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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Business and Business Schools Working Together at the Local Level (Part 1)

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 both works can work together.

Business Schools Working with Global Compact Offices Locally

Business schools are increasingly connecting with their Global Compact Local Network offices in a range of ways. The first is in assisting the Global Compact locally to be as effective as possible. For example, schools are involved in the following ways:

  •  Strengthening the operations of the Global Compact Local Network: A cross-disciplinary team of students from Haas School of Business at the University of California Berkeley (USA) engaged with the UN Global Compact Local Network in the US to refine the organization’s value proposition and expand its membership and partnership engagement levels. They also proposed a new funding mechanism, which was taken into consideration.
  • Assisting in preparing Communication on Progress Reports (Global Compact’s SIPs): The American University of Cairo provides a full day training session for students to qualify to assist the Global Compact’s participants in generating their Communication on Progress reports. In Canada, students at Ivey Business School worked with UN Global Compact LEAD companies to document their sustainability goals and progress in real time.
  • Maintaining an advisory role: ISAE/FGV plays an active role in the UN Global Compact Local Network in Brazil. The President of ISAE, Norman Arruda Filho, is also the Vice President of the Global Compact Brazilian Steering Committee. They coordinate the Education Group of the Global Compact Brazilian Committee and held a series of lectures to promote PRME and the Global Compact. ISAE was also involved in reviewing and redesigning the organizational structure and governance model of the UN Global Compact Local Network in Brazil, including researching Brazilian members’ perceptions of UN Global Compact Principles and how to improve the performance of the local committee. The American University of Cairo also sits on the UN Global Compact Egypt Board.
  • Actively participating: Business schools are encouraged to engage with their Global Compact Local Networks. For example, Sabanci University in Turkey is a member of the Global Compact Local Network Turkey Task Force on Women’s Empowerment Principles, which ties in well with their extensive programmes in this area. Universidad EAFIT, a leading member of the Global Compact Local Network Colombia, participated in a national working group on the UN Global Compact’s Anti Corruption Principle in collaboration with some of the largest companies in the country.

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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.

Higher Education for Climate Change Action – Business School Engagement (Part 1)

hesiOn October 14th, the Higher Education Sustainability Initiative (HESI) will be meeting in Paris. HESI is a consortium of UN entities created in the run up to Rio+20. Through HESI, higher education institution signatories commit to teach sustainable development concepts in the core curriculum, encourage research on sustainable development issues, green their campuses and support sustainability efforts in the communities in which they reside.

The theme of this year’s HESI meeting, Higher Education for Climate Change Action is an opportunity to take stock of progress made since Rio+20 by sharing best practices and lessons learned, discuss the roles and responsibilities of higher education institutions in business and technological innovations around climate change adaptation and mitigation, and encourage new or enhanced commitments, particularly around the facilitation of academic, and scientific inputs into the formulation of climate policies. The meeting will also result in the formulation of a message and a set of policy recommendations to be presented to the UNFCC Secretariat at COP21.

The Copenhagen Conference Declaration: A Call to Action for Management Education, presented in 2009, called on business schools around the world to integrate climate-related topics into management education, research the role of the low carbon economy, and to lead by example in order to inspire the way forward for future generations. Since then, business schools have actively incorporated climate change into their curriculum, research and campus greening activities.

In preparation for this meeting, here are examples of how the PRME network is engaged in climate change topics.

Through partnerships with business

Sabanci University in Turkey is the local partner and host of the Carbon Disclosure Project since 2010. CDP-Turkey has been a transformational project for Turkey’s corporate sector. As of 2014, forty-one Turkish companies reported their emissions and climate change strategies with their help. The CDP-Turkey project created a medium for disseminating knowledge around climate change and corporate responsibility, collecting valuable data for research, and facilitate mutual learning. The project, which has proven to be an excellent instrument for a multi-stakeholder dialog and debate on sustainability involving all related parties has been realised with corporate sponsorship of one of the largest banks in Turkey; Akbank, and E&Y Turkey office. In addition to Carbon Disclosure Leadership Award launched in 2011, Carbon Disclosure Performance Leadership Award was launched in 2013. Another climate change related project is implemented in partnership with Coca Cola Foundation to improve CDP activities in Russia which resulted in fourteen Russian companies reporting through CDP in 2014. For more information visit http://cdpturkey.sabanciuniv.edu/

Local Engagement

ISAE/FGV in Brazil is actively engaged in Curitiba City Hall’s Climate Change Forum. Curitiba, the city where ISAE is based, is a member of the C40 Cities Climate Leadership Group, a network of cities committed to addressing climate change. This Forum is composed of city hall, universities, industry sector and others that periodically meet to discuss how the city is and will deal with climate change. The school also launched a course earlier this year on “Law and Economics of Climate Change” that looks at the science of climate change, the United Nations Framework on Climate Change and related negotiations. The school is actively engaged in reducing its own emissions and reports on specific in its Sharing Information on Progress report.

Through student work

Executive MBA candidates at University of Technology Sydney Business School in Australia have been undertaking a study which aims to ensure risks such as climate change, human rights abuses and corruption are considered in big infrastructure projects in collaboration with the world’s leading insurers. The project, “Insurers’ Role in Sustainable Growth” surveys how insurers integrate environmental, social and governance (ESG) risks into their agreements. The results will feed into a project involving the United Nations, the World Bank and the world’s largest reinsurer, Munich Re looking at how the insurance industry can strengthen its contribution to “sustainable” development. They will also inform the development of ESG guiding principles for surety bond underwriting. The Insurance Council of Australia is also a supporting institution, alongside two Australian insurer signatories, Insurance Australia Group (IAG) and TAL.

 

Part 2 will be posted on October 14.

12 Visuals to get Inspired by for your next SIP report (Part 2)

Sharing Information on Progress (SIP) reports, beyond being a requirement for PRME signatories, are an opportunity to bring together the work a school is doing in the area of responsible management education, reflect on that work and explore future opportunities. SIPs can provide an important communication tool to raise awareness both internally and externally about your initiatives. Using visuals in your report is one way to bring the information contained within your report to life, to make it easier for your stakeholders to navigate, understand, engage in, and to take action on.

To inspire your next SIP report, here are 6 more visuals taken from recent SIP reports (see Part 1 for the first 6 visuals). These examples are intended to be an exploration of the different approaches taken from different schools. For more examples you can browse through all of the SIP reports on the PRME website at http://www.unprme.org/sharing-information-on-progress/index.php

Bentley SIP VisualIn the US, Bentley University’s 2014 report includes this visual which gives an overview of the different centres and initiatives happening across campus around PRME related topics, from external relations, research and scholarships, to teaching and academics, and campus life. These different initiatives work together through the Bentley Alliance for Ethics and Social Responsibility. “I used this graphic quite often (and still do). I created this initially for internal purposes. When I formed the Alliance there were a fair amount of questions as to what it was and what its role would be on campus. I found that the visual quickly draws attention to the core Centres and broad array of programs and initiatives that touch on our lives on campus, what we do in the classroom, our research, and our relationships with external associations and organisations. This visual was helpful in getting faculty, staff and students to see how everything fits together, and to capture the wide range of programs going on at Bentley in this space.” Anthony Buono, Bentley University.

Durham SIP VisualDurham University Business School, in the UK, created a clear, short (9 pages) SIP report for 2014. As part of what could be considered Principle 7—that signatories “understand that [their] own organisational practices should serve as examples of the values and attitudes we convey to our students”—they worked with the University’s Estates and Buildings department, which deals with campus operations, to generate an initial analysis of the school’s carbon emissions. Because one of the buildings on campus counted in this graph was unoccupied until recently, the latest figure from 2012/13 will become their baseline for future years. This is outlined clearly in their report as well as the different initiatives they have that impact this table.

Toulouse SIP Visual

 

Toulouse Business School in France created a twelve-page report which organises text and initiatives in a very visually engaging way. Each Principle is covered on one or two pages and the page provides a snapshot of activities and initiatives related to that Principle.

 

La Rochelle SIP Visual

 

 

First time reporter La Rochelle Business School in France included a visual in their 2014 report which briefly outlines the School’s journey of CSR and PRME. It highlights major events in the implementation of PRME objectives since becoming a signatory in 2012.

 

 

FDC SIP VisualFundacao Dom Cabral, in Brazil, published an integrated report (2013) that embeds their sustainability practices within their school’s annual report. Its work with PRME and related organisations firmly included in its strategic objectives and covered throughout. The report follows the guidelines set out by the Global Reporting Initiative (GRI), aligns its actions towards meeting the 10 Principles of the Global Compact, the Principles for Responsible Management Education and the Globally Responsible Leadership Initiative. The report provides this table which outlines how the different parts of their report relate to the different principles of PRME and other initiatives.

 

Kedge SIP VisualKedge Business School’s (France) 2013 report is its first SIP report that integrates the activities of BEM and Euromed Management who merged in July 2012. Although they remained independently managed in 2013, the school chose to integrate both institute’s activities into a single, integrated report which demonstrates the linkages between the organisational strategy, governance and financial performance, and the social environmental and economic context within which it operates. The report uses a number of effective visuals throughout that bring the information to life. One example is the Performance Index at the end of their report, which provides a complete look at the progress of their work from 2009 onwards, as well as future objectives. Beyond providing specific statistics and quantitative information for each item, each activity is measured as to whether or not it has been achieved, is currently being realised, or has not yet been achieved.

Andina SIP VisualFundacion Universitaria del Area Andina’s (Colombia) 2013 report uses mostly visuals to communicate their work in PRME related topics. One of the visuals is a page which clearly outlines the results of a complete audit, conducted in 2013, of the waste generated on campus—organic, chemical, ordinary recycling and metals.

 

 

 

St. Gallen SIP VisualUniversity of St. Gallen in Switzerland colour coded each of the Six PRME Principles and then used these colours throughout their report to demonstrate what information corresponded to each Principle.

 

 

 

Share links to visuals in your reports in the comments section below.

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