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

Engaging Employees with Intellectual Disability – Antwerp Management School

idwork-pagina-18ID@Work at Antwerp Management School in Belgium is a unique research project aimed at supporting organisations in attracting, developing and retaining employees with an intellectual disability. The project identifies the levers that can help facilitate the employment of disabled people, as well as the potential challenges and obstacles related to this type of employment effort. Intellectual disabilities are part of most of the Sustainable Development Goals including Goal 8 (unemployment rate and average hour earnings of persons with disabilities) and Goal 16 (increasing the proposition of positions for persons with disabilities in different organisations including in decision making positions).

I recently spoke with Professor Bart Cambré, associate dean research from Antwerp Management School about this innovative initiative.


How did ID@Work come about?

In the margin of the 2014 Special Olympics European Summer Games, Antwerp Management School conducted a study on the employment of people with intellectual disability (ID). The research was done by an inclusive team existing of two athletes participating in the Special Olympics European Summer Games and a senior researcher without ID. Their study focused mainly on employment in sheltered workshops and social economy. A first white paper was published.
The positive experience Antwerp Management School had by working with the researchers with ID, their added value during interviews, and the obvious need of more information and data on employment of people with ID in the regular economy, motivated AMS to develop a new project: ID@Work was born.
What is ID@Work?

ID@Work is a unique scientific project on the inclusion of workers with intellectual disability in the regular economy. ID@Work, stands for intellectual disability@work and has 6 goals:

  • hire the researchers with ID who volunteered in the previous study
  • conduct a study on the employment of workers with ID in the regular economy
  • write a white paper on this study (at this moment only available in Dutch and French)
  • develop a free scan for employers
  • develop a coaching programme for employers wishing to hire workers with intellectual disability
  • organise HR Master classes to train HR personal to hire workers with intellectual disability. This will be an exclusive AMS product.

The first 4 goals have already been achieved. The most recent one was launched November, 2016 and is a scan enabling employers to check how ready a company is to hire workers with intellectual disability. After having taken the test, every participant receives instant feedback and can ask for a full report and profile including advice and links with further resources to engage employees with intellectual disability. Both the tool and the report are free of charges.

What were some of the results of the study you conducted?

For the study mentioned previously, the inclusive team visited 26 companies and interviewed over 60 people all involved in inclusive work with people with ID.
The team extracted 6 pillars on which working with people with ID is or should be based. It is obvious that if one of the pillars is lacking or not equally balanced compared to the other ones, the risk of failure or a less positive experience with working with an employee with ID rises.
Those 6 pillars are:
1. Knowledge & Expertise need to be present before starting. If the company lacks knowledge, call in the help of experts.

  1. Strategy – refers to the reason for inclusion. What are the motives of an employer to hire people with ID? Is there an economic inspired strategy or rather social responsibility?
  2. Job matching – refers to the processes to match a candidate with the tasks needed to be done. Job design is a key element.
  3. Work culture – refers to the values and norms of an organisation when it comes to diversity, performance, organisational practices and policy. Integration and respect are key.
  4. Experience & Support – how much experience does the organisation have in managing diversity and to what extend is there support to facilitate the inclusive policy?
  5. Empowerment – refers to the level of autonomy and self-reliance of the worker with ID. Both need to be stimulated and can be endangered when the employer/organisation has a (too) protective attitude towards the worker with ID.

What have been some of the challenges and successes?
Working with two researchers with ID has been eye-opening. It has become clear that they have another view on the world compared to researchers without ID and that their vision leads towards other types of questions and unexpected answers from the interviewees. It was definitely an added value to the study.

Also, by walking the talk, Antwerp Management School became its own case study. Experiencing real live that things go wrong when the job doesn’t match, that getting professional accompaniment and the right financial incentives as an employer, and other types of help is a complicated adventure in Belgium.

We’ve proven the need of a project like ID@Work to facilitate the employment of workers with ID and to make employers reflect on the possibility and the benefits of hiring people with ID. The fact that not only placement agencies and care organisations, but also the associations of entrepreneurs back the project and promote the test, is a key element for making this project transcend the purely scientific level and enable the tools to actually make a real difference for people with ID in the regular economy.

What does a school – or any other employer for that matter – needs to know before hiring a person with ID?
The most important thing is to gain knowledge on intellectual disability and to know what kind of tasks you would this person like to execute and what basic skills he/she needs to have able to do this. For example, would you like to hire a person with ID to help in administration, then list the tasks involved and the required skills. Does the job include sending emails, look up things on the Internet or use spread sheets to make listings, then be aware of the fact that the worker needs to know how to use a computer, write emails in a proper way, etc. Do not expect these skills to be granted. Reflect on the question if your company/organisation is willing to invest time and money into extra IT training for the worker with ID. Also determine if the tasks you would like to be executed by a person with ID are sustainable or limited in time. If so, you might need to foresee other matching tasks for the worker with ID later on or make him/her aware of the fact that the job is only temporary.

Second is communication. Make sure that the whole company or organisation carries the initiative. Everybody needs to know why a person with ID is being hired and what the benefits are.
Third, set boundaries. In a people and socially oriented environment such as a school, the danger of ‘over’-caring is real. Being too protective is not stimulating the empowerment of the worker and will consolidate the innate helplessness the majority of people with ID are locked into. On the other hand, too much care will weigh on the co-workers of the person with ID. Because of the innate helplessness and the fact that the borders between private life and work are not always clear to the worker with ID, they keep asking for all kinds of help if co-workers do not set clear boundaries. The danger for workers to become after-hour caregivers for their colleague with ID is real.

What’s next?

With another 6 months of the project left, we’re now working on the last two goals of the project: a coaching program for employers and HR Master Classes. The first one will be developed with agencies already active in placement and job coaching for workers with a distance to the labor market. The HR Master Classes will be an exclusive program by Antwerp Management School.

Parallel to this development we will be analysing the data harvested with the ID@Work scan and use the results to consult experts and authorities in improving policies regarding inclusive work.
We secretly hope to be able to install a chair on the subject later on.

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How to Engage Students Around the SDGs – Antwerp Management School

ams-sdg-student-ambassador-tshirtOver the past three years, Antwerp Management School has stepped up its efforts to implement the PRME principles. Apart from having been a Signatory since 2012, they also hosted the Belgium Global Compact Network Chapter. Sustainability is a key focus area of their school, in particular what they refer to as societal consciousness of students in relation to sustainability.

I recently spoke with Eva Geluk, part of the team at BASF Deloitte Elia Chair on Sustainability and Manager of the Competence Centre Corporate Responsibility at Antwerp Management School about one of their newest programmes, the SDG Student Ambassador Campaign, that aims to engage students in sustainability discussions and, in particular, the Sustainable Development Goals (SDG).

What is the SDG Student Ambassador Campaign?

At AMS, we aim to empower students with the necessary knowledge, skills and reflection on societal challenges that will not only help them to develop their own perspective on corporate responsibilities, but also help them by turning these into future business opportunities. As the SDGs are gaining increasingly visibility in the world of business and civil society at large we thought it was time to promote the Goals within our student community and empower them with the necessary knowledge to challenge their peers and faculty. Worldwide her Majesty Queen Mathilde of Belgium is one of the official SDG Ambassadors on global level.

Every year all of our students participate in a one-day programme consisting of an introduction to sustainability in the morning and an interactive and fun experiment in the afternoon. The morning lectures are on ‘Sustainable business = business’, followed by two interactive sessions on ‘Cultures of sustainability’ and ‘The evolutionary basis of sustainable behavior’. The afternoon session is an experiment through which students experienced (un)sustainability in an interactive, integral, and original way.

This year during the programme we launched the SDG Student Ambassador Campaign initiative looking for 16 Student Ambassadors – it is a voluntary initiative on top of their day-to-day curricula work. As there is no course incentive for them it is purely involvement based upon their own intrinsic motivation illustrating that this generation is not only aware of a changing world but also wants to actively contribute to it.

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

We see the creation of SDG Student Ambassadors not only as a means to promote the Goals within our own schools, both with fellow students and with faculty that teaches on their programs, but also as a means to further empower our students to critically assess the role of the Goals in management education. After all it is them who will be going out into business once they finish their degree and become the leaders of tomorrow. The original idea was to create 16 SDG Student Ambassadors that would facilitate a workshop with companies committed to the SDGs for their fellow students. To our delight the interest was that great that we ended up with 54 SDG Student Ambassadors. This represents almost a third of our total student population in the Full Time Masters division.

This group of SDG Student Ambassadors will be provided with extra information and get the opportunity to participate in conferences and events organized around the different sustainability themes. The best project will also get a prize for their work and we will create visibility for them where we can during their academic year. They have all received a SDG training session provided by CIFAL Flanders – part of UNITAR training centers, based in Antwerp and focusing all its training activities on the SDGs.

What are some of the projects that the students will be involved in?

Because of the success of the programme, we adapted our approach by suggesting a few more projects and letting room for the creation of own initiatives by the students. The result is a multiple of diverse projects:

  • A project where students will conduct a workshop with different companies active on the SDGs for their fellow students
  • a project where students will conduct a workshop on the SDGs in local schools
  • a project that will look at the own footprint of the student community
  • a project that will work guerilla style drawing attention in creative ways to the goals by for example organizing flash mobs in different cities in Belgium
  • a project that will organize a debating night on the SDGs and invite relevant and inspiring speakers
  • a project that will identify documentaries on the different goals and organize a movie night with teaching questions attached to it so that they can be used in class too
  • and a project with Aim2Flourish where students will interview business leaders that started a company with the aim of doing good
  • and finally a project that will look at SDGs in reporting and a project that creates our own SDG You Tube channel

What have been some of the challenges? 

Managing the additional workload that the great interest by students to become a SDG Student Ambassador had created. But this is only a pleasure! It would help to have a fixed budget for this project hence the leverage internally that this project creates is so important!

Successes?

The fact that we got 54 SDG Student Ambassadors instead of the 16 that we were hoping for was a massive success and gives us internal leverage to further promote not only the SDGs but PRME initiatives as a whole.

The fact that there is so much interest from the students is obviously very exciting. It gives not only hope about the next generation of young leaders understanding the importance of sustainable development in a business context but also fulfills our aim of empowering the students with knowledge and critical thinking that they can use with their peers, faculty and future employers. Also the fact that they are actively involved in finding own projects is exciting as it underlines the empowerment approach and shows that it is working. Thirdly, it has the potential to become an important internal leverage for putting even more focus and effort in implementing the PRME principles in all of our teaching, research and activities as almost a third of our students illustrated this much interest in the theme.

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

Do not think too much about it but just do it. We launched it as an experiment, with only the only objective being having 16 student ambassadors and one project so being flexible in what comes at you and have internal support from above is also essential.

What’s next for the initiative?

Now all focus is on executing the different projects and raising awareness on them and the AMS SDG Student Ambassador campaign at large. Early spring we will evaluate and see how we can further build not only the student empowerment programme itself with the overall aim of getting ECTS points attached to it, but also the SDG Student Ambassador campaign and create continuity. Furthermore we would love to share our experiences and the outcome of the projects with other schools as much as possible.

Our approach to responsible management education is supported by the BASF Deloitte Elia Chair on Sustainability – a joint academic partnership by the faculty of applied economic science at the University of Antwerp and Antwerp Management School. For more read AMS’s SIP report.

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2015 Good Practices in Responsible Management Education (Part 2)

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

Principle 5Principle 5: Partnerships

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

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

Principle 6Principle 6: Dialogue

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

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

Principle “7”: Organisational Practices

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

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

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

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

2015 Good Practices in Responsible Management Education (Part 1)

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

Principle 1Principle 1: Purpose

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

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

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

Principle 2Principle 2: Values

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

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

Principle 3Principle 3: Method

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

Principle 4Principle 4: Research

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

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

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

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

12 Visuals to get Inspired by for your next SIP report (Part 1)

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

To inspire your next SIP report, here are 12 visuals (in two parts) taken from recent SIP reports. These examples are intended to be an exploration of the different approaches taken from different schools. For more examples you can browse through all of the SIP reports on the PRME website at http://www.unprme.org/sharing-information-on-progress/index.php

Hanken SIP visualHanken School of Economics in Finland provides tables throughout their latest report (2014) that give an overview on progress made on goals relating to each of the PRME Principles. The table lists the goals, achievements and progress made—or not made—and why, as well as future goals. Activities are included in tables for each of the Six Principles. Arrows and stars are used to highlight progress made on specific goals. Several other schools do this in their reports including Queen’s School of Business, Canada, which provides a list of all of their goals and progress against these goals right at the top of their report.

 

 

KU Leuven SIP visual
Students at KU Leuven Faculty of Economics and Business, in Belgium, said they wanted a sustainability report that was short and easy to read with information displayed in ways they could relate to such as graphs and graphics. One of the graphs included in their 2014 report is a materiality matrix that shows which issues are of most concern for stakeholders, and which are of most relevance to the campus. KU Leuven follows the Global Reporting Initiative guidelines in their report and the materiality matrix is a requirement as part of those guidelines. Talia Stough, Sustainability Coordinator at KU Leuven, commented on their process:

“We use various sources to complete this matrix. On the stakeholder side, we have an annual survey for students and staff to identify their priorities and expectations, as well as in-class stakeholder engagement activities that use the university’s report as a two-way learning opportunity. Then from the institution’s side, we consult documents (policies, audit feedback, etc.). In previous years, we worked with a local stakeholder network to better understand external stakeholders’ expectations. Based on the input collected, we plotted the most material issues on this matrix to identify top priorities.”

CBS SIP VisualCopenhagen Business School (CBS) in Denmark included in their 2015 SIP report, a page on Key Performance Indicators (KPIs). This summary page provides a list of the KPIs that they use, organised by Principle, along with the progress made on those indicators from their first report in 2011 and looking forward until 2016. The KPIs include curriculum development initiated in the bachelor and master programmes, participants in CBS’s annual Responsibility Day, published case studies, faculty trainings participants, peer reviewed papers and members of the sustainability alumni. network.

Haas SIP Visual

 

 

First time reporter Haas Business School in the US organised their report following the Six Principles. At the end of each section they include two boxes: the first box clearly lists key accomplishments over the past reporting period; and the second presents a list of specific future objectives with additional information about how these objectives will be carried out. Ivey Business School in Canada also does something similar in their latest report.

Neumann SIP Visual

 

 

 

Another first time reporter, Neumann Business School in Peru, created a report that specifically outlines PRME-related activities and individuals responsible for carrying them out over the upcoming year. This visual included in their report outlines the objectives of the group, the specific activities related to those objectives and the timeline over the next year when they will be carried out.

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.

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