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.



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).



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.



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.



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

A Free University for All Citizens – HEM in Morocco

Nineteen years ago, HEM (Institute of Higher Education of Management) in Morocco launched a unique concept called “Université Citoyenne,®” roughly translated in English as “Free University for all citizens.” The idea came from the oldest university in the history of the world, the University of AlKaraween in Fès/Morocco, which was established by a woman named Fatima Al-Fahria more than a thousand years ago. This University, now taken up by HEM Foundation, aimed to provide a space where people from all walks of life could meet to attend seminars by prominent scholars. I spoke with Dr. Ali Elquammah, Co-Director of Academic Affairs & International Relations HEM, about this initiative.

What is Université Citoyenne® and how did it come about?

“Université Citoyenne®” consists of a series of seminars, open to all, without prerequisites, which are designed as introductory courses and awareness sessions about sociopolitical, managerial and economic issues in Morocco. The series, which spans over three months, is provided free of charge once a year, simultaneously in six cities where HEM BS has a campus: Casablanca, Rabat, Marrakech, Tanger, Fès and Oujda.

What are the key features of the program?

A seminar is organized each week for three months in each HEM campuses simultaneously. Each seminar is run by a subject matter expert and a moderator. Each year they are organized around three distinct themes:

  • Institutions, Political Life and Human Rights
  • Thought and Society
  • Economy and Business Management

The themes are determined by a strategic committee. Each campus proposes several topics to the committee for validation at the beginning of the year. The topics to be discussed need to be of current interest, relevant to the context and likely to initiate a critical debate.

An “Auditor’s Certificate” is given to individuals who attended at least 80% of the seminars. Individuals interested in participating can register on the HEM website.

Why have the Universite Citoyenne?

Université Citoyenne® falls within HEM policy to develop and share knowledge.

The main benefit of this concept is free education for all and democratizing the access to information, since Université Citoyenne® provides these seminars free of charge and requires no pre-requisites from its participants. These seminars also aim to enrich the spirit of openness, encourage debate and develop an active citizenship culture in an emerging market such as Morocco.

What have been a few of the most memorable moments of the Université Citoyenne® over the years in your opinion?

We’ve put together a short video that traces back some of the memorable moments. Click here.

What have been some of the challenges of putting this together? 

The logistical process of this program is very challenging because there are many stakeholders in the equation. HEM’s material and human resources are dedicated to the Université Citoyenne® in parallel with the school’s everyday activities. The planning of this concept has to start months ahead of the official kick-off; everything to be set in place in terms of speakers’ approvals and confirmations. However, since we have been doing this for the past 19 years, logistical planning has become easier in time.

What have been some successes? 

Over the past 19 years, more than 510 seminars were organized within Université Citoyenne® in which there were 28,000 registered participants and more than 4,500 Auditor’s Certificates awarded.

Université Citoyenne® has become a large project that we are very proud of. Every year we register an increasing number of participants and welcome more and more high profile experts who are willing to take part in this beautiful project.

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

To put such a project into place, it has to come from the heart; the love of education is and will always remain at the core of the school’s state of mind. At HEM Business School, our slogan is «”We Love Education.” For other schools thinking of putting something similar into place, a fair amount of the school’s human resources should be mobilized for the project to be a success.

What is next for Universite Citoyenne®?

As an extension of Université Citoyenne®, we came up with « les Clubs de Lecture de l’Université Citoyenne® » (translated in English as « Reading clubs of Université Citoyenne® » ), which aims to facilitate access to literature and reading to a diverse public and share knowledge, ideas and questions around social issues in Morocco with them. Reading Clubs of Université Citoyenne® are held in meetings with four authors per year (alternately in Arabic and French).

Also within the framework of Université Citoyenne®, a collection of books called « Les Presses de l’Université Citoyenne® » has been developed to open the academic space to a wide audience of non-specialists and to contribute to the dissemination of the culture of debate and critical thinking. The books of « Presses de l’Université Citoyenne®» appear every 18 months. The first book of « Presses de l’Université Citoyenne,® » called « Le métier d’intellectuel, » or the job of the intellectual, won the 22nd edition of the « Prix Grand Atlas » prize in the Francophone Essays category in November 2015. The second book just came out and it is called “the tissue of your singularities – Living together in Morocco” It is a tribute to Mrs. Fatema El Mernissi, a famous Moroccan sociologist who recently passed away.


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

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

In an attempt to share some new best practice examples, I asked a handful of faculty members from around the world about their favourite classroom examples of local companies that are actively involved in sustainability. Here are some examples from India, Morocco and Lebanon:

Dr. Kaushik Ranjan Bandyopadhyay, Associate Professor, TERI University

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

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

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

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

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

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

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

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

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

2015 Good Practices in Responsible Management Education (Part 2)

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

Principle 5Principle 5: Partnerships

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

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

Principle 6Principle 6: Dialogue

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

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

Principle “7”: Organisational Practices

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

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

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

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

2015 Good Practices in Responsible Management Education (Part 1)

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

Principle 1Principle 1: Purpose

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

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

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

Principle 2Principle 2: Values

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

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

Principle 3Principle 3: Method

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

Principle 4Principle 4: Research

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

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

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

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

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.

Opportunities and Challenges of Doing Business in Morocco – ESCA Ecole de Management

ESCA_Ecole_de_Management_Study_Trip_to_Casablanca3As the first business school in Morocco and French speaking Africa, ESCA Ecole de Management in Casablanca, Morocco has a deep commitment to educate a new generation of high potential, responsible managers and ethical entrepreneurial leaders in Morocco, across Africa and in emerging economies. The business environment in Morocco offers many opportunities but also several engrained challenges that ESCA aims to raise awareness about through its programmes. I recently spoke with Mahja Nait Barka from ESCA Ecole de Management about some of these challenges and opportunities.

Briefly describe ESCA Ecole de Management’s approach to sustainability and responsible management education.

ESCA Ecole de Management advocates responsible leadership and sustainable management and has committed to implementing the Principles of the United Nations-supported Principles for Responsible Management Education since 2013. We have thus embarked on a series of interrelated initiatives directed towards this end, through programmes, research and partnerships that support change in managerial practices and educate leaders who carry values for the modernisation of society and positively impact their environments and organisations.

You mention that corruption is one of the major challenges for businesses in Morocco. Could you provide some more thoughts on this?

The Moroccan economy, Africa’s fifth largest by GDP, offers some of the most attractive options for investment in North Africa and the Middle East. The country has become a model of stability and reform amid the uncertainties of the Arab Spring, leading the region in social and political progress, but corruption is prevalent in many levels of Moroccan society and rarely prosecuted.

Because of the lack of statistical data, it is difficult to assess the extent of corruption’s entrenchment in Morocco but the international anti-corruption organisation Transparency International (TI) rates Morocco at 37 on scale of 0 (highly corrupt) to 100 (very clean) in its “2013 Corruption Perception Index.”

A 2008 survey by Transparency Maroc, the local branch of TI, reached a similar conclusion concerning regularly paid bribes to facilitate or speed up administrative procedures, or influence decisions on public calls to tender and state contracts. More than two-thirds of Moroccans surveyed called the judiciary, media, police, parliament and public officials “corrupt or very corrupt,” and questioned the lack for transparency and accountability of the public administration, which make it difficult to have access to services that are an inherent right.

However, the Moroccan government is committed to fighting corruption, and in 2010 established the Instance Centrale de Prévention de la Corruption (ICPC), Morocco’s national anti-corruption agency. Among ICPC’s accomplishments: the creation of a portal that allows small-to-medium-sized businesses to report corruption, and the drafting of a public sector code of ethics. The ICPC is also at the origin of a public campaign to raise awareness on anti-corruption questions, and the drafting of a bill to enhance the ICPC mandate and ability to prosecute corrupt individuals. These initiatives, coupled with the ‘Moroccan Code of Good Practice for Corporate Governance’ adopted by the anti-corruption committee of the CGEM (Moroccan Association of Entrepreneurs), are positively setting the framework to tackle corruption issues, and establish more transparency and integrity.

What role do you feel you as a business school can play to help with this challenge moving forward?

The concept of corruption is deeply rooted in Moroccan society’s DNA and in people’s attitudes. In Moroccan mentality, it cannot be considered as corruption, it is just help—paying for a service is a form of favour or friendly reciprocity. Raising awareness about the negative impact of corruption on the economy has therefore become absolute necessity and ESCA Ecole de Management is committed to sharing with students and stakeholders positive values, and promoting success as a result of hard work, effort and ethics. This position is strongly connected to ESCA’s initial mission: training managers to help them succeed and serve development. We educate future entrepreneurial managers who will be participating in economic development and society modernisation. We teach students how to create long-term value for themselves, their organisations, and their environment.

What are some of the ways that you are doing this?

In 2013, ESCA Ecole de Management launched an initiative with all its stakeholders to integrate a code of ethics in the School’s curriculum, to instill positive values and foster the emergence of a generation able to fight against corruption and restore the principles of integrity and accountability in the society.

The school also tackles corruption at its roots in “Business Ethics” classes, which teach students the negative impact of corruption, and influence of peddling on business integrity and development, while promoting the rule of law. Discussions are fostered by cases drawn from local current affairs, and special attention is paid to dilemmas and how to overcome them. We also encourage dialogue with ESCA Alumni and successful entrepreneurs, who are frequently asked to come and share their experience with our students during conferences and open chats. These testimonies promote positive models of upward social mobility through effort and hard work. Managers and entrepreneurs are also asked to mentor students on projects and act as role models. We also incorporated these lessons into our innovative Doing Business in Morocco and Africa programme.

What is the Doing Business in Morocco and Africa programme?

With a focus on the Maghreb Region and Sub-Saharan countries, the programme aims at appreciating Africa’s business opportunities from Morocco, which is considered a hub in Africa, as its rapid development and economic diversification has created opportunities in a variety of fields (banking, travel & hospitality, telecom, mining, etc.). As the Arab World is facing deep changes and difficult transitions, the kingdom has managed to build a different business model, and gain leadership within the North African Region as a politically stable and economically thriving country.

This programme is offered to MBA participants from ESCA Ecole de Management’s partner universities and business schools to help them learn not only about doing business in Morocco in a dynamic framework, but also to identify key winning conditions to maneuver successfully in the region. Participants are then able to develop better negotiation skills, create long-term connections, and avoid common pitfalls when dealing with multiculturalism and business uncertainty. The programme combines an overseas trip, cultural experience (guided tours, introduction to Moroccan history, culture and business etiquette), academic seminars (on Entrepreneurship in Emerging Countries, Multinationals’ strategies to target African Markets through Morocco, Free-trade agreements, etc.), company visits, and high-profile meetings with Moroccan emerging champions, local entrepreneurs and government speakers.

Eighty MBA students and academics explored Moroccan business and society in 2013-2014 within the framework of the Doing Business in Morocco and Africa programme, and particularly appreciated its mix of regional insight and cultural immersion. Participants included: Grenoble Ecole de Management (France), University of San Diego (USA), California State University Long Beach (USA) Stellenbosch University (South Africa). Participants from New York Stern School of Business are expected in Casablanca in November 2014.

What advice do you have for other schools working in environments with a lot of corruption?

Business schools are organisations. As such, they should set examples and be their own agents of change by promoting ethical governance, compliance systems and practices that prevent corruptive, nepotistic behaviours—for instance in the hiring of faculty or in the procurement of school resources. By inspiring good, responsible leadership, business schools serve as incubators of responsible future leaders.

What is next for ESCA?

In November 2014, ESCA Ecole de Management will host the 4th PRME MENA Regional Forum. This event, in partnership with United Nations-supported PRME, will bring together over 300 participants from 20 countries to explore approaches and experiences, and discuss challenges and strategies for improving responsible management education through syllabi, research, student activities, dialogue, and partnerships with stakeholders. Among the participants will be state ministers, senior officials, university and business school deans, academics, researchers, entrepreneurs and members of civil society from North Africa and the Middle East. This will be a fantastic opportunity for the school to spread best practices and advocate PRME on the south and east coast of the Mediterranean.


PRiMEtime on this date…

in 2013: What happened at the UN Global Compact Leaders Summit 2013

in 2012: Creating a Cross-Disciplinary Course in Sustainability, Bentley University

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