Business and Business Schools Working Together at the Local Level (Part 2)

Screen Shot 2016-07-19 at 20.50.41Goal 17 of the Sustainable Development Goals (SDGs) focuses on revitalising global partnerships for sustainable development. Two key stakeholders already working on issues relating to the SDGs are PRME and the United Nations Global Compact. Both groups operate as a network of networks, with local offices focusing on rooting both the Principles of PRME and of the Global Compact within different national, regional, cultural and linguistic contexts. Together they can have a significant influence at the local level.

In fact, business schools and companies are increasingly working together to further sustainability goals within different national contexts as well as facilitating outreach learning, policy dialogue and collective action. Partnerships between Global Compact Local Networks and PRME signatories  have been, and increasingly will be, an important tool in moving the sustainable development agenda forward.

For the next couple of weeks we will feature a very small selection of some of the many ways that these two groups can and are working together. In Part I, we looked at how business schools are working with Global Compact offices locally. Here we look at how business schools are promoting and providing training around the Ten Principles of the Global Compact.

Promoting the Global Compact

  • Raising awareness about the Global Compact: The Universidad Del Pacifico in Peru organizes a yearly “Support Week for Global Compact.” During this week, students and teachers from the different faculties present their research and projects related to the Six Principles for Responsible Management Education and the Ten Principles of the Global Compact. Global Compact companies participate in the event as well. In Korea, Kyung Hee University School of Management regularly organises field trips where students have the opportunity to visit companies that are part of the UN Global Compact Network Korea. During these trips they have a chance to see the company’s sustainability work.
  • Engaging students in the Global Compact: Students involved in the undergraduate internship programme at the University of Wollongong Faculty of Business in Australia are required to focus on the Ten Principles of the Global Compact at their workplace as part of their assessment. Internships are arranged with corporate partners who are also part of the Global Compact and have a strong focus on sustainability, such as Westpac and National Australia Bank..
  • Promoting the Global Compact to academic institutions: As an early signatory to the Global Compact, Ivey Business School in Canada is leveraging its extensive publishing case collection by matching up the cases with the Ten Principles of the Global Compact. You can now search for cases related to the different Principles.
  • Integrating the Principles into teaching: Instituto Superior de Educacion Administracion y Desarollo in Spain is taking a lead in a project involving the PRME Chapter Iberian, looking at indicators to implement Six Principles of PRME into business schools, including the Ten Principles of the Global Compact and the 17 Sustainable Development Goals. The University of New England in Australia annually monitors their courses to ensure that they address the social, governance and environmental objectives of the Global Compact.

Training for Global Compact Companies

Business schools are increasingly tapping into opportunities to work with Global Compact Local Networks and companies to provide needed training and raise awareness around the Global Compact Principles and their application. For example:

  • Training around specific issues for UNGC: Several years ago, Copenhagen Business School initiated a Board Programme with the UN Global Compact that aimed to support boards of directors to effectively oversee and help drive their company’s sustainability strategy. This is now part of the UN Global Compact offerings. In the UK, Aston Business School provides human rights training for companies through their Global Compact Local Network.
  • Assisting with the integration of the Global Compact generally: Since 2013, Universidad EAFIT and the Colombian multinational SAGEN have worked together on an initiative called “First Contact Pilot Programme” to promote sustainability under Global Compact parameters amongst ISAGEN suppliers. They also designed a Global Compact programme for Responsible Suppliers, a 10-hour programme focused on the Ten Principles of the Global Compact open to managers from companies in their Local Network. Registered participants received accreditation for participating.
  • Providing specialized diplomas: Externado University Management Faculty offers a diploma in Business and Human Rights, in collaboration with the local network, aimed at deepening participants’ understanding on human rights and their relationship to business. The university also invited small and medium sized companies to take part in their First Steps in CSR programme, also in partnership with the Global Compact Local Network. More than 250 SMEs have participated in this programme.

SDGSDG17

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.

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.

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:

International Volunteer Day and Business Schools (Part 2 of 2)

logo_eng_circles2013December 5th was International Volunteer Day, an opportunity for individual volunteers, communities and organisations to promote their contributions to development at the local, national and international level.  It is a unique chance for people and volunteer-involving organisations to work with government agencies, non-profit institutions, community groups, academia and the private sector.

In Part 1, we took a look at a range of examples of how business schools students and staff are volunteering in their communities, in particular through student run organisations that coordinate volunteer activities as well as through pro bono consulting projects in the local community or abroad.

Several schools go beyond just providing student volunteer opportunities to incorporating volunteering into their various academic programmes. The undergraduate business programme at Singapore Management University has, since its inception in 2000, required students to complete twelve weeks of internship, two of which must involve community service with a voluntary welfare organisation. All undergraduate students at Sabanci University’s School of Business in Turkey take a course called “Civic Involvement Project,” where they participate in real life projects that make a difference to peoples’ lives. In Spain, EADA has a Millennium Development Goals Project course, which aims to develop the participant’s leadership and social responsible capabilities through service learning and putting in place social projects.

At Odette School of Business at the University of Windsor in Canada, all students take a course called Managed and Organizational Life, where they are required to complete a project where they design and implement a fundraising event for a local charity. Over the past eight years, they have raised over $400,000 Canadian dollars to support local charities. Frankfurt School of Finance and Management in Germany introduced Social Credit Points in 2009. For every 30 hours of extracurricular spare time is counted as one social credit. The Social Credit Point Awarding Committee that decides which activity is worth how many credits is made up of individuals from a Learning Advisory, Relationship Management, Programme Development and Student Council. The Social Credit Points are published in the Transcript of Extracurricular Accomplishments.

In keeping with the theme for this year’s International Volunteer Day, many business schools have volunteer programmemes aimed at engaging and empowering young people. The George Washington University School of Business’s 2+2 programme involves matching mentor teams of two (one GWSB student and one GWSB alumn) with mentee teams comprised of two high school students from Anacostia High School in Washington, DC The teams participate in a series of workshops that provide training on leadership, financial literacy, and social entrepreneurship to prepare them for summer internships and future careers. Invest ‘N Kids is an on-campus tutoring and mentoring programme run by Boston College (BC) MBA students for disadvantaged Brookline middle school students. BC MBA tutors meet one-on-one with their students for 8-10 sessions per semester to work on a variety of academic subjects. Tutors split their session time between homework assistance and a stock market game, where the students learn about investing and about starting a small business through the Biz World programme. At Fundaçao Dom Cabral (FDC) in Brazil, São Judas Tadeu nursery School in Nova Lima, MBA students, along with the local community, build a new wing with six classrooms, which made it possible to host a further 300 children and to create a space destined for teaching trades and crafts. Sogang Business School in Korea provides students with two week long internships in rural villages in Indonesia to teach English and math skills to young school children in the community.

If you would like to take part in the International Volunteer Day, take a look at their website as well as the website for UN Volunteers, a UN agency that advocates for volunteerism, integrates volunteerism into development planning, and mobilises volunteers. UN Volunteers also has an online portal where you can share your skills, knowledge, and ideas from a computer anywhere in the world. You choose a task that matches your skills and interest, a development topic, and a region of the world and the system will give you a selection of volunteer opportunities.

– What are you doing for International Volunteer Day? Post your projects in the comments section below or tweet #PRME #IVD2013 –

Energy and Sustainability in Business Schools – Business School response (part 2)

clean_energyEnergy and Climate Change are two very important issues for the business sector. Companies of all shapes and sizes are working both independently and together to reach various carbon reduction goals set by themselves or by the international community (see Part 1).

Business schools are also increasingly active with more and more schools reporting on their energy and carbon reduction activities. In the next couple of parts of this series we will look at some of these schools and what they are doing.

Reducing Energy Use on Campus

In 2012, Cotsakos College of Business  was named a finalist in the 2012 Second Nature Climate Leadership Awards competition, which recognizes the most innovative climate leaders in the US. The university has embarked on several energy saving initiatives. In October 2010, the university opened what was then the largest solar energy facility on any university campus in the US. The initiative is projected to save an estimated $4.3 million in energy costs over the next 15 years, while also reducing the university’s carbon footprint.In the Netherlands, Rotterdam School of Management’s ‘Campus under Construction’ project, which is being implemented until 2028, focuses on modernizing the campus to make it more energy efficient. The university administration has been collaborating closely with both the city of Rotterdam and sustainability faculty concerning city planning and environmentally sustainable considerations. In 2013 a 15‐story building for international student housing, the Erasmus Plaza; a vibrant green esplanade; pedestrian‐avenue with underground parking; and the energy-neutral Erasmus Pavilion will be completed. Ashridge Business School in the UK switched in 2011 to a 100% renewable electricity supply contract.

Measuring the Carbon Footprint

One of the main efforts on campuses around energy is measuring and reducing their carbon footprint. Winchester Business School has a commitment to reduce carbon dioxide emissions per square meter by 30% below the 2006 levels by 2015. In 2011, the university set a target for carbon reduction of 43% by 2012. A growing number of schools are looking not just to reduce but to become carbon neutral. Pacific Lutheran University has a goal of carbon neutrality by 2020. In 2010 the university dropped its total energy costs by 10% by changing out light fixtures, adding motion sensors for lighting, and installing better insulation and window seals. Bentley University has made a commitment to become carbon neutral by the year 2030. The office of sustainability provides a website with information on Bentley’s current carbon footprint and an overview of their plans to reach this goal through energy system upgrades, green building and electronics recycling among other things. They have also constructed a 3,000 square foot solar thermal wall as part of the Athletic Center which traps heat from the sun. When the heating, ventilation and air conditioning is turned on, the air is pulled through the solar walls and is heated in the process requiring less energy to warm the air in a room.

Educating the campus about efforts

A large part of reducing energy use on campus is raising awareness of the issues with students and staff. In India, the Institute of Productivity and Management Green Initiative works to make its campus greener. They created ‘Save Energy’ guidelines which include conservation of water and electricity, which are widely distributed amongst staff and students. In Slovenia, the Faculty of Economics Eco Team encourages employees and students to get engaged by organizing and implementing a wide range of energy reduction activities. In Korea, Kyung Hee University ‘s Green Team also conducts a range of awareness raising activities and projects around Energy management and lighting efficiency across campus.

Taking part in International and National Initiatives

Another way that schools are raising awareness about these issues on campus is by participating in international energy related events. The University of Dubai takes part in Earth Hour every year on March 22nd. Students, faculty, and staff at UD signed up to participate in the world earth hour and participated by switching off the lights for one hour. Schulich School of Business also celebrate Earth Hour with their event ‘Earth Hour Every Hour’ in collaboration with IRIS, and the Ecologically Conscious Organization aims to provide environmental knowledge, and to inspire the creation of a future where waste and energy reduction are daily considerations. In France, Clean Tuesdays began as an association in 2008 to promote the development of Cleantech throughout France. On the first Tuesday of every month, an event or mini-conference is organized in a different location in France bringing together participants to share their expertise, their activities and their best practices in the field. Grenoble Ecole de Management is affiliated with this project and has hosted several Clean Tuesday events on campus.

Getting students engaged

Several schools, such as EADA in Spain, have student clubs focused on energy issues. At EADA, the Green Society is a voluntary student club for individuals who have an interest in Climate Change. Throughout the year the club organizes interactive seminars on the topics of Carbon Politics, New Sources of Energy, Creating a Low-Carbon Economy, and more. Grenoble Ecole de Management has a student engineer specialized in Quality, Security & Environmental analysis who is currently carrying out a comprehensive study of the School carbon footprint. The University of Victoria in Canada has instituted voluntary carbon-offset programs for students travelling as part of their exchange program.

– This is part of a series of blogs in 2013 focused on business schools and energy – 

Follow

Get every new post delivered to your Inbox.

Join 3,723 other followers

%d bloggers like this: