2016 Good Practices in Responsible Management Education (Part 1)

It is once again it’s time for PRiMEtime’s year-end review. 2016 was another exciting year with a lot of innovative new initiatives and approaches at business schools around the world embedding responsible leadership and sustainability into their programmes. PRiMEtime provides an extensive and growing database of examples from schools around the world on how to embed sustainability, ethics and the Sustainable Development Goals (SDGs) into management education as well as tips on how to move forward.

This year, 60 new articles were posted featuring over 143 examples from more than 65 schools in 38 countries. In this 2-part year-end post we review the examples featured this year, organized roughly around the SDGs, and what we have to look forward to next year. (Click on the links to read the full article).

SDG1SDG2SDG3The Hong Kong Polytechnic University has developed an interdisciplinary collaboration between the Business School and the Department of Rehabilitation Sciences, call the Wellness Clinic. It provides preventive care programmes designed, promoted, administered and implemented by students. IEDC-Bled School of Management partnered with members of the UN Global Compact Local Slovenia to organize workshops around the theme of “Health promotion in the workplace as part of the corporate social responsibility and sustainable business development’.

For one week in March, EADA Business School’s campus transforms into a model refugee course where students taking the Managing Humanitarian Emergencies elective learn about the main components required to respond to humanitarian emergencies and extreme situations in general.

 

SDG4

La Trobe Business School (Australia), ISAE (Brazil), Audencia Nantes School of Management (France) and Hanken School of Economics (Finland) founded CR3+ Network, a new program that provides a supportive platform to build international collaboration and enables the four schools to work together to build capacity in responsible management education. In the USA, Western Michigan University (USA) partnered with Christ University in Bagalore in India to create an experiential experience to engage students in sustainability discussions in India. Reutlingen University in Germany shared their experiences with the Ethikum Certificate awarded to students who complete a number of special experiences and courses during their time at university. Hult International Business School shared their experiences integrating the SDGs into the core Business and Global Society course. Hult International Business School and Ashridge Business School also shared their experiences integrating the Sustainable Development Goals into their PRME Sharing Information on Progress Report. The University of St. Gallen and oikos work together to offer the PhD Fellowship Programme, a unique opportunity to support international PhD students writing their thesis on sustainability in economics or management.

PRiMEtime also explored a range of MOOCs (Massive Open Online Courses) available on sustainability topics. These courses are free online and open to anyone with an interest in the topic. A series of posts provided an overview of the MOOCs available in the Spring (Part 1 and Part 2) and summer (Part 1 and Part 2).

 

SDG5

The American University of Beirut’s University for Senior Programme aims to redefine the role of older people in society by providing them opportunities to remain intellectually challenged and socially connected through a range of lectures, study groups, educational travel programmes, campus life and intergenerational activities. The American University of Beirut also paired up with Citi to provide crucial support and mentoring for female entrepreneurs in Lebanon and the MENA region with the goal of increasing their numbers significantly. Altis Postgraduate School of Business and Society in Italy introduced us to E4Impact, a special programme aimed at training a new class of African leaders who will be able to create jobs in the sustainability sector in their country.

 

SDG6SDG7

Ryerson University (Canada) designed a unique interdisciplinary programme that brings together faculty from all of the university’s six department called the Environmental Applied Science and Management (EnSciMan) with a focus on environmental management. In Italy, the University of Bologna’s Launch Pad aims to leverage the know-how of the hundreds of PhDs and post-docs studying at the university to facilitate its transformation into valuable products and services, many focused on social and environmental topics. PRiMEtime also looked at a range of global student networks engaged in sustainability that are active within and across business schools.

 

SDG8

Antwerp Management School’s ID@Work research programme aims to support organisations in attracting, developing and retaining employees with an intellectual disability. The Australian Indigenous Mentoring Experience at the University of Wollongong is an educational programme that supports Indigenous students through high school and into university, employment or further education. Also in Australia, Deakin University has been exploring how to encourage and train more Indigenous Australians to become accountants (currently of the more than 180,000 Australian professional accounting body members, only 30 identify as Indigenous). The Northwest Aboriginal Canadians Entrepreneurs Programme at the University of Victoria Gustavson School of Business is a partnership between several organisations including regional and provision government to offer first class entrepreneurial learning to the Indigenous people of Northwest British Columbia with the aim to enhance the self sufficiency and full economic participation of Indigenous people

Sustainability Study Abroad Programme – Haworth College of Business

michiganThe Haworth College of Business is the first college at Western Michigan University to require all students to have a course in sustainability. Through the school’s sustainability faculty learning community, faculty share best practices and pedagogical techniques to faculty who don’t teach sustainability to ensure that all students are learning about these important topics.

The school also offers additional experiential experiences to engage students in these discussions, in particular focus on the Sustainable Development Goals. One example is their Sustainability Study Abroad Programme in partnership with Christ University in Bangalore India. I spoke with Timothy B. Palmer, Professor of Strategic Management and Director Center for Sustainable Business Practices at Western Michigan University about this initiative.

What is the Sustainability Study Abroad Programme?

One of my deepest convictions is that business should be used to make society and communities better. I have therefore designed this study abroad to show students the great potential they have to use their professional skills to solve both business and social challenges. The two-week trip is interdisciplinary. We integrate social work students with business students because both disciplines study sustainability’s social pillar, however they do this from different vantage points. Social work students have keen insights into social challenges while business students understand scalable business models that might be leveraged to address these challenges. Indeed, India’s recent “CSR Mandate” essentially requires cooperation between business and social work professionals. By bringing both groups of students together in India, the trip’s rich context provides opportunities for significant student development.

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

The aim of this study abroad is to expose students to opportunities firms have to not only achieve lower costs of business in India, but to improve peoples’ lives while there. India has two very different sides: unbridled growth and prosperity alongside poverty. Our trip exposes students to both these sides. We visit firms such as Dell, Infosys, Toyota, Himalaya Drug Company, and the ITC Gardenia Hotel, Asia’s only LEED platinum hotel. Through these visits we hear about their sustainability initiatives including CSR programs. We also visit NGOs and women’s self-help groups; those organizations providing direct services to many of India’s most marginalized populations.

What impact has the program had on the students? The community?

The study abroad provides students an opportunity to experience the cultural delights of India. Students work with culinary arts students and make a five course meal. They take a yoga class. They tour temples and botanical gardens. However, they also obtain first-hand experiences with struggles faced by India’s poor. While it’s hard to know the long term impacts of these experiences, we collect data one year following the trip. Students report that their experiences in India have had a significant impact on “having conversations with colleagues about business’ role in addressing social issues,” “defending populations that have far less than others,” and “taking on a work responsibility related to a social issue that I might otherwise not have done.” It’s certain that sitting with a women’s self-help group hearing about members’ hopes for their children, or meeting with an NGO working to ensure the safety of children who are vulnerable to trafficking, impacts how students think about both their citizenship responsibilities as well as the responsibilities of leading firms.

What have been some of the challenges? 

The primary challenge with a study abroad of this nature is ensuring you recruit students who are open to the experience. We’re not studying Shakespeare in England. Students are exposed to really tough challenges and it’s not for everyone. However, effective recruiting and doing your best to provide a realistic preview of the trip helps ensure students who are energized by a trip like this and are therefore most likely to get the most out of the unique experience.

Successes?

When recruiting students, I always talk in depth about our visit to a rural Indian village. Organizing a tour of India isn’t terribly difficult. However, getting access to residents of small villages just couldn’t happen without being part of the connections through a study abroad.

I vividly remember one meeting in a cinderblock community center. Twenty of my students were sitting on rugs eating lunch with eight women in the village’s self-help group. The conversation meandered from community investments made by the women to the mechanics of running such a group. However, at one point questioning moved to more personal matters. A student asked, “What are your hopes for your children?” One by one, the women talked about career aspirations for their kids. Several wanted their children to become engineers. Others hoped their kids would become medical doctors. Others, teachers. Sadly, none hoped they’d become a professor! However, I could see the lightbulbs go off in my students’ heads. While we are worlds away, figuratively and literally, parents worldwide have very similar aspirations for the next generation.

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

I personally believe that having a partnership institution in the location of the study abroad is extremely helpful. One option is putting the trip together entirely on your own. However, the partnership I have with Christ University is indispensable. They organize all our site visits, line up transportation, identify restaurants, provide our housing, and organize cultural activities. I give them plenty of input on what has worked from previous trips and what has been less effective. Having them do the legwork frees me up to focus on my students’ learning.

What’s next for the initiative?

The first trip in 2014 integrated business students from Western Michigan University with social service-human development students from Griffith University in Brisbane, Australia. Future trips will cross-list the class at WMU as both a business class and a social work class co-led by faculty from each. Both disciples study CSR but from their own unique perspectives. Bringing students from both disciplines affords an opportunity to leverage learning for our students because they can learn from each other.

 

Business Examples from Around the World – India, Morocco, Lebanon

waste indiaAs businesses become increasingly engaged in sustainability around the world, we are presented with an growing 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 India, Morocco and Lebanon:

Dr. Kaushik Ranjan Bandyopadhyay, Associate Professor, TERI University

Attero is India’s largest e-waste management company. It launched, in partnership with the International Finance Corporation (IFC), Clean e-India: the first-of-its-kind innovative initiative for e-waste consumer take-back model in Delhi.

Asun Solar Power Pvt. Ltd. is a company working in the domain of solar and renewable energy solutions in India. Their notable achievement includes the installation of a Hybrid Solar PV System in the Convent of Jesus and Mary School in New Delhi in which solar power and batteries are used as the first and second priority and the grid is used as the third priority optional source of power for low generation days. With this Solar Power Plant installed, the school is off-setting almost 100% of the electricity bills for its entire new building block.

Dr. Ali Elquammah, Co-Director of Academic Affairs & International Relations, HEM Business School

INWI, a Moroccan telecom operator, has partnered with UNICEF for an awareness campaign for the protection of children on the internet. INWI has launched a virtual space of awareness and developed a tool and an application for parental control.

In addition to this action, INWI has also launched a platform, free of charge, called e-madrassa so that students can have access to tutoring sessions and other academic resources.

COSUMAR is a Moroccan group specialized in the extraction, refining and packaging of sugar in various forms. COSUMAR supports farmers on many levels. For example, COSUMAR provides farmers and their families with health insurance and financial support in case of natural disasters.

Dima Jamali, PhD,Professor of Management, American University of Beirut

In the area of waste management and recycling, Recycle Beirut and Cedar Environment are good examples. Cedar environmental has a mission to achieve 100% safe treatment of Municipal Solid Waste with no burning or landfil,focusing on compost technologies.

Bank Audi is Lebanon’s largest bank. They started a My Carbon Footprint project to raise awarness of climate change , the use of resources and their impact on the enviornment among 10-15 year olds. Aramex has a number of projects in CSR, including supporting the funding of a number of initiatives focused on youth empowerment that target marginalized and underpriveleged societies. BLC Bank also promotes a culture of sustainability within its business through its Corporate Environmental Policy, including a new Head Office that is rated by the Lebanese Green Building Council and goals involving energy, water, paper use and waste.

2015 Good Practices in Responsible Management Education (Part 2)

It is once again time for PRiMEtime’s year-end review. 2015 was another exciting year with a lot of innovative new initiatives and approaches at business schools around the world to embedding responsible leadership and sustainability into their programmes. Sixty articles were posted featuring over 182 examples from more than 114 schools in 38 countries. In this 2-part year-end post we review what happened this year and what we have to look forward to next year. (Click here to view Part 1)

Principle 5Principle 5: Partnerships

A growing number of schools are partnering with local businesses to advance sustainability on campus and beyond. In fact, through a new project between Global Compact LEAD and PRME Champions many of these partnerships were highlighted this year including The American University in Cairo’s Women on Boards programme, the development of local sustainability networks by ESPAE, University of Guelph partnership around food, Novo School of Business and Economics’ partnership around children consumer behaviour and the University of Technology Sydney partnership around insurers role in sustainable growth. Additional resources were providing to assist schools in developing new partnerships including 5 Key Messages from Business to Business Schools Around Sustainability and 10 Tips.

Another feature focused on examples of schools engaging with local governments in Turkey, Brazil, Australia, US, UK and Latvia.

Principle 6Principle 6: Dialogue

Most of the examples presented through the year have also involved dialogue around responsible management topics, across the campus and beyond. As always, many posts featured Sharing Information on Progress Reports including an overview of the newly released Basic Guide to Sharing Information on Progress, as well as a two part series on visuals to get inspired by for your next SIP report.

A number of Sharing Information on Progress Reports were featured and celebrated this year including Reykjavik University’s first report, Ivey Business School’s experiences communicating the big picture through their SIP, the recipients of the Recognition of Sharing Information on Progress Reports were highlighted including KEDGE Business School.

Principle “7”: Organisational Practices

PRME signatories globally are increasingly active in creating more sustainable campuses. Coventry University shared their experiences in gaining sustainability accreditation in the UK. A two-part feature on sustainable buildings on campus highlighted a range of approaches being taken by schools around the world.

Last but not least, as businesses become more engaged in sustainability around the world, we are presented with an increasing range of examples of active companies to highlight in the classroom. Featured sustainable business examples collected from faculty in 2015 included:

Thank you for a fantastic 2015 and for contributing all of your good practice examples and stories. We encourage you to engage with the discussion and promotion of PRME and the Sustainable Development Agenda on all levels, including our Chapters and working Groups, as well as through Facebook, LinkedIn, and Twitter.

2016 will be another exciting year in the field of management education and sustainability in particular through the Sustainable Development Goals and business-business school partnerships. If there are any topics in particular you would like to see covered, or you would like your initiatives to be featured, please do not hesitate to contact me at gweybrecht@thesustainablemba.com.

2015 Good Practices in Responsible Management Education (Part 1)

It is once again time for PRiMEtime’s year-end review. 2015 was another exciting year with a lot of innovative new initiatives and approaches at business schools around the world embedding responsible leadership and sustainability into their programmes. Sixty articles were posted over the year on responsible management education, featuring over 182 examples from more than 114 schools in 38 countries. In this 2-part year-end post we review what happened this year and what we have to look forward to next year.

Principle 1Principle 1: Purpose

2015 of course was the year of the PRME Global Forum. A post of student views on business as a force for good as well as what the future corporation will look like, highlighted the power of students in being innovative thought leaders. Several key documents were launched during the Forum and featured on PRiMEtime including The State of Sustainability and Management Education.

In September a call to action was made to higher education institutions to join in making a commitment to support refugees in crisis. The PRME community stepped up with a number of initiatives featured in this post. Two posts on Higher Education for Climate Change Action coincided with the Higher Education Sustainability Initiative meeting in October and featured a number of examples of business schools taking action around this important issue.

As the international community is preparing to launch the Post-2015 Development Agenda and the Sustainable Development Goals in 2016, a growing focus of PRiMEtime and the wider PRME community has been understanding how business schools can engage in the process and contribute to achieving the goals once they are put in place. Several updates were posted including this overview and update.

Principle 2Principle 2: Values

As the sister initiative to the Global Compact, several Global Compact resources were featured including Finance and Sustainability Resources and Ways to Engage and a look at the building blocks for transforming business and changing the world. We also looked at a number of other resources available to the PRME community including ways that schools are using technology in the classroom to teach sustainability, a selection of MOOCs on Sustainability/Ethics for Fall 2015 as well as for Spring 2015.

Several posts featured International Days focused on highlighting and celebrating specific sustainability related topics. This included a look at how management education is engaging high school students in sustainable business for International Youth Day, schools engaged in sustainable energy projects for the International Year of Light, a two part feature on schools engaged in sustainable food for World Health Day, and women and management education for International Women’s Day

Principle 3Principle 3: Method

PRME schools shared their experiences in re-designing their programmes to embed sustainability more fully including Stockholm School of Economics, University of New South Wales, Jonkoping International Business School, and the University of Wollongong. This included new courses such as Peter J. Tobin College of Business introducing all students to not-for-profit management, students engaging in their communities including innovative projects at Great Lakes Institute of Management, and Willamette University Atkinson Graduate School of Management’s MBA for Life programme. ISAE/FGV shared their experiences in engaging stakeholders in prioritising their sustainability strategy moving forward.

Principle 4Principle 4: Research

Schools continue to conduct a number of important research projects around the topic of sustainability, ethics and responsible management focused on their particular regions, including the development of case studies on sustainable production and consumption for the business community at the Universiti Sains Malaysia.

A growing focus is being put on interdisciplinary collaboration and projects including at Stockholm School of Economics, Aarhus University and the Maasai Mara in Kenya, and the development of an interdisciplinary sustainability research network at University of Nottingham.

Several new publications were introduced which highlight research and the key role that faculty play in embedding sustainability and responsible management into the curriculum including Faculty Development for responsible management education and an Inspirational Guide for the Implementation of PRME featuring examples from UK and Ireland.

 Part 2 will be posted on January 4th, 2016.

Sustainable Business Examples from Around the World – USA, India and Australia

Screen Shot 2015-05-01 at 11.34.06As 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 the USA, India and Australia.

Judy O’Neill, Associate Dean and Director of Admission, Atkinson Graduate School of Management, USA

Nike, Inc. supports sustainability in manufacturing and impact areas of waste, energy, climate, labour, chemistry, water and community. They are constantly looking for ways to drive “performance up and waste down.” Nike, Inc. is also committed to creating positive social change through the Nike Foundation and other engagements of social responsibility.

MercyCorps Northwest is a non-profit organisation located in Portland, Oregon. Its vision is that “everyone should have the opportunity to improve their life regardless of their background. By investing in those without ready access to resources, existing economic disparities will become more equitable and motivated, hard working individuals and families will have opportunities to break intergenerational cycles of poverty for good.” MercyCorps Northwest serves low-income populations by supporting entrepreneurship, small business development, community integration and transitions through microloans, classes, and counseling.

Oregon Environmental Council (OEC) is a non-partisan, membership based, non-profit organisation that works to support a healthy environment in Oregon. They work collaboratively with individuals, businesses, farmers, and elected officials to support and create innovative change. The OEC has created and implemented a unique “Emerging Leaders Board” of young professionals under the age of 40 who serve as an advisory board for the OEC.

Intel supports environmental, social and economic sustainability. Programmes include a pursuit of a conflict-free supply chain, designing products with the environment in mind, education and empowerment. Intel has been named the most philanthropic organisation in Oregon 5 times by the Portland Business Journal. The Portland Business Journal has also named the company the most admired large organisation in the state.

Click here to learn more about the MBA for Life Programme at Atkinson.
Arulsamy. S, General Manager of the Karma Yoga Leadership Experiential Project, Great Lakes Institution of Management, India

ITC TC is one of India’s foremost multi-business enterprises with a market capitalisation of US $45 billion and a turnover of US $7 billion. Under its CSR strategy, the company is engaged in affirmative action interventions such as skill building and vocational training to enhance employability and generate livelihoods for persons from disadvantaged sections of society.

Grundfos India is a 100% subsidiary of Grundfos – Denmark. Grundfos is a global leader in advanced pump solutions and a trendsetter in water technology. Grundfos runs its business in a responsible and ever more sustainable way. We make products and solutions that help our customers save natural resources and reduce climate impact.

Click here to learn more about the Great Lakes Institute of Management’s work with local communities.

Belinda Gibbons, Faculty of Business, University of Wollongong, Australia

The Flagstaff Group is a social enterprise, applying market-based strategies to achieve a social purpose for the good of the community. Formed in 1966 to provide employment for people with a disability, today, the organisation is located in the Illawarra and Shoalhaven regions, employing over 350 people, of whom 275 are people with disabilities. The Group invests in skills development and training programmes to ensure that all employees are given opportunities to develop to their full potential.

Westpac’s vision commits to taking a long-term view on the issues that will impact future prosperity at a local and national level. An example of this is a 10-year contract with CareerTrackers Indigenous Internship programme to recruit at least 40 Aboriginal or Torres Strait Islander university student interns each year for the next decade. This is the largest commitment to the CareerTrackers programme by an Australian corporate. This initiative was part of the Group’s plans to create meaningful career opportunities for Indigenous Australians, as outlined in its 2014-17 Reconciliation Action Plan.

Click here to learn more about the work the University is merging two approaches to responsible management education

Students Take a Role in Strengthening Local Communities – Great Lakes Institute of Management India

Screen Shot 2015-05-01 at 11.03.23Experiential learning provides a unique opportunity for students to engage in responsible leadership topics outside of the classroom. Students at the Great Lakes Institute of Management in India have a required experiential learning project called “Karma Yoga” where students work with a number of local villages adopted by the business school. I recently spoke with Arulsamy. S, the General Manager of the Karma Yoga Leadership Experiential Project, about the school’s approach and the impact the project has had.

What is Karma Yoga and how did it come about?

Dr. Bala V. Balachandran founded Great Lakes Institute of Management with the goal of providing world-class management education at an affordable cost, to the best and the brightest students from across our country. In the past 10 years, Great Lakes has become one of the top 10 business schools in India, respected not only for the education we give, but also for creating young managers and leaders of competence and character.

We have a mission towards our students to make them more responsible towards the society in committing themselves to inclusive growth and development. This is the foundation for creating the unique experiential leadership development cum social value creation programme called “Karma Yoga”. The Karma Yoga project provides a unique way for students to connect with on-the-ground realities and experientially learn transformational leadership.

Why is it important for the students at Great Lakes Institute of Management? What impact does it have on them?

The main objective of Karma Yoga is to connect the students with on-the-ground realities and experientially learn transformational leadership, with a mission to enhance the self-esteem and self-efficacy of the local communities to enable them to lead a better quality of life through this empowerment.

It is an opportunity to practice leadership roles that entail collective action, where the learner has some responsibility for outcomes that matters to others. The field experiences have greater developmental impact than others in shaping the students’ effectiveness as a leader. Through observing and analysing the conditions of the disadvantaged rural communities, they examine the ways in which such communities can gain power and improve their situation.

How does this Experiential Learning Project work in practice?

Ever since Great Lakes came to the present platinum-rated green campus at Manamai, we have embraced the community we exist in and have adopted the neighboring twenty villages that form our immediate community for the Karma Yoga programme. Over six hundred students have been serving for the social, economic, and cultural growth of the community through a variety of successful initiatives. The students visit these villages regularly on Sundays throughout the year. Initially they conduct the participatory rural appraisal to incorporate the knowledge and wisdom of the local people, before guiding them in to take up development initiatives.

The class is divided into teams and each team is assigned one village or a part of a village. The project involves each student visiting the assigned village and spending time to build a relationship with a group of people in the assigned village. The objective is to enhance their self-efficacy and self-esteem (i.e. empower them) and to bring about enduring change in their lives by addressing their real needs. Every village will have one student as Village Coordinator, one first-year student as Village Associate and one second-year student as Village Representative.

All students are required to take part in this project during their first term. In the second term the project is optional, but students can choose to continue working on their projects for at least 10 hours a month for additional credits. Those who complete this additional work will be awarded a separate certificate of holistic development upon graduation.

Students contribute blogs about their work and keep a website regularly updated with a summary of their activities in the different villages. They also submit a video about their work that is part of a Karma Yoga community video festival.

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

Our students are engaged with different projects through participatory approaches and methods to make communities and individuals healthy, employable and enterprising. They are creating awareness on health, literacy, vocational skills and entrepreneurial abilities through teaching, training, health and sanitation camps, kitchen gardening, games & sports meets, environmental awareness campaigns and entrepreneurship workshops.

One group on a recent trip to their village did a clean up of the village temple area. They found the need for more dustbins and regular garbage collection, and are currently speaking with the local municipality to arrange this. Another team of students, who adopted a settlement known as Perumal cheery colony, conducted a health camp where more than 90 people got a health checkup. It is a poor neighborhood where there is no primary health care system and they cannot afford to pay for treatment at private hospitals. Our students also organised an eight-day workshop in a village known as Lingapuram, where they trained students in the basics of Microsoft office.

What have been some of the challenges? Successes? 

The major challenge is the time that the students have to plan and execute projects within the stipulated time. As sometimes the curriculum schedules clash with their timings of village visits, they find alternative timings on their own and reach out to the communities to plan and implement activities. The other major challenge is the language barrier, when they do not speak the vernacular of the local people, since the students come from all over India. We make sure that each village team will have one or more students who can speak the local language.

The major success of the Karma Yoga project is that it has brought positive change among communities through the leadership of the students. The students are trying to identify a new order with new voices and new leaders, propagating values of accountability, transparency, fair competition, social justice and economic empowerment among the communities. Each village visit strengthens the bonding relationship between the students and the communities, and creates an opportunity to experience the on-the-ground challenges and to find a way forward in helping those who are in need of a change.

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

Schools should come forward to integrate such programmes as part of their curriculum with a focus on sustainable development. Development perspectives should be encouraged rather than charity based programmes. Students should be given a democratic space to observe, plan and execute programmes without any force from the school authorities. The spirit of voluntarism with commitment should be the guiding principle of socially responsible management education.

What is next for Karma Yoga?

The next level for Karma Yoga is to share the information with the rest of the business schools in India, and network among them to create a common platform to strengthen responsible management education.

 

To read Great Lakes Institute of Institute of Management’s first SIP report click here.

 

%d bloggers like this: