12 Visuals to get inspired by for your next SIP report (Part 2 of 2)

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 6 more visuals taken from recent SIP reports (see Part 1 for the first 6 visuals). 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.

INCAE in Costa Rica publishes a sustainability dashboard which tracks their consumption and sustainability initiatives on campus over the years, starting in 2010. This includes electricity, solid waste, water, purchasing and a number of other environmental actions on campus.

HAAGA-HELIA University of Applied Sciences in Finland have produced a one page report based on an infographic summary for their letter of commitment which very briefly outlines some statistics relating to their engagement in PRME as well as a few goals moving forward.

 

Hult International Business School provides a visual overview of the proportion of compulsory courses where learning objectives include explicit reference to ethics, responsibility and sustainability across all programmes offered by the school.

Ramon V. del Rosario College of Business in the Philippines provides an illustration of how the university intends to address the sustainability challenges of the 21st century through actions directed towards self, school and society, visually bringing to life the school’s strategy in this area.

The Graduate School of Business at the University of Cape Town in South Africa has a range of special features on current and past students actively engaged in PRME related topics both within the university but in particular externally in the community, within government and companies.

The University of Western Australia conducted a sustainability audit in early 2015. This visual shows the key energy and waste management results of part of this audit as well as the financial and environmental benefits possible if each parameter is improved by 100%.

12 Visuals to get inspired by for your next SIP report (Part 1 of 2)

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.

 

Gustavson School of Business, University of Victoria in Canada has been working steadily to measure and reduce its carbon footprint. Over the past few years they have put in place new systems for data collection to ensure more accurate measurements for the various sources of emissions related to the school’s operations. They publish an annual greenhouse gas (GHG) emissions report for Gustavson, prepared by Synergy Enterprises, one of many sustainability-oriented companies founded by former University of Victoria students.

Gordon Institute of Business Science in South Africa has a series of illustrations created to capture the school’s ongoing commitment to the principles of PRME. The first explores GIBS’s engagement through its people, the second its impact on its community and globally and the third innovation that it is fostering.

 

The MBA office at Reykjavik University Business School in Iceland interviewed all teachers in the MBA programme in order to map the extent to which a focus on ethics was built into each course. This showed that nine courses out of twelve have CSR or business ethics elements in them. Of the nine, three put a great deal of emphasis on the subject as can be seen in the syllabus mapping.

Copenhagen Business School in Denmark provides a snapshot of different sustainability related research projects. They also include a picture, the name and contact details for those responsible for each project, making it easy to find out where you can find out more information about their projects, whether you are a member of the community or not.

 

Material issues for KU Leuven Faculty of Economics and Business in Belgium are displayed in the materiality matrix. These issues are categorized based on their ascending relevance to stakeholders (based on engagement activities) and the organization (based on the school’s vision, mission, values, and strategy). The most material sustainability issues are education and research that address sustainability topics, as well as the promotion of diversity/non-discrimination with an emphasis on gender equality.

 


Hanken School of Economics
in Finland uses tables such as this one throughout their report to outline goals from previous reports, progress made on those goals and to lay out future goals. Here they also address any delays or challenges to reaching set goals.

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

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.

Supply Chains and Sustainability – UNGlobal Compact – Resources and Ways to Engage

supply chainsA company’s entire supply chain can make a significant impact in promoting human rights, fair labour practices, environmental progress and anti-corruption policies. Companies rank supply chain practices as the biggest challenge to improving their sustainability performance. In response, the Global Compact provides a range of resources and projects to assist companies in this regard, all of which provide opportunities for the academic community to engage with and incorporate into curriculum and research.

This one pager provides a brief overview of the different projects and resources available on the topic of Supply Chains and Sustainability by the Global Compact and outlines a range of ways that academic institutions can get involved in these projects.

The Global Compact hosts a website, http://supply-chain.unglobalcompact.org, which is a one-stop-shop for business seeking information about supply chain sustainability. It provides information to assist business practitioners in embedding sustainability in supply chains including initiatives, programmes, codes, standards, networks, resources, and tools, as well as a range of case examples highlighting company practices.

Guide to Traceability, produced by the Global Compact and BSR, helps companies and stakeholders understand and advance supply chain traceability, which is the process of identifying and tracking a product or component’s path from raw material to finished good. Traceability is a tremendously impactful tool for advancing sustainability objectives, but still has a long way to go before it is an integral part of sustainable supply chain management and is used widely by companies. The guide shows companies and stakeholders how to effectively engage together in traceability.

Practical Guide for Continuous Improvement looks at how to integrate sustainability into procurement strategies. It includes alignment with relevant standards and initiatives and also reflects current and emerging trends within this area. The guide can also help schools think about their own procurement strategies and aligning them with sustainability goals.

An online assessment and learning tool around Supply Chain Sustainability is also available aimed at assisting businesses in measuring progress in implementing a holistic sustainable supply chain approach. This tool assesses gaps and share challenges and successes.
There are also several resources that relate to specific issues within the supply chain. Human rights examples include:

  • Human Rights and Labour Working Group Good Practice Notes on Supply Chains A series of Good Practice Notes on how companies can partner with suppliers, governments and civil society to promote human rights in supply chains.
  • Embedding Human Rights in Business Practice – Case Studies Series: A collection of case studies about efforts by companies to integrate human rights principles into their practices and supply chains. Case Studies on ANZ, Ford, Telenor Group and Total include a focus on supply chain management.

And corruption:

  • Fighting Corruption in the Supply Chain: A Guide for Customers and Suppliers Practical guidance and tools for both customers and suppliers to engage in the fight against corruption.
  • Stand Together Against Corruption this resource provides short and practical guidance to companies on managing anti-corruption in the supply chain.

Ways for the academic community to get involved

  • Listen to specific examples: Global Compact hosts a number of webinars on topics around sustainability and supply chain including traceability focused on specific sectors including forestry, minerals and diamonds, garments, and food and agriculture. These recordings are available on their website and can be used in the classroom.
  • Case studies: supply-chain.unglobalcompact.org has a section with dozens of short case studies of global compact companies implementing sustainability strategies in specific parts of their supply chain which can be incorporated into the classroom including Unilever’s sustainable sourcing of palm oil or Intel developing a “conflict free” supply chain.
  • Watch out for calls for input: Most recently there was call out for input on traceability solutions for the apparel sector in order to understand the functional and technical requirements along each step of the supply chain, and then explore what solutions providers exist that could address these requirements.
  • Use the website and current topics explored by this group of companies to inspire student and research projects or connect with these companies locally to propose related partnerships or to invite them in as guest speakers.
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