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.

 

SDG4

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).

 

SDG5

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.

 

SDG6SDG7

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.

 

SDG8

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

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.

Implementing Sustainability Principles – Sharing Information on Progress

Universidad Nacional de San Martin

Universidad Nacional de San Martin

Every month, several new Sharing Information on Progress (SIP) reports come across my desk. These SIP reports are full of interesting and innovative projects aimed at embedding the Principles of PRME across campus. In this new series of blogs, I will feature just a small selection of these projects taken from recently submitted reports. This month, we take a look at examples from the US, Germany, Argentina, Austria, Australia, Egypt, and Sweden

1. Purpose: San Francisco State University College of Business, USA

For over thirty years, the College of Business at San Francisco State University has required each graduate and undergraduate student to take a course that covers the social, ethical, legal, political, and environmental issues facing business. To reinforce this, the College of Business has been putting on Business Ethics Week since 2006. Every Fall semester, the College focuses a full week on topics related to social, ethical, and environmental issues. Speakers and panel discussions are scheduled and are open to all students and faculty. In addition, all faculty in the College are asked to focus at least one class session that week on ethical, social, or environmental topics related to their discipline (accounting, finance, marketing, etc.). During Business Ethics Week, over 4,000 business students participated and well over 50 percent of faculty integrated ethics-related modules or speakers. Events in 2013 included an extensive range of lectures including: Violations In Foreign Corrupt Practices Act, Can Cities Ethically Yet Successfully Partner With Private Interests?, and In Defense Of Ethics: Customer Acquisition Cost And Lifetime Value For Start-Up Entrepreneurs.

2. Values: School of Economics and Business, Martin-Luther University Halle-Wittenberg, Germany

The School of Economics and Business at Martin-Luther University Halle-Wittenberg believes it is important that students are given competencies in analysing the interdependencies between social structures. One key way to do this is through interactive and interdisciplinary courses that include co-teaching and group work, role-plays, strategy simulations, and practical projects. One of the practical projects that students take part in is the School’s partnership with GIZ (Gesellschaft für Internationale Zusammenarbeit), the German Development Agency, which has been in place since 2008. Within the scope of academic courses, student teams analyse a practical project currently being carried out by a division of the GIZ. These types of experiences help students to see with their own eyes how conflicts may be structured and how consensual solutions can be implemented.

3. Method: Universidad Nacional de San Martin, Argentina

During the first semester of 2013, Universidad Nacional de San Martin launched its new Diploma in Advanced Studies in Corporate Social Responsibility. The new programme is organised in collaboration with the School of Economics and Business, with support from the Global Compact Network Argentina and CEADS, the local Chapter of WBCSD (the World Business Council for Sustainable Development).

4. Research: Management Center Innsbruck (MCI), Austria

Corporate Social Responsibility is an integral part of MCI’s research portfolio. In particular, MCI has spearheaded the discussion of corporate social responsibility in the Western Austrian region. These projects empirically investigated a broad range of issues, such as the interrelationship of CSR and corporate strategy, the effect that CSR has on customer loyalty, and the nexus of CSR and corporate governance. In the Spring 2013 term, MCI’s Research and Development unit offered a workshop entitled “Business ethics and creating shared value,” in which faculty and staff presented their ongoing projects and intellectual contributions on contemporary business ethics, thereby facilitating an exchange of ideas and fostering dialogue. MCI has also created a joint initiative with the University of Innsbruck called Science and Responsibility, which aims at investigating scientific affairs with respect to their ethical relevance and to strengthening the interaction between universities and society. The programme is freely accessible to all.

5. Partnerships: University of New England, Australia

The University of New England has a number of research projects looking at carbon taxes, including work by Professor Mahinda Siriwardana on Carbon Tax Impact Modelling. The University is part of a key research project, in partnership with the Australian Research Council, which looks to uncover the optimal response of the energy sector to changes in energy demand in rural and regional Australia during the economic transformation induced by the carbon tax. The project will address three important issues in Australia. First, by comparing the environmental and economic effects of each energy sector response, this project will find the trade off between environmental protection and economic growth. Second, it will look at the future of the energy sectors in a low carbon economy, in particular relating to their response to the carbon tax. Third, it will examine the vulnerability of rural and regional communities. The research project is due for completion in 2016.

6. Dialogue: The American University of Cairo, Egypt

The Corporate Governance Club at the American University in Cairo (AUC) is the first Egyptian student-based academic club that is dedicated to the dissemination of corporate governance principles and best practices among students. It aims at encouraging interdisciplinary dialogue among students of business, finance, economics, law, and accounting who share a common interest in working in a fair and transparent corporate environment. One of these events includes a 6 hour workshop on Combating Money Laundering, which was delivered to more than 100 undergraduate and graduate students from AUC, Ain Shams University, and Cairo University. The workshop focused on how proceeds of crime are laundered and what could be done to mitigate such practices. Participants were able to interact with leading experts from the Money Laundering Combating Unit (MLCU) and the Financial Intelligence Unit (FIU) of the Central Bank of Egypt. All participants also received a certificate of completion from the Egyptian Banking Institute.

+Organisational Practices: The School of Business, Economics and Law at University of Gothenburg, Sweden

The School of Business, Economics and Law at the University of Gothenburg’s 2013 report focused on the work done by a group put together by the School’s management team consisting of representatives from the Department of Law, Economics, Business Administration as well as the Environmental Coordinator at the School. The group was tasked to explore how to integrate the aim of sustainable development in the School’s courses and study programmes.

 

To read all the latest Sharing Information on Progress reports visit the PRME website.

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