The Benefits, and Challenges, of Teaching Mentorship – Cass Business School

Cass Business School in London has made a major investment in mentoring projects for staff and students. Mentoring and coaching is a key part of the school’s flagship programme as a UN PRME Champion institution sitting alongside their research work on responsible business (led by ETHOS), their ongoing commitment to teaching business in an ethical context and other projects including dissertation placements and work with Social Enterprise. The programme also links to their Widening Participation activity that sees students volunteering in the community as well as the award winning staff and student mentoring scheme. I spoke with Rob Compton and Paul Palmer about the importance of teaching mentorship as well as the challenges.

Why do you feel that mentorship is important for students?

People skills are essential for any manager and prospective leader in business, yet they can present a challenge for Business Schools and left for employers to develop in the workplace on a largely ad hoc basis.

We believe that Business Schools should develop knowledge and skills in this area to complement more technical or operational aspects of business studies and economics. Mentoring and coaching brings together many of these skills and can be presented in a format that undergraduate students can digest and relate to in a business context.

Also, these “life skills” can be presented in the context of other aspects of students’ lives and open up the opportunity to be practiced outside of their peer group and the University setting.

What is the mentoring project and how it came about?

The mentoring project started in 2015 and aims to develop our curriculum, enhance our teaching methodology and demonstrate a firm commitment to responsible management education.

The idea of using community engagement to develop skills and enhance the way undergraduate students learn as an accredited element in their study programme was a logical extension to Cass’s work over many years within its Centre for Charity Effectiveness and our placement projects with charities and social enterprise. The idea is to deliver social purpose through our core activity of introducing students to the very best critical insight from the world of business and civil society.

How do you teach coaching and mentoring in the classroom? 

Teaching mentoring and coaching is a challenge as it involves development of practical skills and is more naturally suited to an interactive workshop approach with relatively small groups of students. We do primarily use this approach with a high number of practice exercises and role-playing alongside a critical examination of the theoretical frameworks.

This innovative pedagogical approach is a new challenge for many second year undergraduates who have not previously experienced workshop learning. The module also requires a new (for Business Schools) assessment method that combines literature review, reflective essay and observation.

The main distinct feature is how the practical element operates with students either developing mentoring and coaching skills by working with pupils from London schools in deprived communities or supporting first year university students.

We currently work with four schools and have two options for supporting first year students. School activities vary, but focus mainly on helping 16/17 year old students plan for the next phase of their academic, vocational studies or work options. First year mentees from the Business School are either coached through a specific study module or more widely supported as they settle into the study programme and integrate into university life.

How do you measure the impact of your work?

We are committed to demonstrating the impact of the programme over time on our beneficiaries (in schools and university), our student mentor/ coaches and on the institution as a whole. This involves presenting evidence of the benefits over time (impact) rather than immediate outcomes through a longitudinal study over a minimum of 5 years following the Theory of Change model. A research-led evaluation function is integral to the design of the project.

The project is co-funded by the Sir John Cass Foundation, a three hundred year old Education Charity who require an evaluation report at the end of their initial funding commitment. To ensure longer term funding sustainability both from Foundations and the University there needs to solid academic evidence of the financial and social impact of the programme following Social Return on Investment (SROI) principles.

The range of stakeholders and timescales involved presents a challenge for empirical based metrics and we have had to utilise a number of impact evaluation methodologies to enable us to provide a practical evidence base to demonstrate the true value of the programme and its replicability.

What have been some of the challenges?

There have been many challenges in getting the project up and running including the time constraints of both the university and school timetables.

Specific points include:-

  • School partners are very busy and time poor with limited (and decreasing) resources for new projects.
  • Identifying the right key contacts within schools to influence and communicate the benefits to colleagues and pupils.
  • Developing the right assessment process to test the development of skills and meet rigorous academic standards including assessment by observation rather than examination.
  • Delivering a project outside of the core processes for the university that often doesn’t fit with established systems (e.g. may need to rely more on visiting lecturers with experience as mentors and coaches). We are not part of the Widening Participation programme and are different from other core teaching activity.
  • Additional cost involved in small group teaching and the development and delivery of sustainable external partnerships.
  • Time delay in seeing the true benefits of the programme. From project development to the first mentors in the workplace is c.4-5 years. For the first mentees in the workplace, this may be 6-7 years.
  • Developing appropriate impact evaluation methodologies

Successes? Have students reported benefits from this training in the post graduation careers?

We are starting to see evidence of the benefits to students, initially through feedback from their work placements and internships. The first cohort of students are now entering full time work although it may be some time before they are fully able to report the impact of their mentoring and coaching learning. We are committed to tracking this and will be reporting on examples of how students take this learning forward in the workplace.

More immediately, benefits to mentees in schools can be tracked in their academic progress as well as other actions they take to support their longer-term career development. For example, more informed decision-making as they progress into higher education and secure work experience.

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

It is best to order this under the three headings of internal and external stakeholder as well as curriculum or teaching:-

Internally, it was important to engage the leadership of the Business School by presenting the ethical (responsible management education) as well as the pedagogical case for the project. This appears a very “nice” win-win situation, but it is important to remember that this is new and requires additional investment.

This kind of project has to involve external partners. Charities and schools in particular will be understandably reticent about working with a Business School or indeed a private sector partner offering “in kind” rather than financial support. They need to understand how they will benefit and have a say in how the mentoring will work to benefit their school or charity.

In terms of teaching, the learning needs to clearly link into the curriculum at the right stage in the undergraduate pathway. We have found that this requires teaching as an elective module spread across the Autumn and Spring Term in the second year of the Management and Business Studies BSc study programme.

What’s next for the initiative?

Our focus now is on scaling up the programme to increase the numbers of students and beneficiaries of the programme by making it an option for all Cass undergraduates. This will mean setting up many more mentoring partnerships across more schools.

At the same time, we will start to report the impact of the project to demonstrate the long-term benefits and provide toolkit guidance and support for other universities looking to replicate the programme.

 

An Overview of MOOCs offered by United Nations Agencies (Part 3 of 3)

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. But Universities are not the only organisations offering these MOOCs. A growing number of UN agencies are developing MOOCs as a way of not only raising awareness about the issues that they focus on, but also training individuals around the world who are working on these sustainability issues and the SDG on the ground. Most of the courses are self-paced and available in multiple language. (Click here to read Part 1 which focused on UNWomen, World Bank and IMF or  Part 2 which focused on UNITAR, FAO, UNFMEA and UN.)

 

Most of the UN initiatives do not have their own online learning platforms and instead offer courses on various platforms and often in partnership with different organisations. This makes them a bit trickier to find so it is worth signing up for the newsletters of the initiatives you are most interested to get more up to date information.

For example, current courses offered by UNESCO include:

  • Inequalities in Latin America and the Caribbean: This course, which is also available in Spanish, addresses the current regional landscape of inequalities, warns of its dramatic consequences, and offers transformative strategies that can be designed to improve social policies and public management.
  • Climate Justice Lessons from the Global South: This course will deal with some of the key issues related to the ethical dimensions implied by climate change – learning especially from the problems faced as well as the resilience models formulated by the marginalized sectors of society or the so-called “Global South”.

 

United Nations University currently has a course in partnership with The Nature Conservancy that aims to build awareness of the importance of Mangroves to healthy ecosystems and human communities. This multi part course is designed to build expertise in mangrove biology, ecology, assessment, management, and restoration and is predominantly aimed at young academics, professionals, managers, and any other interested individuals, especially from developing countries

 

Specific UN initiatives also offer a range of e courses to help partners in the implementation of their frameworks. For example the UN-REDD Programme (UN Reducing Emissions from Deforestation and Forest Degradation) provides a range of 12 courses in English, French and Spanish that cover the topic of forests, carbon sequestration and climate change.

 

The UN Environment Programme’s Environment Academy usually offers online courses. At the moment they are offering:

  • From Source to Sea to Sustainability:This course will offer a holistic conceptual and practical approach to the issue of land based sources of pollution and their impacts, covering the scientific basics of nutrient cycling and pollution impacts, methodologies and assessment tools, financial mechanisms to protect our waters, policy and governance issues, as well as technologies for turning waste into resources.

 

Last but not least, the UN Global Compact offers some courses in collaboration with other partners including:

  • Ethical Cities: A course developed in collaboration with RMIT University and Future Learn, it introduces the notion of the ethical city and examines it from the perspective of ethical leadership, urban development and planning, ethical local business and engaged, ethical citizenry.
  • Human Rights and Business: This learning tool provides an introduction and overview to human rights for a business audience, developed in collaboration with UN Human Rights.

Empowering Female Entrepreneurs in Ukraine – Lviv Business School


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.

Empowering Refugees through training and funding – Monash University Malaysia (Part 1 of 2)

The School of Business at Monash University Malaysia has been actively engaged for several years now in programmes aimed at assisting and empowering Refugees through capacity building, funding and partnerships with multiple organisations. In this two part post, I spoke with Priya Sharma, Coordinator and PRME Ambassador at Monash University Malaysia to look first at the School’s programmes to educate refugees and in the second more about a fund to support refugee community-based organisations, both in collaboration with multiple partners including the United Nations Commissioner for Refugees (UNHCR) in Malaysia.

Provide some background about the urban refugee population in Malaysia

Malaysia is home to one of the largest urban refugee populations. According to the latest UNHCR statistics, Malaysia hosts over 150,000 refugees and asylum seekers. Most of them (90%) are from Myanmar, and the others are from diverse countries such as Afghanistan, Iraq, Somalia, Pakistan or Sri Lanka. Urban settings pose a host of real and difficult challenges for refugees, in particular refugee children. In Malaysia especially, refugee children and youth do not have access to institutionalized schools and thus obtain education via an informal parallel system of community-based learning centres.

What is CERTE and how it came about?

CERTE stands for Connecting and Equipping Refugees For Tertiary Education. It is a task force that aims to support young adult refugees in accessing tertiary education opportunities through knowledge and resource sharing, a bridge course, school readiness preparation, and mentorship. The task force is supported by Open Universities for Refugees (OUR) and UNHCR Malaysia and Teach for Refugees (T4R). It’s mission is to provide quality education to refugees globally and international universities in Malaysia. CERTE Malaysia was established during the OUR-UNHCR 3 C Forum-5/6 -August 2016- in Kuala Lumpur, Malaysia and is led by Jessica Chapman, Managing Director of T4R and Dr. Robin Duncan from OUR. The 2nd session for 2018 will be held at Monash University Malaysia in October and is supported by the PRME team in the School of Business.

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

The aim of CERTE is to identify refugees who can demonstrate the motivation and academic potential to access further education and to equip and empower them to gain a place at university or college. The course is run over 3 weeks, during weekdays so that the refugee students are exposed to university campus life. Through this course, students are equipped with the basic knowledge of the application process of higher education institutes; have a better understanding of areas of knowledge and different academic disciplines; develop basic research skills in writing and presentations. On the last day, a graduation ceremony is held and a certificate of completion is awarded to the students by Richard Towle, UNHCR’s country representative in Malaysia. This certificate not only endorses their participation but also serves as a unique stepping stone to future learning opportunities in Malaysia or elsewhere. In addition, students who successfully complete the course are given the opportunity to sign-up for a continued mentorship program that will provide continued support in their university application process.

Who are the students?

Fifteen refugee youth from different refugee communities across Kuala Lumpur are selected through an interview process. They are Rohingyas, Sudanese, Yemenis, Pakistanis, and Middle Easterns. They have completed their IGCSC or certain level of academic qualification from their home country but had to leave their country in a haste. Their education is abruptly halted and are unable to continue in Malaysia due to their status. Since this program, the students have taken part in other initiatives to improve their education, like online learning and education-focused projects initiated by T4R.

What have been some of the challenges? 

One of the major challenges is that the CERTE bridge course does not guarantee admission into universities. In addition, due to conditions by which the refugees leave their country, most often they do not possess the necessary documentation needed for access to education, informal or otherwise. One suggestion is to perhaps seek the assistance and collaboration of respective embassies to find ways to overcome this issue.

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

We think this is an important initiative. Having other institutions take on similar initiatives will have a strong impact on the community. It takes education to another level by engaging with a vulnerable sector of the community and offering it to children and youth. This is crucial as refugee children and youth most often have their education disrupted. A lack of education can disempower those who need an opportunity the most and can lead to extreme poverty for generations. Education is often a lifesaving intervention that offers protection and preserves their futures. Although a temporary predicament, providing education through workshops and trainings like these instill a positive attitude, gives them hope and prepares them for future opportunities. It is therefore crucial to supply them with information that will allow them to explore the world and use the full capacity of their brains while maintaining their interest and enthusiasm.

What’s next for the initiative?

We are continuing with this initiative for the next batch of refugee students and youth. Meanwhile, this initiative has also sparked a conversation and discussion within the senior management of the University on access to education through various platforms and scholarships. A working committee has been established to discuss ways of achieving this and overcoming the challenges and obstacles faced.

A Focus on Australia/New Zealand

This past December the Australia and New Zealand Chapter, officially transitioned from an Emerging to an Established Chapter, cementing their commitment to realising the Sustainable Development Goals through responsible management education. Although they only just became an Established Chapter, the region has always had a very active PRME Signatory base, a group of schools that are not only active within the PRME network, but also actively engaged in pushing the agenda forward with a range of innovative approaches. Because of this, schools from this region are regularly featured on PRiMEtime.

The month of February will be focused on sharing examples of good practices around embedding the Sustainable Development Goals (SDGs) into management education from schools across Australia and New Zealand. To kick things off, I spoke with Belinda Gibbons, the coordinator of the Chapter as well as the coordinator of PRME activities at the University of Wollongong in Australia about both the challenges and opportunities for the region as a whole.

Tell us a bit more about the Australia/New Zealand Chapter.

Schools in this region have been active in PRME since 2008. Currently 53% of universities in Australia and 75% in NZ are PRME signatories with a growth rate of approximately 2-3 signatories per year. Amidst vast land distances between signatories (there is a five hour time difference between our Schools), PRME members communicate on bi-monthly conference calls, virtual state based gatherings and via more formal annual forums and regular emails.

The work and in particular the courses that schools in this region offer have an important impact both here and abroad because education is Australia’s largest service export and New Zealand’s second largest. Recent statistics reveal that of all Australian higher education courses completed in 2016, the field of management and commerce accounts for 19% for domestic students and 55% for our international students. New Zealand has similar high statistics with 27% of students studying management and commerce courses. Of that 1 in 5 are international students. These large numbers and percentage of diverse cultures offers us rich exploration for teaching and learning but also numerous challenges in the way to tackle all 17 SDGs in the curriculum, research and partnerships.

You officially became an Established Chapter at your most recent Regional Meeting. Tell us a bit about it.

The 5th PRME Chapter Australia & New Zealand Forum took place at Deakin University, a PRME Champion School, in Melbourne early in December 2017. The theme of the meeting was ‘Inspire, Motivate, Engage, Act’ in regards to realising the Sustainable Development Goals. Over the course of the day we went through the different elements of the theme. We started by celebrating and sharing the growth we have had as a region over the past 10 years, congratulating Latrobe Business School and Griffith Business School in Australia and University of Waikato Management School in New Zealand who were among the first to sign as PRME Signatories.  We also signed the MOU with the PRME Secretariat, officially becoming an Established Chapter. Each school had a chance to present their achievements from 2017 and hopes for 2018 and to share key resources and opportunities. We also had a number individuals join us for parts of the day including Alice Cope, the Executive Director of UN Global Compact Australia, Anne Swear who is the Head of Corporate Sustainability at ANZ, Sue Noble the CEO of Volunteering Victoria, Giselle Weybrecht who is a Special Advisor to the PRME Secretariat, Sarah Goulding from the Department of Foreign Affairs and Trade and Soyuma Gupta, a current student at Deakin. The discussions were focused on how Australia is moving forward with the SDGs and how the schools that form the chapter can be part of those discussions and actions moving forward. For a full summary of the meeting click here.

What are some of the challenges that schools in this part of the world are facing and some issues that are particularly relevant in relation to the SDG?

While our research stimulates innovation and delivers solutions to economic, social and demographic challenges facing our nations we need to work closer with industry and government to support SDGs realisation. Our textbook and classroom cases can be routine in using global examples, which are informative, but the challenge is to bring an understanding of the SDGs back to illustrations from our countries, enabling our students and academics to understand just how global these goals are.

An example of this in particular pertains to human rights. In the latest Amnesty International 2016-2017 report, Australia’s commitment to human rights fails when it comes to our Aboriginal and Torres Strait Islander peoples, especially children abuse and deaths in custody (SDG 10.2, 16.2). Asylum seeking processes and procedures (SDG 1.4, 10.7), disability rights (SDG 1.2, 10.2) and counter-terror measures (SDG 10.3), all of which put us on the Human Rights Watch List for the third successive year in 2016. New Zealand has similar Indigenous Maori challenges along with high rates of violence against women and girls (SDG 5.1, 5.2) and children poverty rates (SDG 1.2). Ensuring these issues are communicated and mapped across all disciplines in the management and commerce field requires raising awareness, conducting audit type processes alongside developing a mechanism for resource sharing.

What’s planned for the chapter moving forward?

The SDGs provide us with a framework for industry, civil society and government collaboration. In Australia, the Voluntary National Review (VNR) on SDG progress is underway with the report due mid-2018. It is essential that the higher education sector and in particular PRME AUSNZ contribute to this report and continue to build relationships for future research.

As an Established Chapter, we are forming a steering committee that will focus on the priority areas of student engagement activities and embedding SDGs in the curriculum, building communities of practices within Faculty and across university/universities, mapping SDGs across curriculum and research and research and cross sector collaboration.

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.

 

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