It is the ambition that the winning solution is to be implemented in collaboration with CBS top management and operations. The winning team will have the opportunity to present their solution at the PRME office in New York and hopefully inspire other universities to follow this path. A strong jury panel consisting of representatives from Copenhagen University, The Technical University of Denmark, CBS and representatives from private companies will judge the solutions. It is the first time that students, staff, management and partners come together to discuss the challenges and solutions for a greener campus and hopefully this will create a strong platform for future collaboration.

What advice do you have for other schools looking at campus sustainability?
It might seem as an overwhelming task, but just get started on the journey. There are ups and downs along the way, but if you keep pushing and engaging colleagues in the efforts, you will see results. Start by identifying the key stakeholders who you need to have on board to change the way you do things today.

Training the next generation of impact investing professionals through the Social Finance Academy – Smith School of Business

The Centre for Social Impact at Smith School of Business, Queen’s University in Canada educates students and fosters research and advocacy on issues of social impact. The Certificate in Social Impact programme is one of its sought-after programs. The Certificate allows over 500 Smith graduate and undergraduate students to earn a designation alongside their degree. Enabling business students to gain foresight into how social issues are affecting business and society while gaining relevant skills needed across today’s changing landscape is one of the focuses of the Centre and its newest programme, the Social Finance Academy narrows in specifically on the topic of impact investing.

I spoke with Joanna Reynolds, Associate Director of the Centre for Social Impact at Smith School of Business, Queen’s University Canada about this programme.

Why is impact investing important?

Increasingly, people in their professional and personal life want to be part of social and environmental solutions. Whether through our purchasing power as customers or in how we make investments. The appetite for social finance is growing across Canada and globally. Examples, such as impact funds and green bonds are two of the many new and innovative ideas gaining momentum in the marketplace, and inspiring organizations and consumers to think differently about our investments.   An example of the growth of impact investing globally is the 2017 Global Impact Investing Network’s annual survey which continues to report increases in the size of the global marketplace at USD 114 billion in managed impact assets across geographies and sectors. Professionals today want to know how to gain the skills that open opportunities for themselves and their organizations in this area.

What is the Social Finance Academy?

The Social Finance Academy is a unique opportunity for professionals to gain insights into a growing global field that now includes Social Responsible Investing, Impact Investing, and Venture Philanthropy. The Academy came about to meet this rising demand for professionals within finance, capital management, public and the not-for-profit sectors to understand emerging opportunities in this space.   Investors involved with foundations, endowment boards, or who manage assets for individual private wealth are increasingly seeking to align their investments with purpose and need advisors who can work with them to create customized solutions; while, not-for-profit organizations are seeing that social finance can enable their public benefit mission to thrive; and, governments recognize that social finance and social enterprise can meet multiple public policy objectives. Professionals across these sectors are seeking to enhance their skills sets and distinguish how they add can value.

Why offer a programme specifically focused on social finance?

Currently, programs like the Social Finance Academy are rare opportunities to learn from the trailblazers who have shaped the landscape and marketplace in Canada and globally.   As the appetite for social finance and impact investing continues to grow, the professional skill set requires more technical knowledge. Such as skills found in traditional finance and capital management now need to be combined with a rigor of impact measurement. Additionally, social finance often brings together people from across the public, private, and community sectors. Therefore, understanding public policy levers, community missions, and diverse investor values are essential contexts to creating a social finance solution. Educational programs such as these aimed at cross-sector collaboration with a focus on social outcomes are exceptional opportunities.

What is the content of the Social Finance Academy?

The Academy is a two-day program offered this November in downtown Toronto. Participants gain practical knowledge to apply social finance tools within their organizations to transform outcomes and investment models while achieving measurable financial returns and valuable social impacts. Sessions are led by professionals from the MaRS Centre for Impact Investing, BCorp Canada, City of Toronto, Ministry of Economic Development and Growth, Purpose Capital, Centre for Social Innovation, CoPower and top faculty from the Smith School of Business. Smith faculty and session leaders use a combination of insightful teaching, breakout sessions, and tutorials to examine case examples that provide participants with a local and global understanding of the marketplace. Session topics include outcomes finance, impact measurement, social procurement, solutions finance, community bonds, insights into public policy levers, and designing decision frameworks that guide social finance strategy.

What has been the response?

The response has been excellent. The 2016 inaugural session had a wait list of over 50 people. A great example of how institutions are taking advantage by sending their teams to engage and learn is our continued partnership with the Ontario Government who has sponsored ten Social Finance Fellows across departments to earn a full Certificate in Social Impact. By earning a Certificate, participants take a second program call Leading with Impact that help them gain the skills to affect change from within an organization. Participants then work individually or in teams on an applied project. The two in-class programs combined with the applied project has been well received as a way for professionals to bring value into their organization. Bmeaningful, Canada’s leading go to platform for career’s with impact is our promotional partner.

What’s next for the Social Finance Academy?

The Social Finance Academy is part of the Certificate in Social Impact for Professionals.  We expect to continue to partner with leading organizations to offer the Academy in subsequent years as the field continues to evolve.

Any tips for other schools looking to engage in this topic.

Impact investing and social finance present exciting opportunities for business school students to learn about an emerging field that crosses geographies and sectors. From mainstream capital markets through to development and community finance, this field is active, and demand is growing. A tip for other schools is to articulate the demand for social impact education across sectors and to identify the unique skill sets required by professionals to succeed in their areas of expertise. No longer are social impact considerations on the fringe for business success. It is now imperative for the resiliency of business and society as a whole to be part of the solutions that our world is grappling with.   Therefore, business education that is offered at the Smith School of Business is critical to developing outstanding leaders in business and society.

 

Business Schools Engaging Business in the SDGs Nationally – Lagos Business School

The 17th goal of the Sustainable Development Goals (SDGs) is partnerships. But it isn’t just a goal in itself; it is also a key component of the other 16 goals. In particular it is partnerships that engage the business sector that will be key in pushing these goals forward. Business schools can play an important, and much needed role in providing a platform to bring business together, guide collaboration efforts and provide training. This is exactly what Lagos Business School in Nigeria is doing with their new Private Sector Advisory Group. I spoke with Oreva Agajere, Sustainability Associate at Lagos Business School about this new programme.

How is LBS engaging/planning to engage in the SDGs in Nigeria?

At Lagos Business School, it is our mission to create and transmit management and business knowledge based on a Christian conception of the human person and of economic activity relevant to Nigeria and Africa at large. The school continues to promote sustainable and responsible business by being a hub of learning for entrepreneurs and managers. Since the launch of the SDGs, LBS has designed new executive programmes which speak to particular SDGs. For instance, our Agribusiness Programme is directly linked to goals 1, 2, 8 and 12. The programme trains experienced and budding entrepreneurs in the agriculture sector and is aimed at reducing poverty and hunger through job creation, economic opportunities and responsible consumption and production. LBS also engages with the SDGs by being a centre for sustainable thought leadership. Research and initiatives carried out by the school’s faculty and sustainability centre serve as conduits for mainstreaming the SDG conversation in the business space in Nigeria. Lagos Business School is also partnering with leading businesses to support the achievement of the sustainable development goals at a larger scale across Nigeria.

What is the Private Sector Advisory Group and how it came about.

The Private Sector Advisory Group Nigeria (PSAG Nigeria) is a local coalition of businesses formed to better align public and private sector partnerships for sustainable development in Nigeria. The group was inaugurated in February 2017 by the Office of the Vice-President of the Federal Republic of Nigeria with a mandate to mobilise private sector organisations willing to partner on ventures to help the Nation achieve the SDGs. This group came about with the recognition at various levels of the public and private sector that Nigeria didn’t achieve the Millennium Development Goals (MDGs) because there was no clear working model for private sector participation to aid the achievement of the MDGs. The PSAG is a solution to this problem.

The role of the group is to inspire and organize renewed public-private collaboration to promote inclusive growth and development in Nigeria. Working in cluster groups focused on various SDGs, the PSAG will assist in identifying areas of common interest and promote business driven strategies, projects and initiatives around the 17 SDGs. Another primary objective of the PSAG is to establish productive partnerships between the public and private sector by offering policy recommendations on developmental issues which affect Nigeria and the everyday Nigerian. Thus, the group works closely with the Office of the Senior Special Assistant to the President on SDGs to ensure a real connection with the arms of government and policy makers. The group will also support its members and the wider private sector in reporting on the SDGs to provide reliable data sources for policy and decision makers.

Who is part and how are they engaged?

The group was inaugurated with five organizations as co-chairs on the board. This includes Lagos Business School (LBS), Growing Businesses Foundation (GBF), Sahara Group Limited, Nigerian Economic Summit Group (NESG) and PricewaterhouseCoopers Ltd. (PwC). Other members and key partners include British American Tobacco Nigeria (BATN), Google, Unilever Nigeria, Airtel Nigeria, Standard Chartered Bank, General Electric (GE), Siemens Nigeria, Dangote Group, Coca-Cola, Channels Television, Chamber of Commerce- Lagos/Kano, and National Association of Small Scale Industrialists (NASSI). As the work progresses, the number of organizations that make up the PSAG is expected to rise.

Members have been engaged in several meetings and participate in SDG engagements at an international level. These include the High Level Political Forum which was held in New York in July 2017. The cluster groups structure of the PSAG is the main avenue of engaging member organisations. Companies join the cluster that focuses on the SDGs that are most material to their business and in that way, have the opportunity to collaborate with organizations that have similar sustainable development objectives. The group is still growing and is open to all private sector players who would like to make an active contribution to the achievement of the SDGs in Nigeria.

What are the key features of the programme and how does it work (what is planned).  Why have a group like this? What are you hoping it will accomplish?

The PSAG’s activities will include joint private sector SDG projects, businesses reporting on the SDGs, capacity building for business executives and policy recommendations to government.

Lagos Business School is leading the group’s capacity building initiatives. The focus is to increase private sector involvement in socio-economic change by providing a platform for active participation, partnership, advocacy and awareness. Through the PSAG, we hope that there will be an overall promotion of the development of practical and sustainably impactful business models; improvement of capacity building for stakeholders; midwifing relevant dialogues between public and private stakeholders to provide real solutions to Nigeria’s challenges and opportunities for improvements where necessary. LBS has developed new training programmes for C-Suite level business executives and implementing managers. The programmes focus on the integration of sustainability and the SDGs into the strategy, operations and reporting of businesses in Nigeria. A group like the PSAG is necessary in an emerging economy like Nigeria, because businesses are a key part of the society’s desired growth and advancement

What have been some of the challenges and successes (or expected)?

Some of the challenges so far have been around ensuring proper implementation and governance; the PSAG has had to spend a good amount of time working out the structure of the group. The group has also had to gradually build stakeholder’s interest and commitment.

Since February, the PSAG has gained commitments from leading business in Nigeria. Their commitment is one step in the right direction for Nigeria in advancing the SDGs. The group is also working collaboratively with the office of the special adviser to the President on SDGs and has been able to share its working model with other countries. The PSAG model has also drawn interest among other countries in Africa and the Middle East which face similar sustainable development challenges.

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

Our advice would be that management education institutions adopt a corporative approach to advancing the sustainable development goals in their spheres of influence. Partnership with the private sector and other stakeholder groups can ensure that the goals are met faster and more effectively.

What are 2 other initiatives at your school you are particularly proud of in this area?

  • Sustainable Business Models for Delivering Digital Financial Services (DFS) to Lower Income Unbanked Citizens of Nigeria (Research Project): This is a two-year research project of Lagos Business School (LBS), supported by the Bill & Melinda Gates Foundation). This project’s core objective is to establish the supplier side constraints to sustainable DFS in Nigeria and develop economic models for addressing identified constraints. The project also aims to recommend market-enabling policies for the sustainability of DFS in Nigeria.
  • Nonprofit Leadership and Management (Certificate Program): The course will provide a detailed introduction to Nonprofit Management through a highly practical, experiential and interactive series of faculty-facilitated lectures, guest lectures, case study discussions, videos and field visits. The programme is designed to meet the pressing need for effective and impactful management competence in Nigeria’s nonprofit sector. This programme, which commences later in 2017, is supported by the Ford Foundation. The Ford Foundation is the funding partner and LBS is the executing partner.
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