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

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.

April 7th is World Health Day (Part 1)

large-poster300April 7th is internationally recognised as being World Health Day. This year’s theme is improving food safety, from farm to plate. According to the World Health Organisation, unsafe food is linked to the deaths of an estimated 2 million people annually. With increasingly globalisation come new threats to our food including harmful bacteria, viruses and chemicals. World Health Day is an opportunity for governments, manufactures, retailers, the public, and business schools to look at the importance of food safety.

Outside of the theme chosen for the year, April 7th is an occasion to introduce, discuss, raise awareness and take action on health issues that are material to your community, whether that be your campus, your country or on an international scale. To celebrate World Health Day, here is a small selection of what business schools around the world are doing related to health issues.

Haas Business School’s Healthcare Association (USA) is a student group that aims to be the “healthcare hub at UC Berkeley.” They host an annual Haas Business of Healthcare Conference, which attracts over 300 participants. They also organise Hacking Heath, an annual hackathon focused on developing software for health care. Professional and student coders, builders, designers, marketers, health experts and clinicians from across the University and the area meet to design, build and pitch solutions over a 2.5 day period. The students in the Haas Healthcare Association also organise a number of company treks, “lunch and learn” sessions and networking opportunities for students, as well as guidance and connections for summer internships in the area of healthcare.

Members of the Association can often be found at healthcare business-case competitions around the nations. Boston University (USA) has two healthcare case competitions. The Global Health Sector Interdisciplinary Case Competition challenges teams of students from 12 of the world’s leading MBA programmes to solve a health sector market challenge. The competition is unique due to its interdisciplinary nature—in addition to MBA students, each team includes public health, medicine, engineering or law students. The School also organises the Grand Business Challenge in Digital Health, sponsored by Merck, where teams of students from leading business schools answer the question: How will information technology influence and transform global healthcare to create value for the world? Last year’s winner was a team from Fudan University School of Management, with a project that looked at bringing the gap between rural and urban populations by providing online consulting and education for rural doctors.

Several Universities offer MBAs or other management programmes with a focus on Health Care. Boston University has a Health Sector Management Programme that has been running since 1972 that prepares students for leadership roles throughout the health industry including biotechnology, pharmaceuticals, medical devices, health information technology, health systems management, consulting and public policy. Many students also take advantage of the dual degrees offered, including an MBA/JD in Law and Heath Care Management and an MBA/MPH in Global Heath Management. ESPAE (Ecuador) has a Hospitals Management Programme that aims to create competent professionals in the management of health-care organisations, who are socially and ethically responsible. Several other schools such as University of Wisconsin – La Crosse (USA) are also looking at developing Heath Care Management Programmes.

Related to health topics as well, the International University of Monaco (Monaco) has a Master in Sustainable Peace through Sports. As part of the programme, students attend the International Peace and Sports Forum in Monaco, which allows them the opportunity to interact with more than 700 influential decision makers and high profile opinion leaders from world sport governance, politics, international organisations, NGOs and the private sector, plus academics and top-level athletes from over 100 countries on topics related to sustainable peace.

Several business schools hold public dialogues around health and sustainability topics. The Global Security Research Institute, Keio University (Japan) has held a lecture series called “Dedication to Health,” its first lecture series for PRME, which was made into a fully credited course at Keio University. Its aim was to provide opportunities to reconsider CSR activities from the keyword health. Starting from the physical and mental health of individuals, the concept expanded to include healthy organisations, communities and even healthy global economies. IEDC (Slovenia) partnered with members of the UN Global Compact Local Network Slovenia to organise workshops around the theme of “Health promotion in the workplace as part of the corporate social responsibility and sustainable business development.” Participants (managers) of the morning workshops jointly developed their baselines and expectations in this area, which were later presented as challenging questions to the speakers of a high level round table on the topic.

2014 Good Practices in Responsible Management Education (Part 1)

It is that time again for PRiMEtime’s year-end review. 2014 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. More than 60 articles were posted over the year on responsible management education, featuring over 200 examples from more than 100 schools in 37 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

As the international community is preparing the post-2015 agenda and the Sustainable Development Goals, a growing focus of PRiMEtime and the wider PRME community has been how business schools can get engaged in the process and be a part of reaching the goals once they are put in place. The Post-2015 process provided an overview of how the goals are being put together through international consultations, and in particular about the business sector contributions to the process through the UN Global Compact (part 1 and part 2). In July we looked at the thoughts of a panel of distinguished guests at the PRME Champions meeting in NYC around what role business schools have in the Sustainable Development Goals. More recently, an overview of resources available for business schools was presented related to the UN Climate Summit and Private Sector Forum—the largest climate meeting yet—bringing together more than 125 heads of state as well as business leaders. We also looked at the discussions happening around Carbon Pricing, one of the main themes of the Private Sector Forum, as well as the growing number of resources available through the Global Compact for faculty and students in particular around Human Rights and Business for Peace.

2014 celebrated a number of International Days (Jan-May) organised by the United Nations, aimed at raising awareness about different sustainability topics, that provide numerous ways to engage students and staff. On World Food Day we took a look at what business schools are doing to raise awareness about food issues at a local level (Part 1 and Part 2). The 2014 International Year of Small Island Developing States gave us a chance to celebrate the approaches taken by Arthur Lok Jack Graduate School of Business (Trinidad and Tobago), Lee Kong Chian School of Business (Singapore) and Barna Business School (Dominican Republic). In recognition of International Anti-Corruption Day on the 9th of December, two posts focused on engaging students in this topic, the first, Ten ways to bring anti-corruption discussions into the classroom and then a second, ten more ways to bring anti-corruption discussions into the classroom.

Principle 2Principle 2: Values

KU Leuven Faculty of Economics and Business shared their experiences aligning sustainability efforts across numerous campuses after a merger, and described how they created their joint Sharing Information on Progress Reports (SIP) report. We also had the chance to learn about how Hanken School of Economics put together their Sharing Information on Progress (SIP) report and what tips they have for others.

Soegljapranata Catholic University, in Indonesia, and Management College of South Africa, are both developing their own “Green” and “Ethics” strategies for their students while UASM-Universidad de los Andes, in Colombia, is currently exploring the impact of internalising PRME and exploring the extent to which academic programmes and research in this area influence students. EMFD shared information about their Business School Impact Survey launched this past year.

Schools continue to organise several special events for students and staff to engage in sustainability related topics. Louvain School of Management (Belgium) organised the “LSM Cup: Ethics in Business,” an inter-faculty, multidisciplinary business game focused on CSR. San Francisco State University College of Business (USA) reported on their Business Ethics Week with ethics related modules and speakers. Universidad del Cono Sur de las Americas (Paraguay) has an annual event called “Contest of Crazy Ideas,” which invites students to develop creative ideas focused around social responsibility. Lviv Business School (Ukraine) five-day interdisciplinary retreat brings together faculty, entrepreneurs, religious leaders, artists and other individuals to discuss and explore leadership, ethics, values and trust. Cameron School of Business (USA) and ESIC (Spain) have both created microcredit lending programmes. IE Business School (Spain) Venture Lab incubates the development and consolidation of social and responsible startups.

Principle 3Principle 3: Method

Several schools engage their students in thinking about business in different ways, right from the first day on campus. The University of Guelph College of Business and Economics (Canada) runs a student competition where students are given 1$ of seed capital and challenged to take their ideas, develop and operate a business, and generate as much real wealth as possible within a month. At Gustavson School of Business (Canada), “MIIISsion Impossible” is an innovative one-day programme that engages students to build a social responsible business idea in teams.

Schools continue to develop a range of different ways to teach students about responsible management topics. Several MOOCs were run quite successfully between September and December (part 1 and part 2). Otto Beisheim School of Management (Germany) shared their approach to using online tools to engage students in sustainability through their Sustainability Lab. HHL Leipzig Graduate School of Management (Germany) is using co-teaching as a better way to communicate responsibility and ethics to students. Stephanie Bertels from Beedie School of Business (Canada) shared with us an example of an assignment she uses in the classroom focused on sustainability.

Several schools continue to provide more structured options for students to get hands on experience. “Humacite Service Learning Mission,” at La Rochelle Business School (France), is a mandatory three-month service learning mission for students. University of Victoria Gustavson School of Business (Canada) has 3 four-month work terms through its Co-op Programme, giving students the opportunity to try out different jobs, build competencies and earn income. Auckland University of Technology Business School (New Zealand) requires students to reflect on ethical decision-making during their nine-week work placement.

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 Nova School of Business and Economics’ (Portugal) research on business and economic development in Africa. Management Center Innsbruck (Austria) focuses on social responsibility in eastern Austria and the University of New England (Australia) focuses research around carbon taxes. ESCI (Spain) has been exploring how to improve the recycling of clothing and fabric in collaboration with Spanish company Mango. Universidad del Norte (Colombia) is creating a database of case studies focused on sustainability in collaboration with the Global Compact Local Network. Gordon Institute of Business Sciences (South Africa) launched the GIBS Dynamic Market Index, and is the new host of the Network for Business South Africa in partnership with the Graduate School of Business at the University of Cape Town.

Milgard School of Business (USA) shared their experiences in creating the effective Centre for Leadership & Social Responsibility and the impact it has had on the University and beyond. European College of Economics and Management (Bulgaria) created a new peer-reviewed journal for students called Science and Business. The Benedictine University’s College (USA) has created new innovative PhD programme focused on ethics. Martin-Luther University Halle-Wittenberg students work with the German Development Agency (GIZ) to analyse projects carried out by the organisation.

Copenhagen Business School (Denmark) has launched a collection of cases around responsible management available for free through their website.

Part 2 will be posted on January 1st, 2015.

Implementing Sustainability Principles – Sharing Information on Progress

Every month, several new Sharing Information on Progress (SIP) reports come across my desk. These SIP reports are full of interesting and innovative projects aimed at embedding the Six Principles of PRME across campuses. In this series of blogs, I will feature a small selection of projects taken from recently submitted reports. This month we take a look at examples, as they apply to the Six Principles of PRME, from the Indonesia, Japan, USA, Columbia, Peru and Germany.

  1. Purpose: Faculty of Economics and Business Soegijapranata Catholic University, Indonesia

Soegijaprantata Catholic University’s Strategic Plan 2011-2019 focuses on the school becoming ‘Green’ in their organisational management, curricula design, and in the implementation of teaching, research and community service. They aim to actively participate in national and international organisations engaged in environmental and social issues, while educating students, business, government, society and other stakeholders. Their flagship event, an international conference focused on Greenpreneurship, takes place on campus every three years, and will next take place in September 2015.

  1. Values: Kwansei Gakuin University, Japan

Kwansei Gakuin University signed an agreement in 2006 with the Office of the United Nations High Commissioner for Refugees (UNHCR) in Japan, whereby it admits 3 refugees chosen by the UNHCR to the university each year. Students admitted are exempt from all tuition fees. There are many cases of refugees who cannot enter Japanese universities because of the high cost of tuition and living, and the difficulty of getting a certificate of graduation from their previous schools in their home country. At KGU, their goal is to give these refugees a higher education and the specialised skills necessary to become leaders in contributing to peace and economic progress, working either in Japan, or in their home countries. The university also wants them to study together with Japanese students so that all involved can work together to solve such worldwide problems as persecution and conflict.

  1. Method: Cameron School of Business, University of St. Thomas, USA

Students in Cameron School of Business’s marketing and management classes take part in a Microcredit lending programme. Through this programme students participate in more than 50 loans to assist small businesses in more than 50 countries. The programme supports no-interest loans and so far the programme has achieved a 100% repayment record. Each semester students apply ideas covered in class to select loan recipients using demographic, psychographic and other data from Kiva, an international non-governmental organisation.

  1. Research: UASM, Universidad de los Andes, Columbia

UASM has been looking at assessing outcomes and/or impacts of internalising the Principles of PRME, to explore the extent to which academic programmes and research in this area influence students, to explore what differences alumni are making in the organisations they work for, and the impact on society as a whole. Each director of academic programmes was asked to evaluate what their alumni did post graduation, the effects of different teaching methods, and to assess how research has promoted responsible leadership and sustainable development in organisations. They will be reporting their findings through their SIP reports.

  1. Partnerships: IESA, Venezuela

IESA has been involved with bottom of the pyramid research in Venezuela, and is developing mechanisms to make this practical knowledge available, to encourage companies to develop products and services targeting these markets. They are exploring the purchasing decisions of this group of consumers by visiting their communities, markets, and surroundings to better understand their needs, aspirations, motivations and values. In partnership with the Metropolitan Mayor’s office in Caracas, IESA has also conducted two free workshops on Finance for Micro entrepreneurs for a group of more than 90 people from various sectors of the metropolitan area of Petare, a highly populated slum neighborhood.

  1. Dialogue: Escuela Universitatria de Negocios, University of Lima, Peru

Proyecto Biohuerto, led by the University’s Center of Environmental Studies, aims to raise awareness of environmental responsibility and in particular sustainable agriculture, in order to increase the quality of life of the inhabitants of the community of Emmanuel in the province of Huarochiri in Peru. Aimed at both adults and children, a number of workshops and events are planned around the topic—as it relates to the inhabitants of the community—by faculty as well as community leaders. A guide and audiovisual material is also being developed for use by professors at other institutions interested in putting in place similar projects.

+ Organisational Practices: Frankfurt School of Finance and Management, Germany

Having outgrown its current location, Frankfurt School of Finance and Management announced the development of a new campus in central Frankfurt. Along with the purchase of the new campus site it launched an international architectural and planner competition to submit designs focused on creating a “green campus.” The vision includes sustainable design features such as energy reduction, optimisation and production, and minimising the overall environmental impact of the campus, the need for artificial lighting, and costly heating and ventilation solutions, to name but a few. The campus is scheduled for completion in 2017.

More from PRiMEtime…

1 year ago: Social Entrepreneurship Project – EADA Business School, Spain

2 years ago: Using a Case Competition to Make Campus more Sustainable – Olin Business School, USA

2013 Summary of Best Practices in Responsible Management Education (Part 1)

It is that time again, time for PRiMEtime’s year-end review. 2013 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.

Principle 1Principle 1: Purpose

Signatories continued to develop the capabilities of students to be future generators of sustainable value for business and society. This year, several schools shared their experiences in translating this purpose into their institutions. Dr. Donna Sockell at Leeds School of Business Center for Education on Social Responsibility introduced the work of the Center and its approach to teaching students about social responsibility. Essex Business School shared their approach to embedding sustainability into the culture of their business school, and Hanken School of Economics in Finland shared their cross-disciplinary approach to sustainability.

PRME schools around the world used a variety of approaches to communicate their commitment to sustainability principles on campus. The Milgard School of Business in the US encouraged discussion on campus about sustainability topics through their Communication Column. Glasgow School for Business and Society from Scotland shared their experiences in putting together their first SIP report, which was recognised at the 2013 PRME Summit – 5th Annual Assembly earlier this year. The University of Brussels in Belgium was one of a handful of schools this year using the Global Reporting Initiative (GRI) framework for their sustainability report, a framework used by many of the leading business around the world. Euromed (now KEDGE) in France shared experiences in putting together an integrated report, which demonstrates the links between strategy, governance, and financial performance of the institution and the social, environmental, and economic context in which it operates.

Principle 2Principle 2: Values

Schools incorporated many of the values of global sustainability,y in particular into their student experiences. Students at Universum University College in Kosovo who wanted to make a difference in their community started the “Why Care” Campaign to make a mark on reducing hunger in Kosovo. Students at EADA in Spain took part in a Social Entrepreneurship Project where students identified a social need or problem and implement a business-oriented solution that is financially viable. In South Africa, Milpark Business School’s MBA Social Responsibility Challenge required students to identify a real charity or community improvement project with the most deserving projects receiving a cash prize. At Goa Institute of Management in India, a new compulsory core course provided students with the opportunity to engage with local, less privileged communities. At EBS University of Business and Law in Germany, the “Do It” and “Educare” courses provided students with the opportunity to work with a local welfare institution or to create their own local project.

Principle 3Principle 3: Method

Several signatories shared with us their approach to putting together specialised programmes around the topic of responsible leadership and sustainability. Chester Business School in the UK shared their lessons learnt in putting together an interdisciplinary MSc in Sustainability for Community and Business. Albers School of Business and Economics in the US discussed their new Graduate Leadership Formation Specialization, which included a course wherein students were challenged to find and recognise local leaders making an impact on the greater community. Audencia Nantes School of Management in France created an innovative new MBA focused on responsible leadership. Deusto Business School in Spain created a new MBA, which started earlier this year, integrates sustainability, innovation, and entrepreneurship into all of its courses.

Some additional resources were also featured to provide ideas and tools for faculty in bringing sustainability topics into the classroom. PRiMEtime highlighted a range of contests for business students around sustainability, including those on environmental and social issues, Marketing and Sustainability, and the yearly MBA Challenge Video Contest, which is organised by the Global Business School Network (GBSN).

The blog also covered a variety list of United Nations International Days that promote awareness and action on a wide range of political, social, cultural, humanitarian, and human rights issues, and which can be used as themes for class discussion. A few of these, including International Women’s Day, were featured in greater detail, with a range of examples from business schools around the world (Part 1, 2, 3, and 4). On December 5th, a two-part feature in honour of International Volunteer Day (Part 1 and 2) looked at just a small handful of ways that students are making an impact through volunteer activities in their communities.

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 from faculty around the world in 2013 included:

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