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.

 

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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).

 

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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.

 

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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.

 

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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

Collaborating across borders – The CR3+ Network

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

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

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

What are the key features of the programme?

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

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

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

What have been some of the challenges? 

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

Successes? 

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

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

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

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

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

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

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

What’s next for the initiative?

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

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

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How the Social Impact Festival at University of Western Australia Supports Global and Local Progress

img_7254-smlThe Sustainable Development Goals help us consider everything – from one person, to the university, to our cities – in a global context. They provide a robust yet accessible framework for learning about global progress. This is the focus of the work being done at the Centre for Social Impact at the University of Western Australia. Among their many programmes is their annual Social Impact Festival, an opportunity to bring together individuals and organisations who are deeply committed to making Western Australia a better place.

I spoke with Claire Stokes from the Centre for Social Impact at the University of Western Australia about this increasingly successful event.

What is the Social Impact Festival?

The Centre for Social Impact at The University of Western Australia (UWA) hosted the first Social Impact Festival in May 2015 – we call this ‘prototype 1’. It saw over 1,000 people attending events on the UWA Crawley campus focused on furthering social impact. When 2016 began, the team at the Centre for Social Impact UWA decided to take the festival into ‘prototype 2’ in July 2016. Katie Stubley (the other co-director) and myself started with a purpose and designed the event to fulfill that purpose. This included three primary aims: share and diffuse cutting-edge knowledge; strengthen and connect social impact networks; and increase our capacity to make WA better for all. We also identified many people, ideas, organisations and networks that have been deeply committed to making WA a more just, vibrant and better place for all. So a key element of the festival was bringing stories of social impact in WA to the surface to be celebrated and amplified.

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

The concept of ‘social impact’ is so broad that we knew a regular conference format would not work. To see real change, we knew we had to reach audiences beyond those who had previously engaged with the Centre and in a variety of settings. The format was based roughly on a ‘fringe festival’: a diverse range of small, low-cost, and engaging events in a variety of venues so attendees could ‘create their own adventure’.

We turned to our postgraduate course – the Graduate Certificate in Social Impact – for a framework which gave us the following themes for the four key days of the festival:

  • Creating social impact: entrepreneurship, innovation & design
  • Demonstrating social impact: research, measurement & evaluation
  • Funding social impact: investment, philanthropy & ethical consumerism
  • Leading social impact: organisation, collaboration & systems

As a whole, the festival featured 34 events over 7 days in 16 venues around Perth. Individual event prices ranged from $0 to $30 and 15 events were free. More than 150 people and organisations contributed to the festival programme (including speakers, workshop facilitators, co-working space hosts, artists, performers, open house venues, and market stall-holders). Through the interactive ‘Stories from the Field’ events (21, 22, 26 & 27 July), 68 individual stories of social impact were shared. Twenty local ethical businesses featured in the Marketplace & Ethical Fashion Show (23 July), and 10 spaces and organisations featured on Social Impact Open House day (25 July).

What are/were your favourite parts of the festival?

Pitching events are always interesting, as they provide opportunities for real people and organisations to take action, as well as the chance to learn about investing and the local landscape. The Impact Seed Pitch Night on 26 July was no exception. Run by a new Perth-based organisation, Impact Seed, the event saw five investable social businesses pitch for investment to a packed auditorium of 120 people. It also featured a highly engaging keynote address from Bessi Graham (The Difference Incubator, Melbourne). Graham also sat on the judging panel with Paul Flatau (Centre for Social Impact UWA), Derek Gerrard (Innovation Bay), and Paul Bide (School for Social Entrepreneurs).

Two other standout events were the Festival Opening and Marketplace & Ethical Fashion Show. The Opening was a directed performance, mixing inspiring speech from Michael Chaney, Cassandra Goldie and Noel Nannup together with music, poetry, song and dance. The Marketplace & Ethical Fashion show held an atmostphere that was absolutely perfect for what we were trying to achieve. There was a modest amount of stalls – 20 in total – but every single person involved demonstrated deep passion and commitment to their cause. This also extended to an excitement in celebrating and helping each other on the day. Businesses represented included social enterprises, fair trade homewares, organic kombucha and tea, eco-garden services, ethical fashion, Aboriginal enterprises, and more. An estimated 300+ people attended the event and all stallholders reported they sold more than expected.

Although not an event, the ongoing co-working and collaboration space was another highlight. This provided ample opportunity for attendees of events throughout the festival to come early or stay afterwards to simply work, or meet other like-minded people and make new connections. The hosts of this space, Perth-based social innovators enkel, also ensured users of the space made the most of it by engaging with interesting activities such as mindfulness, story-telling, and more.

What impact does the festival aim to have/ already have?

We have already observed and heard about the immediate impact of the Festival. For instance, as one of the key aims was connecting people across sectors we were delighted to hear that almost 70% of attendees said they made new connections they intend to follow up with (or already have). That does not even take into account the connections made across the 150 contributors. We have also heard of some changes, or actions taken based on transformative experiences. For example, 26% of attendees to seek out formal education or training in fields linked to social impact. One person reported they have already chaired a board meeting and presented information from the Festival, leading the Board to review the organisation’s mission, objectives, strategies and how we can better measure our social impact.

Anecdotally, we have heard of many new connections and collaborations around Perth that resulted from the Festival, while other connections have strengthened or formalised. This is exactly the kind of impact we intended to create.

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

Design with a purpose. That was the single-most important aspect of the festival and it resulted in an event that was not only successful in terms of numbers and engagement, but in the immediate impact it had, leaving everyone involved with the optimism and drive to create positive change.

What’s next?

We are synthesizing the huge amount of information that was drawn out during the festival – in the form of stories, ideas, presentations and feedback. Many of the resources presented or created throughout the festival can be found here: http://www.socialimpactfestival.org/resources/

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Developing Future Public Sector Leaders – International Day of the World’s Indigenous People

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August 9th is the International Day of the World’s Indigenous People, a day to promote and protect the rights of the world’s Indigenous populations. This is particularly relevant this year as the theme for 2016 is “Indigenous Peoples’ Right to Education”.

In June we featured examples from schools across Australia, Canada and New Zealand and the work that they are doing to engage Indigenous students and promote Indigenous businesses including an Aboriginal EMBA at Beedie School of Business; a programme to support Indigenous Entrepreneurs at Gustavson School of Business; the Indigenous Programmes Unit at University of New South Wales; contextualizing the MBA with an Indigenous focus at the University of Waikato; promoting accounting as a career choice with Indigenous students at Deaken University; and mentoring a new generation of Indigenous leaders at University of Wollongong.

Here we introduce another innovative programme focused on developing future Indigenous business leaders, La Trobe Business School in Australia’s partnership to develop future leaders in the Public sector. I spoke with Dr Suzanne Young, Head of the Department of Management and Marketing and Dr Geraldine Kennett, Professor of Practice, Department of Management & Marketing about their new programme.

What is the programme for public servants (provide an overview)

La Trobe Business School developed a new Graduate Certificate in Management (Public Sector) in partnership with the Institute of Public Administration of Australia (IPAA), and in consultation with the IPAA Indigenous Advisory Committee. Initially enrolling 32 Indigenous public servants, the course has now expanded to be a combination of Indigenous and Non-Indigenous public sector professionals learning together. The course takes 1.5 years full-time or 2 years part time.

This innovative course uses a partnership approach; the participants study leadership, entrepreneurial business planning, financial management and accounting with the University and public policy making with the Institute of Public Administration of Australia. The students develop a plan for an entrepreneurial business or policy idea in their first subject and then build on this plan in subsequent subjects, cumulating in ‘A Pitch’ to senior public sector leaders. This practical form of assessment builds their confidence to get strategic buy-in for their business and/or policy ideas. Many of the students have used their new learning and skills to achieve higher level positions in the public sector. Four students are also continuing their studies with the La Trobe University MBA programme in 2016.

As academics, we have gained knowledge about Indigenous culture and how to integrate social identity into learning styles which has enabled us to develop supportive pedagogy for teaching. Our course ensures that the learning outcomes support Aboriginal and Torres Strait Islander people with the capacity to straddle their leadership obligations in the workplace as well as in the Indigenous community.

How did it come about?

In 2010 the Australian government highlighted the social, political and economic gap between Indigenous Australians and the rest of the community. The Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander people (2012) argues that improving higher education outcomes among Aboriginal and Torres Strait Islander people will contribute to nation-building and reduce Indigenous disadvantage.

The need for a postgraduate qualification for Aboriginal and Torres Strait Islander public servants was seen as important in a study that IPAA Victoria commissioned with PricewaterhouseCoopers (PwC). The study highlighted the barriers to, and enablers of, career advancement for Aboriginal and Torres Strait Islanders employed in the public sector, including the need for professional development opportunities. Indigenous public servants experience a higher turnover rate than their non-indigenous peers. The 2012-13 Australian Public Service found that 20.5% of indigenous employees left the APS after less than one year —almost four times the rate of non-indigenous employees (5.9%). This is another challenge the programme aims to tackle.

IPAA approached La Trobe Business School to develop and conduct a postgraduate course due to its expertise in providing higher education for Aboriginal people, its status as the United Nations Principles of Responsible Management Education (PRME) Champion Business school in Australia and the ability for regional Aboriginal and Torres Strait Islander public servants to continue their higher education at La Trobe University’s regional campuses. 

What have been some of the successes?

From the feedback loop it is clear that the project produces measurable impact for Indigenous peoples (including students and community), La Trobe University (including staff), IPAA, and the higher education sector.

Achievements to date include:

  • Initial enrolment of 32 students into the course
  • Strong retention rate with 22 students continuing into their 3rd subject
  • Employers contributing to student fees
  • Orientation programme and guidelines for delivery of Indigenous education
  • Second cohort of programme began in late 2015 consisting of Indigenous and Non-Indigenous students
  • Students’ management skills enhanced in entrepreneurship and innovation, accounting and leadership
  • Students’ leadership skills enhanced in communication and team work
  • Peer and collaborative learning enhancing cross-cultural learning between students and staff and in the future between Indigenous and Non-Indigenous students.
  • Four students progressing through to enrolment in the MBA

For Aboriginal and Torres Strait Islander students it provides an educational experience and improved educational outcomes and opportunities for employment and career advancement. A specific Indigenous course enables Aboriginal and Torres Strait Islander peoples to bring their culture and identity into the learning experience, thereby making the teaching relevant for their needs. Also for Indigenous communities, it supports economic development, assists in closing the gap and provides mechanisms for breaking the cycle of Indigenous disadvantage.

Advice for other schools thinking of doing something similar?

It is important to develop and work in partnerships with those organisations and people in the community who are legitimately recognised with expertise by Indigenous peoples. It is also important to have orientation programs for teaching staff in Indigenous culture and nurturing this in the teaching environment. Flexibility of approach, and assessments that are meaningful and authentic to the Indigenous students are also important.

Next Steps for La Trobe in this area?

The course is now open for non-indigenous students as well to provide a culturally safe learning environment for students to be able to learn together. This enhances the learning of non-indigenous students who are all practising public servant professionals and so builds their knowledge of Aboriginal and Torres Strait Islanders and the importance of culturally safe practices. This also provides an environment where cross cultural knowledge is exchanged and others’ perspectives are more fully understood

Business and Business Schools Working Together at the Local Level (Part 3)

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 1, we looked at how business schools are working with Global Compact offices locally and promoting the Ten Principles of the Global Compact. In Part 2 , we looked at how business schools are promoting and providing training around the Ten Principles of the Global Compact. Here in Part 3 we look at how schools are working with Global Compact Local Networks on specific sustainability issues.

Working on Specific Global Compact Issues/Projects

All PRME signatories are undertaking research that connects to the Ten Principles of the Global Compact as well as the SDGs. Many, such as the Universidad del Norte in Colombia and Kemmy Business School in Ireland use the Ten Principles of the Global Compact as a base for the development of new research proposals. Externado University Management Faculty, for example, has an agreement with the Global Compact Local Network Colombia to do research focused on the companies participating in the Local Network.

  • Research on specific sustainability issues: The University of New South Wales worked on the development of the Business Reference Guide to the UN Declaration on the Rights of Indigenous Peoples in collaboration with the UNGC and the Global Compact Local Network Australia. The reference guide was developed to help businesses understand, respect, and support the rights of Indigenous peoples by illustrating how these rights are relevant to business activities
  • Organising events for further discussion and action: Glasgow Caledonian University’s New York campus hosted a series of Fashion Sharing Progress ‘Town Hall’ events focused on social responsibility, ethics and sustainable fashion in collaboration with the UNGC. These involved teams of academics and professionals collaborating with students and industry experts to bring different perspectives to bear on existing problems and facilitate new learning. IEDC-Bled School of Management partnered with members of the UNGC Local Network Slovenia to organize workshops around the theme of “Health promotion in the workplace as part of the corporate social responsibility and sustainable business development.” They also launched a Declaration on Fair Business that introduces the principle of anti-corruption and provides guidelines for creating and improving compliance programmes in signatories of the UNGC.
  • Mobilizing business action on the SDGs: PRME schools in Portugal and Spain are collaborating with the Global Compact Local Network Spain on a joint project called “Map of Post-2015 Sustainable Development Goals,” which aims to make the 17 goals more understandable for corporations, especially SMEs. Companies and universities are working together to identify the strengths and weaknesses related to each of the SDGs to facilitate their implementation in the Spanish socio-economic environment.

 

For more examples of how PRME Signatories are working with Global Compact local chapters see:

The First Report on PRME Chapters

Where to find Business Partners for your Sustainability Projects

8 Tips for Developing Strong Business-Business School Partnerships

Partner with Business Schools To Advance Sustainability

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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.

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Indigenous Business Examples from New Zealand and Australia

Gilimbaa: “Our History. Our Story. Our Future” Reconciliation Australia Animation from Gilimbaa.

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

In an attempt to share some new best practice examples, and continuing with June’s focus on Indigenous programmes, I asked a handful of faculty members about their favourite classroom examples of local companies that were started by Indigenous entrepreneurs as well as companies working with Indigenous communities. To finish off our month focusing on Indigenous business, here are some examples from Australia and New Zealand.

Rebecca Harcourt, Programme Manager, Indigenous Business Education, University of New South Wales Business School, Australia

Gilimbaa fuses many of the riches and celebrations embedded within Indigenous knowledge-storytelling within contemporary cultural practices- with exemplary graphic design and communications to bring all this to the global stage, such as exemplified in Queensland in 2014 when world international leaders, including President Barak Obama, gathered here for the G20.

Inside Policy is a group of exceptional and experienced female entrepreneurs who create innovative approaches to provide solutions to complex problems.

The team at 33 Creative delivers media communications and various associated projects with excellence, vibrancy and self-determination. Their approach helps drive transformation to empower & improve many of the lives of Aboriginal and Torres Strait Islander Australians.

Read more about Indigenous engagement at the University of New South Wales.

Barry Coates, Sustainability Programme Development, University of Auckland Business School, New Zealand

Ngai Tahu Holdings is an intergenerational and Aotearoa New Zealand-focused investor that operates as an investor, asset owner and active manager of enterprises. At its heart, Ngai Tahu is a values-based business that relies on its people and its partners to generate long-term returns while respecting its traditions and the principle of kaitiakitanga – stewardship of natural resources.

Miraka is a Māori-owned dairy company that reflects the cultural beliefs of its owners in the operations of its business. Miraka uses geothermal and sustainable energy to process milk from its local suppliers, with active programmes for composting and soil management, waste minimisation and reduction in greenhouse gas emissions.

Luisa Lombardi, Senior Lecturer Accounting, and Barry Cooper, Associate Dean Industry Engagement and Partnership, Deakin University , Australia

First Nations Foundation is the only national Indigenous charity in Australia with a focus on financial wellbeing. Established in 2006 by a group of respected First Australian leaders, the Foundation focuses on assisting First Australians with money management, acting as a bridge between Indigenous people’s needs and the financial service industry as well as identifying and quantifying the financial needs and trends of First Nations people through research.

AIME (The Australian Indigenous Mentoring Experience) is a dynamic educational program that is proven to support Indigenous students through high school and into university, employment or further education at the same rate as all Australian students.

Wathaurong Aboriginal Co-operative provides Aboriginal families living or in transit in Wathaurong’s traditional boundaries with assistance, increased and improved access to a range of culturally appropriate health, housing, education, employment and cultural services; contributes to improvements in community wellbeing; and builds the capacity of the community to control its own affairs and achieve self-determination.

Read more about about how Deakin is promoting accounting as a career choice with Indigenous students.

Debbie Roberts, University of Waikato, New Zealand

Stunnuz Clothing is a youthful streetwear fashion brand that is influenced by New Zealand culture. The business successes have been driven by passion for design, culture and youth. The journey of the business has opened many opportunities, national and internationally, and has a greater goal to further develop globally.

The Te Rau Aroha Omaio development project is a community owned and led enterprise that will bring to life the guiding principles of sustainable economic, environmental, social and cultural development through the systematic migration of 150 hectares of low-value maize growing into a truly sustainable enterprise linked to elite high-value food markets of the world.

The enterprise will aggregate together Maori owned traditional lands to create scale and use the world’s-best knowledge (including traditional knowledge), science and technology to integrate organic practices into the value chain and create more than 100 new full-time local jobs over five years.

Read more about University of Waikato’s work to contextualise the MBA with an Indigenous focus.

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