The Sustainable Development Goals – A List of Resources


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

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

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

 

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

Engaging Students in Extra-Curricular Learning – The Ethikum Certificate

screen-shot-2016-11-28-at-16-13-07Reutlinger University in Germany, along with a newtork of other universities of applied sciences across southern Germany, offer students the opportunity to gain an Ethikum certificate. This certificate, awarded at graduation, shows the students‘ exposure to and experience in ethical and sustainability topics during their time at University. I spoke with Ulrike Baumgartner from Reutlinger University about this opportunity for students.

Introduce the Ethikum certificate and how it came about

The Ethikum certificate documents that students have been engaged in ethics and sustainability questions beyond their regular degree programmes. All universities of applied sciences in Baden-Württemberg in South Germany issue the Ethikum certificate. The idea of this certificate is rooted in a tradition universities in South Germany have practiced for a long time. Thus the network of universities of applied sciences (RTWE), which all have ethic and sustainability officers, decided to adopt this idea.

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

The ethics and sustainability programme is an offer for students of all schools at Reutlingen University on a voluntary basis. Each semester we organise a variety of courses as workshops or lectures on different aspects of ethics and sustainability.

In addition to input oriented thematic workshops students may get involved in concrete social or political projects. This offers them a learning experience in a social context. Usually they work with other students, people with disabilities or refugees for one semester. After the semester they present their experiences in a colloquium we organise. For the participation at the workshops, the social projects and the colloquium students gain ethic credit points -usually 20 credit points per event. To obtain the certificate students need 100 credit points.

What have been some of the challenges? 

There are three challenges that I consider to be the most important.

First, the definition of the amount of ethic credit points per workshop or per social project is a bit complicated. We decided to base this definition strictly on the respective workload students have to complete.

Secondly, the transfer of experiences in social or political projects to the academic environment was not clear in the beginning. That is why we established the colloquium as a venue to present and discuss individual experiences and reflect on them with regard to a wider societal impact.

Thirdly, it is always a challenge to advertise our programme to students so that they will engage and choose to pursue the certificate.

Successes? 

First, we managed to integrate the awarding of the Ethikum in the official semester speech of the president of our university. That means that the president hands over the Ethikum to the students and our ethics officer gives a special speech honoring the students who receive it. This has increased the visibility of the programme.

Secondly, we now cooperate closely with the School of Textile and Design. We have now allocated ethics credits to their classes which can be used towards the Ethikum certificate.

Over 100 students are currently working on their Ethikum certificate at the moment and the programme is increasing in popularity.

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

The better an extra-curricular programme is interlinked with regular degree programmes the better. Thus, I would advise talking to individual professors in the schools on their regular teaching issues and ask what kind of extra-curricular course would match.

What’s next for the initiative?

Our next project involves reshaping our course work, to intensify the cooperation with other universities of applied sciences and to create a central conversion table for credit points. This last point is a very ambitious project which involves contacting all the responsible persons in the different degree programmes to arrange a mode of converting ethic credit points as each school at Reutlinger currently has its own system in this regard. A central conversion table would increase the transparency for students on how to obtain the credits they need.

We also aim to broaden the range of courses we offer our students in the programme. By advertising the ethics and sustainability programmes of other universities of applied sciences in the region we invite our students look at these other schools as well and pick courses according to their personal interest and collect further ethical credit points outside our university.

Finally, we are looking to organise more field trips to local companies that are role models in ethics and sustainability. Such an offer would broaden the diversity of the learning formats in our programme.

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Engaging Employees with Intellectual Disability – Antwerp Management School

idwork-pagina-18ID@Work at Antwerp Management School in Belgium is a unique research project aimed at supporting organisations in attracting, developing and retaining employees with an intellectual disability. The project identifies the levers that can help facilitate the employment of disabled people, as well as the potential challenges and obstacles related to this type of employment effort. Intellectual disabilities are part of most of the Sustainable Development Goals including Goal 8 (unemployment rate and average hour earnings of persons with disabilities) and Goal 16 (increasing the proposition of positions for persons with disabilities in different organisations including in decision making positions).

I recently spoke with Professor Bart Cambré, associate dean research from Antwerp Management School about this innovative initiative.


How did ID@Work come about?

In the margin of the 2014 Special Olympics European Summer Games, Antwerp Management School conducted a study on the employment of people with intellectual disability (ID). The research was done by an inclusive team existing of two athletes participating in the Special Olympics European Summer Games and a senior researcher without ID. Their study focused mainly on employment in sheltered workshops and social economy. A first white paper was published.
The positive experience Antwerp Management School had by working with the researchers with ID, their added value during interviews, and the obvious need of more information and data on employment of people with ID in the regular economy, motivated AMS to develop a new project: ID@Work was born.
What is ID@Work?

ID@Work is a unique scientific project on the inclusion of workers with intellectual disability in the regular economy. ID@Work, stands for intellectual disability@work and has 6 goals:

  • hire the researchers with ID who volunteered in the previous study
  • conduct a study on the employment of workers with ID in the regular economy
  • write a white paper on this study (at this moment only available in Dutch and French)
  • develop a free scan for employers
  • develop a coaching programme for employers wishing to hire workers with intellectual disability
  • organise HR Master classes to train HR personal to hire workers with intellectual disability. This will be an exclusive AMS product.

The first 4 goals have already been achieved. The most recent one was launched November, 2016 and is a scan enabling employers to check how ready a company is to hire workers with intellectual disability. After having taken the test, every participant receives instant feedback and can ask for a full report and profile including advice and links with further resources to engage employees with intellectual disability. Both the tool and the report are free of charges.

What were some of the results of the study you conducted?

For the study mentioned previously, the inclusive team visited 26 companies and interviewed over 60 people all involved in inclusive work with people with ID.
The team extracted 6 pillars on which working with people with ID is or should be based. It is obvious that if one of the pillars is lacking or not equally balanced compared to the other ones, the risk of failure or a less positive experience with working with an employee with ID rises.
Those 6 pillars are:
1. Knowledge & Expertise need to be present before starting. If the company lacks knowledge, call in the help of experts.

  1. Strategy – refers to the reason for inclusion. What are the motives of an employer to hire people with ID? Is there an economic inspired strategy or rather social responsibility?
  2. Job matching – refers to the processes to match a candidate with the tasks needed to be done. Job design is a key element.
  3. Work culture – refers to the values and norms of an organisation when it comes to diversity, performance, organisational practices and policy. Integration and respect are key.
  4. Experience & Support – how much experience does the organisation have in managing diversity and to what extend is there support to facilitate the inclusive policy?
  5. Empowerment – refers to the level of autonomy and self-reliance of the worker with ID. Both need to be stimulated and can be endangered when the employer/organisation has a (too) protective attitude towards the worker with ID.

What have been some of the challenges and successes?
Working with two researchers with ID has been eye-opening. It has become clear that they have another view on the world compared to researchers without ID and that their vision leads towards other types of questions and unexpected answers from the interviewees. It was definitely an added value to the study.

Also, by walking the talk, Antwerp Management School became its own case study. Experiencing real live that things go wrong when the job doesn’t match, that getting professional accompaniment and the right financial incentives as an employer, and other types of help is a complicated adventure in Belgium.

We’ve proven the need of a project like ID@Work to facilitate the employment of workers with ID and to make employers reflect on the possibility and the benefits of hiring people with ID. The fact that not only placement agencies and care organisations, but also the associations of entrepreneurs back the project and promote the test, is a key element for making this project transcend the purely scientific level and enable the tools to actually make a real difference for people with ID in the regular economy.

What does a school – or any other employer for that matter – needs to know before hiring a person with ID?
The most important thing is to gain knowledge on intellectual disability and to know what kind of tasks you would this person like to execute and what basic skills he/she needs to have able to do this. For example, would you like to hire a person with ID to help in administration, then list the tasks involved and the required skills. Does the job include sending emails, look up things on the Internet or use spread sheets to make listings, then be aware of the fact that the worker needs to know how to use a computer, write emails in a proper way, etc. Do not expect these skills to be granted. Reflect on the question if your company/organisation is willing to invest time and money into extra IT training for the worker with ID. Also determine if the tasks you would like to be executed by a person with ID are sustainable or limited in time. If so, you might need to foresee other matching tasks for the worker with ID later on or make him/her aware of the fact that the job is only temporary.

Second is communication. Make sure that the whole company or organisation carries the initiative. Everybody needs to know why a person with ID is being hired and what the benefits are.
Third, set boundaries. In a people and socially oriented environment such as a school, the danger of ‘over’-caring is real. Being too protective is not stimulating the empowerment of the worker and will consolidate the innate helplessness the majority of people with ID are locked into. On the other hand, too much care will weigh on the co-workers of the person with ID. Because of the innate helplessness and the fact that the borders between private life and work are not always clear to the worker with ID, they keep asking for all kinds of help if co-workers do not set clear boundaries. The danger for workers to become after-hour caregivers for their colleague with ID is real.

What’s next?

With another 6 months of the project left, we’re now working on the last two goals of the project: a coaching program for employers and HR Master Classes. The first one will be developed with agencies already active in placement and job coaching for workers with a distance to the labor market. The HR Master Classes will be an exclusive program by Antwerp Management School.

Parallel to this development we will be analysing the data harvested with the ID@Work scan and use the results to consult experts and authorities in improving policies regarding inclusive work.
We secretly hope to be able to install a chair on the subject later on.

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How to Engage Students Around the SDGs – Antwerp Management School

ams-sdg-student-ambassador-tshirtOver the past three years, Antwerp Management School has stepped up its efforts to implement the PRME principles. Apart from having been a Signatory since 2012, they also hosted the Belgium Global Compact Network Chapter. Sustainability is a key focus area of their school, in particular what they refer to as societal consciousness of students in relation to sustainability.

I recently spoke with Eva Geluk, part of the team at BASF Deloitte Elia Chair on Sustainability and Manager of the Competence Centre Corporate Responsibility at Antwerp Management School about one of their newest programmes, the SDG Student Ambassador Campaign, that aims to engage students in sustainability discussions and, in particular, the Sustainable Development Goals (SDG).

What is the SDG Student Ambassador Campaign?

At AMS, we aim to empower students with the necessary knowledge, skills and reflection on societal challenges that will not only help them to develop their own perspective on corporate responsibilities, but also help them by turning these into future business opportunities. As the SDGs are gaining increasingly visibility in the world of business and civil society at large we thought it was time to promote the Goals within our student community and empower them with the necessary knowledge to challenge their peers and faculty. Worldwide her Majesty Queen Mathilde of Belgium is one of the official SDG Ambassadors on global level.

Every year all of our students participate in a one-day programme consisting of an introduction to sustainability in the morning and an interactive and fun experiment in the afternoon. The morning lectures are on ‘Sustainable business = business’, followed by two interactive sessions on ‘Cultures of sustainability’ and ‘The evolutionary basis of sustainable behavior’. The afternoon session is an experiment through which students experienced (un)sustainability in an interactive, integral, and original way.

This year during the programme we launched the SDG Student Ambassador Campaign initiative looking for 16 Student Ambassadors – it is a voluntary initiative on top of their day-to-day curricula work. As there is no course incentive for them it is purely involvement based upon their own intrinsic motivation illustrating that this generation is not only aware of a changing world but also wants to actively contribute to it.

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

We see the creation of SDG Student Ambassadors not only as a means to promote the Goals within our own schools, both with fellow students and with faculty that teaches on their programs, but also as a means to further empower our students to critically assess the role of the Goals in management education. After all it is them who will be going out into business once they finish their degree and become the leaders of tomorrow. The original idea was to create 16 SDG Student Ambassadors that would facilitate a workshop with companies committed to the SDGs for their fellow students. To our delight the interest was that great that we ended up with 54 SDG Student Ambassadors. This represents almost a third of our total student population in the Full Time Masters division.

This group of SDG Student Ambassadors will be provided with extra information and get the opportunity to participate in conferences and events organized around the different sustainability themes. The best project will also get a prize for their work and we will create visibility for them where we can during their academic year. They have all received a SDG training session provided by CIFAL Flanders – part of UNITAR training centers, based in Antwerp and focusing all its training activities on the SDGs.

What are some of the projects that the students will be involved in?

Because of the success of the programme, we adapted our approach by suggesting a few more projects and letting room for the creation of own initiatives by the students. The result is a multiple of diverse projects:

  • A project where students will conduct a workshop with different companies active on the SDGs for their fellow students
  • a project where students will conduct a workshop on the SDGs in local schools
  • a project that will look at the own footprint of the student community
  • a project that will work guerilla style drawing attention in creative ways to the goals by for example organizing flash mobs in different cities in Belgium
  • a project that will organize a debating night on the SDGs and invite relevant and inspiring speakers
  • a project that will identify documentaries on the different goals and organize a movie night with teaching questions attached to it so that they can be used in class too
  • and a project with Aim2Flourish where students will interview business leaders that started a company with the aim of doing good
  • and finally a project that will look at SDGs in reporting and a project that creates our own SDG You Tube channel

What have been some of the challenges? 

Managing the additional workload that the great interest by students to become a SDG Student Ambassador had created. But this is only a pleasure! It would help to have a fixed budget for this project hence the leverage internally that this project creates is so important!

Successes?

The fact that we got 54 SDG Student Ambassadors instead of the 16 that we were hoping for was a massive success and gives us internal leverage to further promote not only the SDGs but PRME initiatives as a whole.

The fact that there is so much interest from the students is obviously very exciting. It gives not only hope about the next generation of young leaders understanding the importance of sustainable development in a business context but also fulfills our aim of empowering the students with knowledge and critical thinking that they can use with their peers, faculty and future employers. Also the fact that they are actively involved in finding own projects is exciting as it underlines the empowerment approach and shows that it is working. Thirdly, it has the potential to become an important internal leverage for putting even more focus and effort in implementing the PRME principles in all of our teaching, research and activities as almost a third of our students illustrated this much interest in the theme.

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

Do not think too much about it but just do it. We launched it as an experiment, with only the only objective being having 16 student ambassadors and one project so being flexible in what comes at you and have internal support from above is also essential.

What’s next for the initiative?

Now all focus is on executing the different projects and raising awareness on them and the AMS SDG Student Ambassador campaign at large. Early spring we will evaluate and see how we can further build not only the student empowerment programme itself with the overall aim of getting ECTS points attached to it, but also the SDG Student Ambassador campaign and create continuity. Furthermore we would love to share our experiences and the outcome of the projects with other schools as much as possible.

Our approach to responsible management education is supported by the BASF Deloitte Elia Chair on Sustainability – a joint academic partnership by the faculty of applied economic science at the University of Antwerp and Antwerp Management School. For more read AMS’s SIP report.

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Sustainable Business Examples from Around the World – Italy, Australia, and New Zealand

Barilla

Barilla

As businesses become more and more engaged in sustainability around the world, we are presented with an increasing range of examples of active companies. However, when I speak with students and faculty, they say that they often hear about the same examples from the same international companies over and over again.

In an attempt to share some new best practice examples, I asked a handful of faculty members from around the world about their favourite classroom examples of local companies that are actively involved in sustainability. Here are some examples from Italy, Australia, and New Zealand.

Manuela Brusoni and Veronica Vecchi, SDA Bocconi School of Management, Italy

Consumer banking sector Intesa Sanpaolo: Within the Intesa Sanpaolo Group, Banca Prossima is the bank with the mission of serving non-profit organisations, with a specific service model, products and consulting services dedicated to this type of customers. The Bank has developed a rating model for social businesses that integrates the traditional methods of bank analysis with elements peculiar to the third sector, such as the ability in fundraising. Furthermore, Banca Prossima launched in 2011 “Terzo Valore”, a crowdfunding portal which allows anyone to lend or donate money to non-profit organisation projects directly, without intermediaries and with principal repayment guaranteed by the Bank.

Food sector Barilla: Barilla is the top quality and leading pasta producer in the world, which promotes the mediterranean diet as the best and healthiest solution for the people and the planet. Barilla founded the Barilla Centre for Food and Nutrition (BCFN) to informs not only policy makers and insiders of the agri-food chain, but all the people on the big topics linked to food and nutrition with regards to climate change and the world’s paradoxes. Barilla has been considered the most sustainable pasta supplier by the “Sustainability Index Programme” of Walmart.

Fashion Brunello Cucinelli: The core mission of the company is based on a contemporary form of humanism that over the years the international press has identified as a “humanistic” capitalism, where profit can be sought without damaging mankind. Its clients view Brunello Cucinelli as an expression of a sophisticated concept of contemporary lifestyle and the brand is firmly rooted in quality excellence, Italian craftsmanship and creativity; these pillars are considered the foundations on which sustainable growth can be built in the long run.

Learn more about how SDA Bocconi is engaging students in impact investing.

Suzanne Young, La Trobe Business School, Australia

Yarra Valley Water which has mapped their practices against the SDGs based on understanding what issues the organisation can influence.. These included clean water and sanitation, industry innovation and infrastructure and gender equality.

As another example, the National Australia Bank has a focus on working towards a more inclusive society, including financial inclusion. They are using the SDGs as a way to mobilise innovation to drive business and societal success. The Bank is supporting agribusiness customers to value natural capital for instance. The SDG of Decent Work and Economic Growth and No Poverty provide a lens for their work, especially in impact investing.

Learn more about La Trobe’s participation in the CR3+ Network.

Christian Schott, Victoria Business School, Victoria University of Wellington, New Zealand

The youth hostel association of NZ is one of the largest accommodation providers for budget conscious travellers in NZ and have set sustainability as a guiding principle for the entire organisation.  Their efforts to integrate economic, environmental and social sustainability have been exemplary and they are willing to take calculated risks to trial new or innovative ideas that have the potential to enhance their sustainability ambitions.  I have been working closely with YHA Wellington which is an exemplar of the broader YHA NZ network.

Whale Watch Kaikoura An inspirational Maori owned and Maori operated tourism business that carefully balances the need for environmental and economic sustainability with a strong commitment to social and cultural sustainability. Both Maori cultural interpretation and environmental protection are core principles of this whale watching business.

Learn more about how Christian Schott is bringing technology into the classroom to teach sustainability.

 

United for Refugees – JAMK University of Applied Sciences

image003Support for the continuing education of newcomers is quite broad in Finland, and as a university there is always the consideration for exactly how to support educational needs of asylum seekers and other newcomers at a university level, many of whom arrive with extensive professional experience and are highly educated. In response to this, students and staff at the School of Business at JAMK University of Applied Sciences organized the JAMK United for Refugees project in September 2015. The project is based in a cross-cultural management course where teachers and students develop their own approaches and solutions to supporting the present and future multicultural Finnish society. In response to this, Steven Crawford, a senior lecturer at the School of Business, decided to integrate asylum seekers into the classroom through the Open University system as credit earning students to share their stories and contribute to the course, and to connect students and staff directly to the refugee crisis. I spoke with Steven about this successful and scalable project.

What is United for Refugees?

The JAMK United for Refugees project began at the start of the fall semester of 2015 at JAMK University of Applied Sciences in Jyväskylä, Finland. The refugee crisis was quite prominent in the media then, as it still is, and I initially thought we might “pack a van” with personal sorts of supplies and head to Greece, where refugees were landing in large numbers on beaches. However, when we examined the idea more closely the reality set in that we were too far away from Greece. So my colleague Ronan Browne and I brought the idea of a refugee support project into a cross-cultural management course as a “local response” to the crisis, and offered it to the students as a potential project. They universally embraced the project idea and the development process started from there and is now (fall 2016) in its third semester.

How does it work?

A key feature of the project is that it forms a framework for the cross-cultural management course in which the underlying pedagogical approaches include experiential learning, meaning-centred education, and transformative adult learning. We activated students by giving them a stakeholder role, organized them into distinct task-oriented groups, and gave them the power to make their own decisions about what sorts of activities they would develop and execute. For the initial fall 2015 project semester, the students designed and executed a campus-wide awareness campaign that included and engaged numerous other stakeholders in our community, including asylum seekers. In spring 2016 the project continued in a more directed way so that we could develop a more tangible response to the crisis in the form of an educational game. Now the first version of that game is complete and we are moving into a phase in which we promote the product across Finland and support users, while also training students to facilitate game play.

What have been some of the interesting experiences so far?

At this point over two-hundred students, teachers, administrators and other stakeholders have participated in our project. Many of them have been affected in some significant positive way through their contributions and participation. Two of our asylum seeking students from the spring 2016 semester are now Open University track master’s students, thus proving that education as a path to integration is a primary means through which both newcomers and hosts benefit. Presently, in this fall 2016 semester, among our nine registered asylum-seeking students I believe that most if not all of them have had their residency applications rejected by the Finnish state. And still they press forward their desire to reside in Finland permanently. Our project of course is not involved in the political processes that produce these decisions, which presently lean toward residency application rejection. And so during each phase of our project there are very compelling personal and social situations both above and below the surface. I am concerned at the moment about one Iraqi lawyer from our 2016 spring semester. She lost the immediate male members of her family and brought her eight children to Finland. All children of asylum seekers in Finland attend school, and her children did also. But I have lost track of her now, so I wonder what her status is and how things will turn out for her and her children. This woman brought discussion into our course about the situation and roles of women in Iraqi society, and the resulting dialogue was compelling and constructive for all of our students.

What have been some of the challenges? 

In my view biggest opportunity is to positively affect the attitudes of Finnish people, those who comprise the dominant group that is the “host,” and who control the processes and outcomes of the asylum seeking system. As is the case in most European nations a sizable part of our host population feels threatened by the refugee crisis and its potential for changing things at home. On the other hand, many Finnish citizens see the very positive potential that diversity brings to societies in the global age. There is tension between these two perspectives, and so we seek to learn about and address the needs and concerns of all Finnish inhabitants about their future together.

In our project course the working language is English, and so all of the course students must have at least a conversational level of English. Thus there have been a few prospective refugee students who were not able to join the course but were able to find some kind of education opportunity elsewhere in our city that they could participate in. There is also the question of student assessment, and in this case I chose to employ the option of either a pass/fail grade or a numeric grade. If a student participates fully in classroom, groupwork and development activities I am comfortable in giving them a “pass” grade. If he or she also completes the “academic” requirements, which includes for example reflective essay-based assessments, I have the option of giving them a numeric grade. Sometimes our expectations, norms and “rules” must bend a bit to fit the urgency of a given situation. At least it is my view that educators have a distinct social responsibility to engage and work with these newcomers, and this may require us to change our practices.

Successes? 

All of our asylum-seeking students who participate fully earn university credits at a Finnish university. Perhaps this is not the first idea that comes to one’s mind when thinking about asyslum seekers. Two of our spring 2016 asylum seeking students received permanent residency status and are now taking Open University master’s-level courses. That is enough in my view to conclude that the project is successful. Beyond that, I sense that we have a positive impact across our community in terms of helping Finland to manage its part of the global refugee crisis and to provide unique and particularly socially relevant educational opportunities to the school’s more “traditional” sorts of students such as our Finnish and international degree students, and also our international exchange students. From a pedagogical perspective, the project has provided us with an excellent framework for a course that sets out to help student learn how to manage through cultures, including the approaches needed to activate experiential learning, meaning-centred education, and transformative adult learning. Overall, taking a community-wide stakeholder approach has allowed us to engage a wide range of participants while moving from a local to a national response to the crisis.

 

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

There are many criteria that need to be addressed for a project such as JAMK United for Refugees to form and progress. First, the organizing teachers need support from the highest levels of the school. Our project also has a strong management team which now includes three teachers and quite purposefully includes students, some of whom are earning thesis, internship and project studies credits through their management level particpation. In this way multiple educational agendas converge to form and drive the project.

Bringing the project into a course may support both specfic course and curricular program-level intended learning outcomes. I suggest that a stakeholder analysis be conducted at the start in order to identify those who may be served and those who might help. After that, the students should be empowered through ownership to make the project happen. Engaging outside partners and stakeholders in the project is also essential.

I would conclude this section by pointing out that at JAMK University of Applied Sciences there is a distinct emphasis on projects and practical “hands-on” learning. And so this particular project fits quite nicely for us and also makes the project realizable based on our limited resources.

What’s next for the initiative?

We are presently rolling out our base training product, diversophy® New Horizons, across Finland to teachers and trainers, and our fall semester students are creating additional game content that focuses more specifically on certain topics, such as youth culture, sports, and employability & entrepreneurship. As part of the cross-cultural management course we are training our students how to facilitate our game in multicultural contexts. We are interested in youth culture because we know that Finnish law requires that all children, including newcomers, go to school. And so we know that there is a lot of interaction every day between dissimilar others in schools. We are interested in sports because, I suppose, Finland is a very healthy and sports conscious society. And we are interested in improving the receptivity of Finnish employers to newcomers, and to help newcomers acquire the insider’s perspectives needed to advance their career and business goals as contributors to Finland’s society. There is plenty left to do!

For information about the project visit the JAMK United for Refugees Facebook page.

For information about the the game, visit diversophy® New Horizons.

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Collaborating across borders – The CR3+ Network

La Trobe Business School in Australia has been a PRME signatory since 2008 and an active PRME Champion. They joined forces with several other PRME Signatories to create CR3+ Network. Together the network provides a supportive platform to build international collaboration and enables the participant business schools to work with the PRME and build international and national capacity in Responsible Management Education. I spoke with Associate Professor Suzanne Young, Head of Department and Dr Swati Nagpal, Department of Management and Marketing, from La Trobe Business School, about their participation in this network.

What is the CR3+ Network and how did it come about?

La Trobe Business School has been working with ISAE (Brazil), Audencia Nantes School of Management (France) and Hanken School of Economics (Finland) since 2008 in an effort to exchange ideas, pedagogy, curriculum and research in the area of corporate responsibility. Head of LBS, Professor Paul Mather wrote: “With the support of the Principles for Responsible Executive Education, the CR3+ network’s objective is to promote a debate, inspire changes and propose solutions for challenges related to sustainability and governance, interacting and reaching what UNESCO calls ‘The 5th Pillar of Education: Learning to change and to change society.’”

What are the key features of the programme?

A key outcome of the partnership has been the hosting of an annual CR3+ conference, which has been held at each of the member institutions. Past themes have included governance and sustainability; CSR: expanding horizons, and the power of responsibility. The aim of the CR3+ conferences is to strengthen the partnership and dialogue around sustainability and responsibility, and provide a forum where ideas, developments and concerns in regards to these issues and the work of the PRME can be brought forward.

How is CR3+ different than other similar networks you are part of? How did you meet these specific schools and decide to create a network? 

It involves four schools that are strongly committed to PRME, and which later became PRME Champions, so PRME is very much at the core of CR3+. The network has been driven by the will to learn from each other, bearing in mind that the four schools are from very different and distant parts of the world (Australia, Brazil, Finland and France). From a very early point the core idea was to create a platform for these learning possibilities by organizing a conference involving all 3 (later 4) schools.

What have been some of the challenges? 

The schools are different and distant, not only in geographical terms but also in cultural and institutional terms. Creating special exchanges for students, for example, has faced a number of practical challenges related to differences in terms of tuition fees, types of study programmes, periods of studies, accreditations, etc. Different expectations about the conference have also caused some challenges but overall the learning opportunities and outcomes have far outweighed the challenges.

Successes? 

We have now done one full round of CR3+ conferences (in all 4 schools) and are about to start a second cycle. The mobilization from the different schools has been on the rise – for example, ISAE/FGV researchers have sent many abstracts to the CR3+ conference to be organized in Helsinki – and there has been growing integration between CR3+ events and PRME chapters – the conference in Helsinki will also be tied to a doctoral course organized by the PRME Chapter Nordic (more specifically Hanken, Stockholm School of Economics, BI Norwegian School of Management and CBS).

The CR3+ network has also enabled joint research projects and resulting publications as well as student and staff exchanges.

In autumn 2011, LBS hosted a masters-level exchange student from Hanken to work on a community development project.  Similar student exchanges are currently being planned for LBS students to have the opportunity to extend PRME –related projects at the other CR3+ partner universities.

In 2015, a collaboration between LBS and ISAE tested a new approach to ‘Promoting internationalisation and cross-cultural competency through online collaboration’, which provided opportunities for LBS MBA students to engage in an academic cross-cultural experience with Masters students from ISAE.  The students replicated real-world global communication, by collaborating virtually with people from a different cultural background in real time and jointly solving a series of management problems using online software.

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

The network’s success is due to the relationships between key academic staff in each of the business schools and is also based in their common belief in and focus on the goals of the PRME mission. Members of the network were all early adopters of the PRME and champions of change in their respective institutions. Each School brings to the network their own expertise and demonstrates the national differences in Responsibility and Sustainability initiatives that are seen in academia, industry and government.

Each of the business schools have supported the CR3+ network as they acknowledge that working collaboratively provides greater opportunities for staff and students than working alone. Benefits in research, teaching, partnerships and dialogue have been demonstrated and the parties remain excited about opportunities that are coming from working with others in the new SDG project

What’s next for the initiative?

A pilot project is currently being led by LBS with support from the CR3+ network focused on facilitating a series of national workshops in each country between PRME higher education business schools and members of the UN Global Compact Network to present and interact on the theme of the SDGs. The outcomes of the workshops will be improved dialogue and networks between universities and other sectors, and the initiating of joint projects on the SDGs.

The 5th CR3+ conference will be held at Hanken School of Economics in Helsinki on 28-29 April 2017. The theme of the conference is ‘Making Corporate Responsibility Useful’, where the dominant logic of the ‘business case’ argument for CSR, and the legitimising effect this has on business engagement in CSR, will be brought into question.

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