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

5 Key Resources – Management Education and the Sustainable Development Goals

In September 2015, all 193 Member States of the United Nations adopted a plan for achieving a better future for all – laying out a path over the next 15 years to end extreme poverty, fight inequality and injustice, and protect our planet. This plan in laid out in 17 Sustainable Development Goals (SDGs), which businesses and business schools around the world are currently engaging with.

Here are 5 key resources to help you with your journey. For more resources, visit the PRME and Global Compact websites.
PRME1.Management Education and the Sustainable Development Goals, a new publication by the PRME Secretariat, provides an overview of why signatories should engage in the SDGs and how they can do so. This short publication provides a series of ways that signatories can contribute, including:

  • Aligning curriculum and research to the SDG commitments and agenda
  • Seeking more applied research around the SDGs that can create solutions to help businesses be more effective and sustainable
  • Acting as leaders of public opinion, advisors, suppliers of knowledge and solutions and mediators among businesses, government and civil society in support of the SDGs.
  • Connecting and collaborating regionally and locally with PRME Chapters and Global Compact Local Networks

SDG Campus2. SDG Campus provides guidance for companies on how they can align their strategies as well as measure and manage their contribution to the realisation of the SDGs. It can be used within curriculum to explore business engagement in the SDGs, but can also provide a toolkit to help business schools think about their own contributions and strategies in this area. It provides a step 5-step process:

  • Understanding the SDGs, the business case and the baselines
  • Defining priorities by mapping the value chain to identify impact areas,selecting indicators and collecting data
  • Setting KPIs, defining a baseline and setting goals
  • Anchoring sustainability goals within the business and embedding them across all functions
  • Reporting and communicating on SDG performance

SDG3. The Sustainable Development Goals Website provides information beyond the 17 goals. Don’t forget to read about the specific targets (169) related to each goal as these really break down the broader issues. You are likely to find several points that you, as an individual within a business school, or you, as a business school, are interested in, or are already engaged in. The website provides a range of resources related to specific issues that are part of the SDGs, but also information on how countries are responding to the SDGs and how to track progress.

SIP4. A Basic Guide to the Sharing Information on Progress (SIP). Use your SIP as an opportunity to take stock of which SDGs you are already engaged in and which you need to be moving forward with by reporting on progress and future goals. Reporting can be an effective tool for facilitating stakeholder dialogue, building a learning community among other schools and communicating your impact. Recently submitted reports are already starting to report on the SDGs.

business5. Business-Business School Partnerships: Partnerships isn’t just Goal 17 of the SDGs, it is a crucial part of all of SDGs. Business schools and businesses can collaborate to co-create solutions for sustainability challenges, win-win partnerships that can yield fresh and innovative input to a company’s engagement in the SDG. The toolkit provides a series of examples of how companies and business schools are working together. For more examples, read:

 

Of course, don’t forget to keep following PRiMEtime, featuring good practices of PRME signatories around the world and, in particular, how they are engaging in the SDGs. Continue to follow the blog to read about specific ways that schools are engaging and making an impact in relation to the SDGs and get inspired. You can now search for recent articles based on which of the SDGs they focus on. Some articles that may be of interest include:

Make sure you share your SDG initiatives on social media using the following tags: #PRME, #SDGs and #GlobalGoals

Management Education and the United Nations

As an initiative established by the United Nations, PRME provides a range of opportunities for signatories to engage with a range of programmes throughout the UN system. This includes the wider “UN family” made up of the UN and its many affiliated programmes (e.g. UNDP, UNEP), funds (e.g. UNICEF), and specialised agencies (e.g. ILO, IMF, World Bank) each working on a different subset of sustainability issues globally and locally.

For example, signatories are invited and encouraged to engage in cross-programme projects relating to education and sustainable development including:

SDGSustainable Development Goals (SDG)

On 26 September 2015, all 193 Member States of the United Nations adopted a plan for achieving a better future for all—laying out a path over the next 15 years to end extreme poverty, fight inequality and injustice, and protect our planet. At the heart of “Agenda 2030” are 17 Sustainable Development Goals (SDGs) and 169 related targets that address the most important economic, social, environmental, and governance challenges of our time. These goals will help guide national government priorities, however it is the private sector that will be key to the success of each goal—through responsible business operations, new business models, investment, innovation and technology, and collaboration. For companies, successful implementation of the SDGs will strengthen the enabling environment for doing business and building markets around the world. Overall, the SDGs represent an unprecedented opportunity for business and academic institutions to align their own sustainability goals with goals for the broader society. Although the SDGs don’t officially begin until January 2016, now is the time to start exploring how to align curricula, projects, research, and partnerships and raising awareness about the goals on campus. For business updates on the SDGs, click here, for updates from PRME, click here, and stay tuned to PRiMEtime.

HESIHigher Education Sustainability Initiative (HESI)

HESI was created by a consortium of UN entities (UNESCO, UNDESA, UNEP, Global Compact, PRME, and UNU) in the run up to the United Nations Conference on Sustainable Development (Rio+20). Through HESI, higher education institutions commit to teach sustainable development concepts in their core curricula, conduct research on sustainable development issues, green their campuses and support sustainability efforts in the communities in which they are embedded. Although not specifically focused on management education, many PRME signatories are engaged.

The HESI network comes together regularly, most recently in October 2015 in Paris to discuss Higher Education for Climate Change Action. The event provided an opportunity to:

  • take stock of progress made since Rio+20 by sharing best practices and lessons learnt,
  • discuss the roles and responsibilities of higher education institutions in contributing to business and technological innovation around climate change adaptation and mitigation, and
  • encourage new or enhanced commitments, particularly around the facilitation of academic and scientific inputs into the formulation of climate policies.

The meeting resulted in the formulation of a message and a set of policy recommendations to be presented to the UNFCC Secretariat at COP21 in December 2015 in Paris.


UNESCO Global Action Plan on Education for Sustainable Development

gap-esd_logoBuilding on the momentum and increasing importance of Education for Sustainable Development (ESD) beyond the International Decade for Sustainable Development (2005-2015), the Global Action Plan (GAP) seeks to generate and scale-up concrete actions arou
nd ESD in all levels and areas of education and learning
to accelerate progress towards sustainable development. In order to do this five priority action areas have been identified; mainstreaming ESD into educational and sustainable development policies, integrating sustainability principles into education and training settings, building capacities of educators and trainers, empowering and mobilising youth, and accelerating sustainable solutions at the local level. For more on the GAP, click here.

UNESCO (the United Nations Educational, Scientific and Cultural Organisation) coordinates a wide range of local, regional, and global projects around education for all, at all levels, and in all areas. For more, visit en.unesco.org. One of these projects is the Global Business Coalition for Education, which brings the business community together to accelerate progress in delivering quality education for all of the world’s children and youth.

For more on UN-related educational programmes and opportunities to engage, keep an eye out for notices in the PRME Newsletter.

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.

5 Key Messages from Businesses to Business Schools Around Sustainability

PRME Global ForumAt the recent PRME Global Forum in New York City, business representatives from the Global Compact LEAD and PRME Champions groups met to discuss how they could work together to move the sustainability agenda forwards for their respective organisations and beyond. The discussion covered a range of different possible projects and collaborations but, in particular, focused on the need to develop employees and graduates with the relevant competencies and skills that businesses of the 21st century need.

The representatives from the Global Compact companies provided a number of interesting insights during this meeting that are relevant to PRME Signatories. Six key messages came out of the discussion, including:

  1. Business doesn’t need sustainability professionals, but rather professionals that are capable of making sustainable decisions in any role.

Many of the business representatives present suggested that a sustainability course/degree/certificate may miss the point. While basic knowledge of sustainability is of course necessary, more important is that graduates have an understanding of how to apply it in the business context in which they are working and the function that they are filling. They need all of them employees to have this knowledge and not just a few specialized individuals.

  1. Business needs better managers/leaders/team members to move sustainability forward.

Business need graduates that have the reflexes to ask the right questions and to find answers when it comes to sustainability. They should be able to ask “Will the decision I am making today stand the test of time, and if it doesn’t, what decision should I make?” Graduates need to be able to drive and influence change, build consensus, and shift the conversation.

  1. Business can see that graduates are increasingly interested in the topic of sustainability and are seeing some benefits….

Businesses in the room at the PRME-LEAD meeting stated that they receive a significantly higher number of applicants, and higher quality applicants, for all jobs because of their reputation as a sustainability leader. This is particularly true when sustainability is mentioned in the job application. Businesses are noticing the work that academic institutions are doing in this area and are encouraged by the changes they are already seeing in graduates.

  1. …but also recognise that there is more business could do to help in this regard.

As sustainability becomes core to how modern companies operate, it will increasingly be part of all jobs and therefore job descriptions and selection criteria. However, business representatives agreed that this isn’t always the case and these skills, which they admit they want/need, are often not integrated into the recruiting process. Incorporating sustainability into the recruiting process would sent a strong message to students about the importance of being knowledgeable about sustainability topics to increase their changes of being hired.

  1. Business is interested in engaging with business schools, but partnerships need to be mutually beneficial

Business schools want/need business to engage with them in order to move their sustainability agendas forward, while businesses often prefer to engage with schools that they see are already advanced in this area. For this reason business schools need to give businesses a clear reason to want to work with them. Do you have students who are knowledgeable about these topics and can use that knowledge to help a company further their efforts? Does your school have a research focus that coincides with that of a local company engaged in sustainability? There needs to be something in it for all parties involved.

  1. Business schools should become knowledgeable in what business needs are in the area of sustainability today, and prepare for what they may be in the future.

Representatives working in the field of sustainability within leading businesses are busy people with limited time and resources. They do not necessarily have the time to tell business schools what they need and want, it is up to the schools themselves to uncover these needs and tailor programmes and projects accordingly. They can do this by staying connected and up to date with sustainability issues, attending local, country, and regional Global Compact events or organising and bringing together groups of professionals working in this field from their city.

 

For more on the outcomes of both meetings, view the outcomes documents from the PRME Global Forum and the Global Compact +15. ‘The State of Sustainability in Management Education’ was launched at this meeting and provides a summary of some of the challenges that management education are facing in embedding these topics into their curriculum as well as some of the opportunities for business and academic institutions to work together moving forward.

Management Education Engaging High School Students in Sustainable Business

IYD_20152 copyAugust 12th was International Youth Day, a day focused on the engagement and participation of youth in sustainable development. This year’s theme was Youth Civic Engagement, to promote young people’s effective and inclusive civic engagement at all levels.

Business schools around the world are putting in a range of programmes and initiatives to educate and prepare their students to be part of a more sustainable future. However, they are also increasingly actively engaging with local high schools students, providing them with a range of opportunities to do the same. In celebration of International Youth Day here we look at some examples from around the world.

The University of Guelph College of Business and Economics (Canada) works in partnership with a local enterprise organisation, and a group of 46 students working in teams, to co-create a design solution to support youth (ages 18-25) engagement within the community. Topic areas include mental health, skill development, entrepreneurship, education, employment, voting and volunteerism. The teams have 90 minutes to craft a solution, prepare an elevator pitch, and present their pitch to the group. In 2014 the winning team was “Smash the Stigma,” a blog used to inspire conversation, raise awareness, and ultimately change the identity of mental illness by encouraging youth to go online and share their story.

Faculty, students and staff at the University of Porto (Portugal) are involved in the “Universidade Junior Project” (Junior University Project), organising a series of activities related to economics, management, and sustainability for more than 400 youth. The school also promotes a yearly contest focused on management for high school students.

Fairleigh Dickinson University (USA) engages several local high schools and their teachers in two yearly conferences focused on renewable energy and social entrepreneurship. In April 2015, STEM high school students were immersed in a real-world planning experience in which mixed-school teams designed a solar PV system for their schools. During the sustainability conference, students were given the challenge of creating a business idea that is judged by a panel. Students with the most innovative ideas were awarded scholarships, certificates and cash prizes. The school has also partnered with the University’s School of Education to provide training and support to primary, middle, and secondary school teachers and administrators on how to develop and implement problem-based interdisciplinary units focused on local and global sustainability issues that benefit their communities.

Staff and students at Nottingham Business School (UK) have joined forces with three Nottingham-based companies—Capital One, Eversheds and Ikano—to deliver a financial literacy programme called “Cheese Matters!” to children at the city’s secondary schools. The collaboration with Nottingham Business School in 2013 has contributed an expanded pool of volunteers to deliver the programme, and offered students opportunities to network with local businesses that foster cultures of socially responsible business.

IEDC (Slovenia) co-founded Challenge:Future, a global student competition that has engaged nearly 15,000 students, 18 to 30 years old, from ninety countries, to address global sustainability challenges through open collaboration. With six sustainability challenges explored—communication, transportation, media, health, youth in society, and prosperity—Challenge:Future has ignited unprecedented interest across universities and continents, and created a vibrant online youth community dedicated to advancement of the vision of sustainable development.

MoneyThink is a national non-profit organisation that equips urban high school students with personal finance skills. This is accomplished through the help of college students who mentor at local high schools. A chapter was founded at the University of Notre Dame (USA) in 2014, and so far it has grown to include over forty mentors, impacting over 100 high school students in the South Bend Community.

University of Waikato (New Zealand) organised the Annual Sustainable Enterprise & Ethics (SEE) Awards, which aim to give high school students the opportunity to learn about responsible management and business ethics through analysing the impact of New Zealand businesses on the wider community. Teams of 3-5 students are required to prepare a case study on a business around their community. Students have access to an online web portal where they can acquire a broader understanding of these fundamental concepts through online seminars and materials. The winning school receives a cash prize of $500.

Wayne State University (USA) is an active partners in the Teen Entrepreneurship Program. Selected high school students from around the area are given an intensive one-week on-campus training experience in entrepreneurship. The programme, also known as “Green Teens” centres around having the students (working in small groups) develop various “green” business-based projects.

University of New South Wales’ (Australia) Indigenous Winter School Program is for Indigenous high school students from across Australia, in grades 10-12, who choose a faculty to spend three days with as part of a week-long residential programme. Out of a maximum group of fifteen students per faculty, the Australian School of Business (ASB) hosted 14 students.

Last but not least, Koc University (Turkey) provides a range of scholarships yearly which target successful students from underdeveloped cities in Turkey. So far 118 students have been supported.

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