A Students Initiated Consortium Engaging Refugees – Leeds School of Business

In 2015, 2,250 refugees and refugee eligible populations were resettled in Colorado with the majority coming from Burma, Bhutan, Somalia and Iraq. Colorado saw an additional 3,000 refugees arrive in 2016. This, as well as the Principles for Responsible Management Education Secretariats call to action to business schools and management-related Higher Education Institutions in response to the refugee crisis, prompted Colorado based Leeds School of Business in the USA to engage.

As we continue on with our special theme month focused on Diversity and Equality in Management Education, this week I spoke with Mark Meaney, Executive Director of the Center for Education on Social Responsibility at Leeds School of Business (and also a lead of the PRME North American Chapter) about their work in this area.

Why did Leeds answer the call?

At the Center for Education on Social Responsibility, we feel it is important that business schools assist in the integration of refugees into local economies. This makes sense both from the point of view of economic development and because it is the right thing to do. As to the former, studies have shown the extent to which refugees are entrepreneurial. As such, they contribute to economic development in local communities. As to the latter, Denver and Boulder are sanctuary cities with a commitment to maintaining an infrastructure that helps refugees in the integration into local communities.

How did Leeds respond?

Leeds answered the call because a group of students (CESR Fellows) wished to do something to address the global refugee crisis, to take action to try to diminish the suffering of people forced to flee conflict, and to work toward solutions for the widespread disruption.

I worked with the Fellows to assemble a consortium of stakeholders around the topic of refugee issues, including local, state and federal government officials, NGOs, business leaders from the Boulder/Denver business community, and regional business schools. Members of the consortium began to meet monthly in October of 2015. Over the course of several months, we reached consensus that the focus of our efforts in addressing refugee issues would be twofold: (1) to make connections among the various stakeholders in government, NGOs, businesses, and business schools in order to effect synergies in becoming more effective; and (2) to influence business schools in developing programming to meet the needs of refugees in assisting them in their integration into local economies. To these ends, we resolved to begin the process with a Regional Summit on Refugee Issues. We then continued to meet in planning the Summit.

What were the results of the Regional Summit on Refugee Issues?

On October 26th, experts from local, state and the federal government, NGOs, business leaders, and universities gathered at the University of Colorado at Boulder for the Regional Summit on Refugee Issues, to discuss the role of businesses and business  schools in integrating refugees into communities and local economies. By all accounts, the Summit was a smashing success.

The Summit succeeded in confirming the positive narrative that refugees do contribute to local economies. According to government officials and NGOs, studies demonstrate that refugees are much more likely to start new businesses that create wealth, employ local residents, and stimulate investment. Following upon this discussion, speakers and panelists also related that refugees also pay back their loans at higher rates than other disadvantaged populations.

CESR Fellows wanted to use the Summit to generate ideas about how stakeholders could work together to assist Colorado b-schools in assessing and meeting refugee higher education needs. We then reached consensus on how all stakeholders can partner with b-schools in mitigating the constraints that prevent refugees from integrating into local economies. We also accomplished precisely what we intended in joining federal, state and local government officials, leading NGOs, business leaders from the Denver/Boulder business community to work together with Colorado business schools.

What have been some of the challenges of engaging on these topics at Leeds? Successes?

As a result of the Summit, students and some faculty are now fully engaged in understanding the root causes of the refugee crisis. The challenge has been in engaging the administration and some faculty in embracing the HEI needs of refuges, and then in approving the development of programming to meet those needs.

Assembling the consortium is clearly one such success. Members have committed to continuing to work together to assist refugees in their integration into local economies. Another success is shown in relation to students from various regional b-schools who have fully committed to raising awareness of the plight of refugees among their peers. Effecting synergies among stakeholders who participated in the Summit must also count as a success. NGOs were able to place refugees as employees with employers who have a commitment to hire refugees, such as L&R Pallet and Knotty Tie. NGOs were also able to network with banks with a commitment to micro-finance and then help to secure loans for some of their refugee clients. Employers with an explicit policy to hire refugee are left feeling much more of a part of a larger community. They felt supported by other stakeholders. Finally, the Fritz Knoebel School of Hospitality Management at the University of Denver has developed a program to assist refugees in learning the culinary skills needed to work in restaurants and hotels.

How can business schools help on refugee issues?

Do not try to do this on your own. Take the time to cultivate relationships in the community in building a consortium of relevant stakeholders who can support one another in a variety of ways. Business schools can help in three ways: (1) develop    programing to meet the education needs of refugees, particularly in area of entrepreneurship; (2) support research among faculty that focuses on the truth about the root causes of the refugee crisis and on the ways in which refugees contribute to economic growth in local economies; and (3) encourage service work that brings faculty and students together with refugee populations so that they can learn about the plight of refugees.

What’s next?

To build on the success of the pilot at the University of Denver in demonstrating how programming that addresses the HEI needs of refugee populations can be cost effective for other business schools in the region. To continue to galvanize support on the CU Boulder campus among administrators, faculty and students in support of refugees. The CESR Fellows have continued to build on the momentum of the Summit in reaching out across the CU campus in support of various refugee student groups to demonstrate solidarity.

For the month of June Primetime will be featuring examples around the Special Focus area Equality and Diversity (SDG 10). Click here to see the rest of the articles in that feature.

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

Sustainability Study Abroad Programme – Haworth College of Business

michiganThe Haworth College of Business is the first college at Western Michigan University to require all students to have a course in sustainability. Through the school’s sustainability faculty learning community, faculty share best practices and pedagogical techniques to faculty who don’t teach sustainability to ensure that all students are learning about these important topics.

The school also offers additional experiential experiences to engage students in these discussions, in particular focus on the Sustainable Development Goals. One example is their Sustainability Study Abroad Programme in partnership with Christ University in Bangalore India. I spoke with Timothy B. Palmer, Professor of Strategic Management and Director Center for Sustainable Business Practices at Western Michigan University about this initiative.

What is the Sustainability Study Abroad Programme?

One of my deepest convictions is that business should be used to make society and communities better. I have therefore designed this study abroad to show students the great potential they have to use their professional skills to solve both business and social challenges. The two-week trip is interdisciplinary. We integrate social work students with business students because both disciplines study sustainability’s social pillar, however they do this from different vantage points. Social work students have keen insights into social challenges while business students understand scalable business models that might be leveraged to address these challenges. Indeed, India’s recent “CSR Mandate” essentially requires cooperation between business and social work professionals. By bringing both groups of students together in India, the trip’s rich context provides opportunities for significant student development.

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

The aim of this study abroad is to expose students to opportunities firms have to not only achieve lower costs of business in India, but to improve peoples’ lives while there. India has two very different sides: unbridled growth and prosperity alongside poverty. Our trip exposes students to both these sides. We visit firms such as Dell, Infosys, Toyota, Himalaya Drug Company, and the ITC Gardenia Hotel, Asia’s only LEED platinum hotel. Through these visits we hear about their sustainability initiatives including CSR programs. We also visit NGOs and women’s self-help groups; those organizations providing direct services to many of India’s most marginalized populations.

What impact has the program had on the students? The community?

The study abroad provides students an opportunity to experience the cultural delights of India. Students work with culinary arts students and make a five course meal. They take a yoga class. They tour temples and botanical gardens. However, they also obtain first-hand experiences with struggles faced by India’s poor. While it’s hard to know the long term impacts of these experiences, we collect data one year following the trip. Students report that their experiences in India have had a significant impact on “having conversations with colleagues about business’ role in addressing social issues,” “defending populations that have far less than others,” and “taking on a work responsibility related to a social issue that I might otherwise not have done.” It’s certain that sitting with a women’s self-help group hearing about members’ hopes for their children, or meeting with an NGO working to ensure the safety of children who are vulnerable to trafficking, impacts how students think about both their citizenship responsibilities as well as the responsibilities of leading firms.

What have been some of the challenges? 

The primary challenge with a study abroad of this nature is ensuring you recruit students who are open to the experience. We’re not studying Shakespeare in England. Students are exposed to really tough challenges and it’s not for everyone. However, effective recruiting and doing your best to provide a realistic preview of the trip helps ensure students who are energized by a trip like this and are therefore most likely to get the most out of the unique experience.

Successes?

When recruiting students, I always talk in depth about our visit to a rural Indian village. Organizing a tour of India isn’t terribly difficult. However, getting access to residents of small villages just couldn’t happen without being part of the connections through a study abroad.

I vividly remember one meeting in a cinderblock community center. Twenty of my students were sitting on rugs eating lunch with eight women in the village’s self-help group. The conversation meandered from community investments made by the women to the mechanics of running such a group. However, at one point questioning moved to more personal matters. A student asked, “What are your hopes for your children?” One by one, the women talked about career aspirations for their kids. Several wanted their children to become engineers. Others hoped their kids would become medical doctors. Others, teachers. Sadly, none hoped they’d become a professor! However, I could see the lightbulbs go off in my students’ heads. While we are worlds away, figuratively and literally, parents worldwide have very similar aspirations for the next generation.

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

I personally believe that having a partnership institution in the location of the study abroad is extremely helpful. One option is putting the trip together entirely on your own. However, the partnership I have with Christ University is indispensable. They organize all our site visits, line up transportation, identify restaurants, provide our housing, and organize cultural activities. I give them plenty of input on what has worked from previous trips and what has been less effective. Having them do the legwork frees me up to focus on my students’ learning.

What’s next for the initiative?

The first trip in 2014 integrated business students from Western Michigan University with social service-human development students from Griffith University in Brisbane, Australia. Future trips will cross-list the class at WMU as both a business class and a social work class co-led by faculty from each. Both disciples study CSR but from their own unique perspectives. Bringing students from both disciplines affords an opportunity to leverage learning for our students because they can learn from each other.

 

Universities Bringing the Business Community Together – Examples from Denmark, Iceland, Argentina, and USA

Business schools are creating and facilitating spaces where the business community and the academic community can come together to discuss current issues as well as potential solutions to these issues. These collaborative spaces, whether they explore sustainability and the SDGs more broadly or focus in on specific industries or topics, bring benefits not just to the university and its students and researchers, but to the business community as well.

Here are a few examples of collaborative projects from Denmark, Iceland, Argentina and the USA.

Denmark: The Public-Private platform at Copenhagen Business School takes place yearly. Through a combination of interdisciplinary research, teaching and public engagement the platform aims to help mobilise, foster and develop society wide solutions to pressing matters of public concern. The goal of the platform is to initiate dialogue across the traditional divides between public and private, thus facilitating the creation of novel forms of diagnosis and intervention. Business leaders, politicians, managers and academics come together to exchange views and discuss approaches to specific problems with the aim of initiating collaborative programmes and discreet projects to explore novel solutions to these issues. The platform is engaged in several strategic partnerships, including with the Danish Ministry of the Environment.

Argentina: IAE’s Institutional Development Department invited companies from industrial sectors in Argentina to come to their School to share experiences and reflect on how to improve these sectors, without a specific research agenda. This approach expanded the range of companies and institutions contacted, opening the School doors to those that were not necessarily interested in participating in a specific research plan. The result was a new concept of “collaborative forums”, where companies and institutions gather at the School to discuss different topics and share experiences, slowly nurturing their relationships and exploring collaboration paths.

USA: Glasgow Caledonian University New York’s Fair Fashion Centre focuses on the business case for sustainability in the fashion industry in particular and building collaborations with, and between, key players in this industry. Part of their work has a been a series of ‘Town Hall’ events called Fashion Sharing Progress. These events gather leaders from various industries and organisations to offer different perspectives on sustainable development and help identify new solutions for the fashion and retail industry and beyond. This brings together academics, professionals and industry experts to facilitate new learning, which combines profitability with ethical environmental and social considerations. Leading names in the industry have participating in these events including representatives from Nike, Patagonia, the International Labour Organization, and eco-luxe labels. Through these events, companies are sharing the work that they are doing in sustainability with a wider community. For example, Warby Parker is transforming the lives of people around the world unable to afford glasses with their buy-a-pair, give-a-pair model. Levi Stauss & Co disccuss their work around water efficiency and their Water<Less collection, a collection of jeans that use up to 96% less water to create.

Iceland: Some universities host collaborative centres. For example Festa, the Icelandic Centre for Corporate Social Responsibility, a non-profit organization founded by six Icelandic companies in 2011 is hosted by Reykjavik University. The mission of Festa is to be a knowledge center for CSR and promote the discussion on CSR in Iceland. In addition it supports companies in implementing CSR strategies and provides a network of companies who want to implement CSR, as well as cooperating with universities by promoting research and teaching of CSR. Founding companies are Rio Tinto Alcan, Íslandsbanki, Landsbankinn, Landsvirkjun, Síminn and Össur. New members include, ÁTVR, Ölgerðin brewery, Capacent, Arion Bank, Innovation Center Iceland, Reykjagarður, ISS Iceland, 112 Iceland and CCP games.

 

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Integrating the SDGs into the Business and Global Society Course – Hult International Business School

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In response to the Sustainable Development Goals (SDG), schools around the world are stepping up their activities, embedding the SDGs into their strategies and, most importantly, their curriculum. Last week we learnt more about how Hult International Business School and Ashridge Business School embedded the SDGs into their reporting. This week I spoke with Joanne Lawrence from Hult International Business School again to look specifically at how they integrated the SDGs into one of their core courses.

What is the Business and Global Society Course?

The Business and Global Society course is a required course in the MBA and EMBA programmes at Hult International Business School. Students are first introduced to the “big picture’ of macro-economics (e.g., movement of labor, capital and the role of government) and the global issues (risks, impact) such as those addressed at the World Economic Forum. Against this backdrop, the Ten Principles of the UN Global Compact are introduced as a potential universal ‘code of conduct’ for business, along with the SDGs as potential opportunities. To address these global issues, the tools and skills that are interwoven into the course include analytical and systems thinking, stakeholder engagement, and collaboration.

Why introduce the SDGs in the course?

One of the basic questions in economics has been, why do the rich countries seem to get richer, and despite trillions in aid, the poor remain poor? And, as we move through the 21st century, the growing gap between rich and poor has been identified as one of the greatest threat to world security and prosperity.

If companies are going to continue to thrive, they are going to need skilled employees and educated consumers. The pursuit of the SDGs is not just morally right but economically essential.

The SDGs are about bringing the majority of the world—the ‘other’ 6 billion people – into the economy. Addressing the SDGs and business growth and economic stability are integrated.

To be good business leaders is going to require thinking more in systems – understanding how to think about unintended consequences of their actions, how to work more closely with governments, NGOs, and other non-business players.

Everything is interconnected. That is why macro-economics and the UN Global Compact’s Ten Principles intersect. To attract investment, governments need to crack down on bribery. To increase their labor force, companies need to help their employees develop skills. The roles between players are converging. Governments need business resources, business needs government’s access, both need the trust that NGOs bring.

What are some of the ways that the SDGs are incorporated into the course?

Students are asked to select one of the 17 Goals, then to slice it into a manageable chunk, and then ideally within a specific [geographic] place. They consider which industry/company might be appropriate to take the lead as the nodal organization. i.e., which firm makes sense? So, for example, if we look at access to education as a goal, and we think about the need that tech companies have for highly skilled workers in future, is there a way that tech companies can partner with governments to create programmes that build the skills they will need? And at the same time improve the incomes of these new workers, who then become consumers?

The idea is that fulfilling these goals is not about charity. It is about creating a healthier, more prosperous society through enabling people to improve themselves. The proposals need to make business sense. They need to engage the right players – business, government, NGOs and — create an eco-system that benefits each.

I am impressed every year with the creativity students exhibit, and how they get the ‘systems’ piece. We’ve had students addressing how to re-integrate FARC members into society through training; how to provide access to water through introduction of new systems; how to scale a local enterprise in Ghana building bikes of bamboo by partnering with a multi-national corporation; how to improve well-meaning projects of corporations like Coca-Cola to be more effective in rural communities… the list goes on!

Any challenges?

The biggest challenge – and the one I seek to be sure the students are getting –

is that this is not charity. Charity doesn’t work. This is about business partnering with governments, NGOs, etc.to create economic inclusion,which in the end benefits both. A prosperous, stable society is good for business, and business is good for creating that stability. In the end, whether you believe in the moral argument or not, it does make economic sense.

Successes?

Over the years, I have watched as doubting MBAs walk in wondering why they are being required to take a course called ‘Business and Global Society’ as a core course in a one-year MBA programme. It means Hult is saying this course is as important as Finance, Marketing, etc.

At the start of the course, I ask “What is the purpose of business?” Inevitably, they will say ‘to make money’. When I challenge them: but how? They are at a loss- they talk about lowering costs, etc.

At the end of the course, I ask again. Now I am getting different responses, more in line with what I hope they come to realize, i.e., in the end, the companies who make the most money and endure are the ones who serve society best.

It is very rewarding to see the shift, and it also speaks to this generation’s higher sense of purpose: they realize they can succeed by actually having a social impact. They do not have to choose. It is not either/ or, but and.

Are there other classes where students have the chance to explore the SDGs? For example your Social Innovation elective that worked with UNDP staff)?

I also teach Social Innovation as an elective, which takes the Business and Global Society course one step further. In the past two years, as part of this course, I have also worked with UNDP in several countries to identify a challenge, and ask the students to come up with some resolutions. Last year, students were challenged to come up with projects to help with the crisis in Yemen, such as how to engage women in creating social enterprises to generate income despite all the conflict surrounding them. The engagement with UNDP Yemen led to some students being asked to continue working with them to expand their ideas as well as me doing a seminar with young aspiring social entrepreneurs in Yemen via Skype.

Other projects include creating a business opportunity for women across the Arab States that would respect their cultural traditions of remaining in the home even as they allowed them to earn an income, or starting a business in Haiti that would generate jobs beyond tourism that would lead to more sustainable livelihoods. The student solutions were creative, respectful and linked players in ways that did create wealth-generating eco-systems.

Next steps?

Hult’s students are truly global—more than 120 countries represented. These students come from many of the countries where the SDGs are so critical. Our students are literally on the ground — they know what needs to happen.

For me, I’d like to provide them with the ability to implement their life changing ideas, perhaps by working with corporations specifically on the SDGs. Wouldn’t that be a great integration of Global Compact and PRME?

Advice for other schools thinking of doing something similar?

Do it! Business in the 21st century is not separate from the SDGS.

Business needs to address the risks the SDGs pose if not fulfilled. But there is also a huge opportunity for success by addressing them. We need to have the next generation of leaders focused on solving real problems for real people — not just product extensions for the privileged few, but products that work for the masses.

I believe that is the proper role of the business school: to develop global leaders of integrity, courage and purpose, who are capable of building organizations that solve problems plaguing society, improve livelihoods and lives.

In the end, that has always been the role of business: to solve problems that benefit society and move us forward.

 

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 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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