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

Engaging Students in Extra-Curricular Learning – The Ethikum Certificate

screen-shot-2016-11-28-at-16-13-07Reutlinger University in Germany, along with a newtork of other universities of applied sciences across southern Germany, offer students the opportunity to gain an Ethikum certificate. This certificate, awarded at graduation, shows the students‘ exposure to and experience in ethical and sustainability topics during their time at University. I spoke with Ulrike Baumgartner from Reutlinger University about this opportunity for students.

Introduce the Ethikum certificate and how it came about

The Ethikum certificate documents that students have been engaged in ethics and sustainability questions beyond their regular degree programmes. All universities of applied sciences in Baden-Württemberg in South Germany issue the Ethikum certificate. The idea of this certificate is rooted in a tradition universities in South Germany have practiced for a long time. Thus the network of universities of applied sciences (RTWE), which all have ethic and sustainability officers, decided to adopt this idea.

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

The ethics and sustainability programme is an offer for students of all schools at Reutlingen University on a voluntary basis. Each semester we organise a variety of courses as workshops or lectures on different aspects of ethics and sustainability.

In addition to input oriented thematic workshops students may get involved in concrete social or political projects. This offers them a learning experience in a social context. Usually they work with other students, people with disabilities or refugees for one semester. After the semester they present their experiences in a colloquium we organise. For the participation at the workshops, the social projects and the colloquium students gain ethic credit points -usually 20 credit points per event. To obtain the certificate students need 100 credit points.

What have been some of the challenges? 

There are three challenges that I consider to be the most important.

First, the definition of the amount of ethic credit points per workshop or per social project is a bit complicated. We decided to base this definition strictly on the respective workload students have to complete.

Secondly, the transfer of experiences in social or political projects to the academic environment was not clear in the beginning. That is why we established the colloquium as a venue to present and discuss individual experiences and reflect on them with regard to a wider societal impact.

Thirdly, it is always a challenge to advertise our programme to students so that they will engage and choose to pursue the certificate.

Successes? 

First, we managed to integrate the awarding of the Ethikum in the official semester speech of the president of our university. That means that the president hands over the Ethikum to the students and our ethics officer gives a special speech honoring the students who receive it. This has increased the visibility of the programme.

Secondly, we now cooperate closely with the School of Textile and Design. We have now allocated ethics credits to their classes which can be used towards the Ethikum certificate.

Over 100 students are currently working on their Ethikum certificate at the moment and the programme is increasing in popularity.

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

The better an extra-curricular programme is interlinked with regular degree programmes the better. Thus, I would advise talking to individual professors in the schools on their regular teaching issues and ask what kind of extra-curricular course would match.

What’s next for the initiative?

Our next project involves reshaping our course work, to intensify the cooperation with other universities of applied sciences and to create a central conversion table for credit points. This last point is a very ambitious project which involves contacting all the responsible persons in the different degree programmes to arrange a mode of converting ethic credit points as each school at Reutlinger currently has its own system in this regard. A central conversion table would increase the transparency for students on how to obtain the credits they need.

We also aim to broaden the range of courses we offer our students in the programme. By advertising the ethics and sustainability programmes of other universities of applied sciences in the region we invite our students look at these other schools as well and pick courses according to their personal interest and collect further ethical credit points outside our university.

Finally, we are looking to organise more field trips to local companies that are role models in ethics and sustainability. Such an offer would broaden the diversity of the learning formats in our programme.

SDGSDG16SDG4

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.

Business School Response to the Refugee Crisis

refugeesSixty million people have been displaced by conflict and over 410,000 people have crossed the Mediterranean from the Middle East so far this year. Although the primary responsibility for peace rests with governments, the urgency of the global refugee crisis is a challenge that requires support from all actors in society on a short-, mid- and long-term basis.

One month ago today the PRME Secretariat, together with AACSB, AABS, ABIS, AMBA, CEEMAN, CLADEA, EFMD, GMAC, GRLI and EAUC issued a call to action to business schools and management-related higher education institutions (HEIs) in response to the refugee crisis. The call was made in response to a similar call made by the UN Global Compact and the UN Refugee Agency for business to take action.

The leaders of the international academic community were called to take action and address the refugee crisis by providing access to scholarships to business and entrepreneurship related classes and knowledge resources to refugees but also by raising awareness and understanding regarding the situation of refugees, and foster social cohesion. By joining forces with business, governments, UN agencies, civil society organisations and/or other HEIs, business schools can forge long-term partnerships for education and sustainable development.

The following are just a few of the many ways that business schools are responding to this crisis.

Through Collaborative Solutions

The Centre for Education on Social Responsibility at the Leeds School of Business, CU Boulder (USA) is taking a leadership role by convening relevant groups (local government, non-profits, businesses, and business schools) to address the topic of the responsibility of business and business schools to help address the refugee crisis. The meetings will consider the economic stability, employment for refugees and benefits to local employers within the Denver and Boulder business and civic communities.

By Engaging Students and Staff

ALBA Graduate Business School (Greece) collected information on how individuals can help the incoming refugees that was sent to all students, alumni, faculty and staff. Among other things, it gave directions on how to collect items and send them to the NGOs. ALBA has already offered an MBA full scholarship to a young refugee from Africa

The French Education & Research Ministry made a recent appeal to universities in France to propose solutions and actions that would facilitate the welcoming and integration of Syrian, Iraqi and Eritrean refugees. Grenoble Ecole de Management (France) has extended their criteria for the school’s volunteer skills-sharing policy to encourage GEM employees to dedicate 1- 5 days a year of their work-time to help welcome and integrate newly arrived refugees in collaboration with local associations and humanitarian organisations. GEM’s annual Geopolitical Festival in March 2016 will also highlight this urgent issue by hosting a range of activities focused that will examine and discuss the causes, the consequences and potential sustainable and human-focused solutions to this global crisis.

Engaging Refugees

Roughly 3000 refugees are accommodated in Leipzig at an emergency camp located next campus. HHL – Leipzig Graduate School of Management (Germany) opened a collecting point for donations, which are allocated to the refugees. Financial donations received via their graduate students will be used to purchase picture dictionaries in order to support language efforts. Fifteen language interpreters from across campus coordinated the matching of language interpreters with activities. One of these activities is “Neighbour meets Neighbour”, where the refugees can introduce their regional food to students and staff on campus and get in touch with the community. Another initiative has also been put in place to host indoor activities for the refugees at campus, such as a seminar room for a Refugee Law Clinic. HHL is currently organising a field project where students will work for three months with refugee support coordination bodies and a PhD thesis is underway focusing on opportunities and challenges of labour market inclusion for Germany is also in progress. The School is also planning trainings and mini courses aimed at supporting the necessary qualifications of the refugees.

Through Coursework

Hanken School of Economics (Finland) hosts the Humanitarian Logistics and Supply Chain Research Institute (HUMLOG Institute), which is a joint research institute founded by Hanken School of Economics and the National Defence University of Finland. The aim of the HUMLOG Institute is to “to research the area of humanitarian logistics in disaster preparedness, response and recovery with the intention of influencing future activities in a way that will provide measurable benefits to persons requiring assistance”. Through this Institute, Hanken offers a course on humanitarian logistics and students in the course have been encouraged to volunteer to help in coping with the current refugee crisis. They are currently exploring the opportunity to have one project on the refugee crisis in the course this year.

Scholarships

  • Alfred Nobel Open Business School (China) will provide five scholarships to their online e-MBA for registered and selected refugees having business background.
  • Euclid University (Gambia) will be announcing specific full and partial scholarship programmes for qualifying displaced persons and refugees.
  • Haaga-Helia University (Finland) has a proposal a special intake for refugees to study entrepreneurship, languages, sales and service skills as well as career planning. After these studies, they could be admitted as regular students.
  • ESAN Graduate School of Business (Peru) will offer three scholarships to refugees.
  • University of Warsaw (Poland) will provide an access to business and entrepreneurship related classes and a number of scholarships will be offered.
  • University of Strathclyde Business School (UK) is developing a scholarship with the Scottish Refugee Council intended to help asylum seekers and those staying in the UK on humanitarian grounds.
  • SDA Bocconi School of Management (Italy) already offers two open courses (strategy and finance) free of charge aimed at increasing the employability of young people. This course will now also be open to refugees.
  • Grenoble Ecole de Management (France) will offer admission to 5-10 qualified student refugees to study in one of the schools’ programmes.

 

To submit your pledge visit https://business.un.org/pledge_refugee_crisis

The Future Corporation – A Student’s Perspective (Part 1)

The 2014 LEAD Symposium held late last year by the UN Global Compact and PRME, challenged participants to sketch a vision of The Future Corporation, identifying key characteristics of what the sustainable corporation could and should look like in the future. They looked to provide a beacon for the transition of the global business community that is already underway, fuelled by deeper integration of sustainability into strategies and operations.

Students at leading business schools around the world were invited to contribute their thoughts as to what the Future Corporation will look like through a short essay. Twenty-seven videos were submitted from Turkey, Germany, Brazil, Spain, Colombia and the United Kingdom. A montage of the videos was showing during the Symposium and can be accessed here.

This year’s winner was Kamil Majeed from Sabanci University in Turkey

Kailash Ahuja and the student team from Pforzheim University in Germany (Honorable Mention)

Rahul Vincent Kachhap from Nottingham University in the UK (Honorable Mention)

Sandra Choma from ISAE/FGV in Brazil (Honorable Mention)

Leonardo Boesche from ISAE/FGV in Brazil (Honorable Mention)

Miguel Torres from Universidad Externado in Colombia (Honorable Mention)

For more on the outcomes of The Future Corporation Symposium including video recordings of the event click here.

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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