Collaborating across borders – The CR3+ Network

La Trobe Business School in Australia has been a PRME signatory since 2008 and an active PRME Champion. They joined forces with several other PRME Signatories to create CR3+ Network. Together the network provides a supportive platform to build international collaboration and enables the participant business schools to work with the PRME and build international and national capacity in Responsible Management Education. I spoke with Associate Professor Suzanne Young, Head of Department and Dr Swati Nagpal, Department of Management and Marketing, from La Trobe Business School, about their participation in this network.

What is the CR3+ Network and how did it come about?

La Trobe Business School has been working with ISAE (Brazil), Audencia Nantes School of Management (France) and Hanken School of Economics (Finland) since 2008 in an effort to exchange ideas, pedagogy, curriculum and research in the area of corporate responsibility. Head of LBS, Professor Paul Mather wrote: “With the support of the Principles for Responsible Executive Education, the CR3+ network’s objective is to promote a debate, inspire changes and propose solutions for challenges related to sustainability and governance, interacting and reaching what UNESCO calls ‘The 5th Pillar of Education: Learning to change and to change society.’”

What are the key features of the programme?

A key outcome of the partnership has been the hosting of an annual CR3+ conference, which has been held at each of the member institutions. Past themes have included governance and sustainability; CSR: expanding horizons, and the power of responsibility. The aim of the CR3+ conferences is to strengthen the partnership and dialogue around sustainability and responsibility, and provide a forum where ideas, developments and concerns in regards to these issues and the work of the PRME can be brought forward.

How is CR3+ different than other similar networks you are part of? How did you meet these specific schools and decide to create a network? 

It involves four schools that are strongly committed to PRME, and which later became PRME Champions, so PRME is very much at the core of CR3+. The network has been driven by the will to learn from each other, bearing in mind that the four schools are from very different and distant parts of the world (Australia, Brazil, Finland and France). From a very early point the core idea was to create a platform for these learning possibilities by organizing a conference involving all 3 (later 4) schools.

What have been some of the challenges? 

The schools are different and distant, not only in geographical terms but also in cultural and institutional terms. Creating special exchanges for students, for example, has faced a number of practical challenges related to differences in terms of tuition fees, types of study programmes, periods of studies, accreditations, etc. Different expectations about the conference have also caused some challenges but overall the learning opportunities and outcomes have far outweighed the challenges.

Successes? 

We have now done one full round of CR3+ conferences (in all 4 schools) and are about to start a second cycle. The mobilization from the different schools has been on the rise – for example, ISAE/FGV researchers have sent many abstracts to the CR3+ conference to be organized in Helsinki – and there has been growing integration between CR3+ events and PRME chapters – the conference in Helsinki will also be tied to a doctoral course organized by the PRME Chapter Nordic (more specifically Hanken, Stockholm School of Economics, BI Norwegian School of Management and CBS).

The CR3+ network has also enabled joint research projects and resulting publications as well as student and staff exchanges.

In autumn 2011, LBS hosted a masters-level exchange student from Hanken to work on a community development project.  Similar student exchanges are currently being planned for LBS students to have the opportunity to extend PRME –related projects at the other CR3+ partner universities.

In 2015, a collaboration between LBS and ISAE tested a new approach to ‘Promoting internationalisation and cross-cultural competency through online collaboration’, which provided opportunities for LBS MBA students to engage in an academic cross-cultural experience with Masters students from ISAE.  The students replicated real-world global communication, by collaborating virtually with people from a different cultural background in real time and jointly solving a series of management problems using online software.

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

The network’s success is due to the relationships between key academic staff in each of the business schools and is also based in their common belief in and focus on the goals of the PRME mission. Members of the network were all early adopters of the PRME and champions of change in their respective institutions. Each School brings to the network their own expertise and demonstrates the national differences in Responsibility and Sustainability initiatives that are seen in academia, industry and government.

Each of the business schools have supported the CR3+ network as they acknowledge that working collaboratively provides greater opportunities for staff and students than working alone. Benefits in research, teaching, partnerships and dialogue have been demonstrated and the parties remain excited about opportunities that are coming from working with others in the new SDG project

What’s next for the initiative?

A pilot project is currently being led by LBS with support from the CR3+ network focused on facilitating a series of national workshops in each country between PRME higher education business schools and members of the UN Global Compact Network to present and interact on the theme of the SDGs. The outcomes of the workshops will be improved dialogue and networks between universities and other sectors, and the initiating of joint projects on the SDGs.

The 5th CR3+ conference will be held at Hanken School of Economics in Helsinki on 28-29 April 2017. The theme of the conference is ‘Making Corporate Responsibility Useful’, where the dominant logic of the ‘business case’ argument for CSR, and the legitimising effect this has on business engagement in CSR, will be brought into question.

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Sustainable Business Examples from Around the World – Hong Kong, Kenya, and Canada

img_4721As businesses become more and more engaged in sustainability around the world, we are presented with an increasing range of examples of active companies. However, when I speak with students and faculty, they say that they often hear about the same examples from the same international companies over and over again.

In an attempt to share some new best practice examples, I asked a handful of faculty members from around the world about their favourite classroom examples of local companies that are actively involved in sustainability. Here are some examples from Kenya, Hong Kong, and Canada.

Jessica Vaghi, E4Impact Foundation, ALTIS Postgraduate School of Business and Society, Italy (examples from Kenya)

Continental Renewable Energy (Corec) is a Kenyan based company that recycles waste plastic into eco-friendly building material and sell the hardware to developers whose problem is high material cost by providing affordable and durable construction products. It prevented 700 tons of waste from landfills, made 26,000 posts and signed orders over 10.000 roofing tiles by customers across Kenya in 2 years of operations.

Stamp Investment is a Kenyan enterprise that distributes briquettes and multitasking fuel efficient stoves, which enables schools and households to have access to safe drinking water with a reduction of 75 % in water borne diseases. The business won the Grand Challenges Africa “pitching your innovation” competition in 2016 and has been national winner of the most innovative business idea during Enablis Chase bank, ILO business launch pad competition in 2011.

NUCAFE – National Union of Coffee Agribusiness and Farm Enterprises is a sustainable market-driven system of coffee farmer organisations empowered to increase their household incomes through enhanced entrepreneurship and innovation in 19 districts of Uganda. NUCAFE Contributed in influencing the development of a National Coffee Policy and to improve gender relations among coffee farming households and was nominated by AGRA best Africa farmer organisation of 2013 in income diversity category.

Click here for more information about E4Impact Foundation and their work in Kenya.

Pamsy Hui, Hong Kong Polytechnic University Faculty of Business, Hong Kong

It is often a misconception that interesting work in the field of sustainability can only be done by companies with a lot of resources.  In Hong Kong, many small and medium enterprises are doing very interesting things with limited resources.  For instance, Diving Adventure Ltd., a company providing training services and products related to scuba diving, has always put the environment in the forefront of its business decisions.  They regularly collaborate with NGOs, the government, and other organisations on environment protection initiatives (e.g., underwater cleansing activities, reef check).  What is impressive is that for such a small operation, they go far beyond just caring about environmental sustainability.  They are also committed to create employment opportunities to minority groups, released prisoners, and reformed drug users, to help integrate them into the society.  On the service side, they regularly provide training to underprivileged children and individuals with disabilities, providing a sense of inclusiveness for people who are often overlooked, if not discriminated, by the society.

Another example is Baby-Kingdom.com, a parental online forum for parents to share information and experiences related to bringing up children.  In addition to donating to NGOs, they help NGOs advertise on their forum, bringing awareness among their large number of users. They set up the Baby Kingdom Environmental Protection Education Fund in 2008 to support programmes in primary schools to educate school children on concepts such as greenhouse gas reduction and green diet.  Consistent with its family-friendly image, Baby-Kingdom.com started family-friendly practices well before they became a trend in large corporations.  The well-being of children is central to its human resource practices, and the company is often recognised for being a socially responsible employer.

A third example of a company doing interesting things related to sustainability is 4M Industrial Development Limited, a toy design company specialising in educational toys.  In designing their products, 4M consciously favors sustainable materials and supply chains with lower carbon footprints.  In addition, 4M partners with NGOs in multiple ways.  With the Spastics Association of Hong Kong, they adapt part of their manufacturing process to support the disabled.  It also works with different NGOs to promote their causes.  Many of 4M’s products have a green message behind them (e.g., Paper Recycling Kit, Trash Robot Kit).  For each box of the Clean Water Science Kit, for example, 4M donates a portion of its profits to NGOs to fund water-purifying projects in the third world.  Meanwhile, children buying the kit would get a message about the project in the box.

Click here to read about the Interdisciplinary Wellness Clinic at Hong Kong Polytechnic University.

Deborah De Lange, Ryerson University, Canada

Our Horizon is a national not-for-profit organization led by Robert Shirkey that works with governments to require climate change labels on gas pumps. The idea is a low-cost, globally scalable intervention to communicate the hidden costs of fossil fuels to end users and drive change upstream.

ZooShare is a biogas plant led by Daniel Bida that turns animal waste from the Toronto Zoo and food waste from grocery stores into fertilizer and renwable power for the Ontario grid. The process aims to reduce greenhouse gas emissions by 10,000 tonnes of C02 each year. The biogas plant is starting construction now and will be operational in the summer of 2017.

Purpose Capital is an impact advisory firm that mobilises all forms of capital – financial, physical, human and social – to accelerate social progress. Alex Kjorven is the Director of Corporate Development and is a graduate student in the EnSciMan programme at Ryerson.

Click here to learn more about the interdisciplinary EnSciMan programme at Ryerson University.

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Running a Successful Interdisciplinary Programme – Ryerson University

Since 2000, Ryerson University in Canada has been offering a unique interdisciplinary programme that brings together faculty from all of the university’s six departments. The Environmental Applied Science and Management (EnSciMan) Programme was a response to a clear societal need for graduates at the Master’s level with expertise in the core areas of practice in the Canadian environment industry. With a focus on applied research with immediate implications for practice, EnSciMan provides opportunities for students to bring together engineering, geography, public health, urban planning economics and other fields to create solutions to today and tomorrow’s challenges.

I spoke with Cory Searcy, Graduate Programme Director Environmental Applied Science and Management from Ryerson University about this programme.

Introduce the Environmental Applied Science and Management Programme and how it came about?

The EnSciMan Programme began offering its M.A.Sc. degree in 2000.  It was Ryerson’s first independent graduate programme. In the late 1990s faculty members in eight schools and departments (three engineering departments, chemistry and biology, geography, public health, urban and regional planning, and economics) collaborated in the initial development of the M.A.Sc. programme as a cooperative and multi-disciplinary degree.

The M.A.Sc. programme was developed to clearly link the environmental sciences and the management and decision-making disciplines in order to provide students the opportunity to integrate the two areas of study in the classroom and in their research. The emphasis was on applied research for resolving problems in environmental protection, conservation, and sustainable development. Much of the research conducted in the programme is intended to have immediate implications for practice

How has the programme grown over the years?

The initial planned intake was 12 full-time and 12 part-time students per year. In recent years, there has been a shift to more full-time M.A.Sc. students. The planned intake is now circa 20 full-time M.A.Sc. students per year. Several part-time students are also typically admitted.

The programme has continued to grow over time. The strengths exhibited by the faculty and students of the EnSciMan M.A.Sc. programme, through their published research and successful completion of degrees, were translated into the approval in 2008 of a Ph.D. programme in EnSciMan. The first cohort of doctoral students were admitted to the programme in the Fall 2009 semester. The planned intake was initially 5 full-time Ph.D. students per year but the target has typically been met or exceeded. The target now stands at 6 full-time Ph.D. students per year.

Since its founding, the EnSciMan programme has continued to foster research and training in the environmental sciences and in environmental management. The M.A.Sc. and Ph.D. students are now supported by over 85 faculty members at Ryerson University. EnSciMan is the only programme at Ryerson that includes faculty members from all six of the university’s faculties. The programme has been successful in preparing graduates for professional careers in the environment industry, as well as for doctoral studies.

How is the programme interdisciplinary?

The EnSciMan programme is designed to provide students with both breadth and depth of knowledge in both its programme fields (i.e., environmental science and policy and environmental management). This is done through, what the programme refers to as, its “T-shaped curriculum”.

The previous director of EnSciMan, Michal Bardecki, has discussed this concept in considerable detail. He explains that in many graduate programmes students acquire and graduate with highly specialised and deeply developed “I-shaped” expertise. However, in the 1990s an alternative model emerged recognising the value of those with “T-shaped” skills. Figuratively, the horizontal crossbar represents an ability to apply knowledge across disciplines and an understanding of fields outside one’s principal area of expertise, as well as complementary skills of communication, institutional knowledge, and the ability to solve problems collaboratively.

Recent research has continued to argue the case that the goal of shaping a T-shaped professional should guide programme development and delivery in a wide variety of discipline areas at universities. This can be particularly true of interdisciplinary programs which students’ strong foundation of specialised knowledge. For students seeking professional development, approaches such as these are often particularly attractive since they offer the promise of bridging to workforce relevance. There are manifest benefits to students as employers often seek those who can perform as “environmental integrators” (i.e., managing and coordinating projects, working in multidisciplinary teams and networking effectively). In addition, students possessing skills as both “specialists” and “generalists” may be better able to adapt to the inevitable fluctuations in the job market.

The EnSciMan programme possesses a T-shaped curriculum providing problem-solving and research depth in one area while explicitly incorporating overall breadth in the understanding of a range of other fields and developing complementary skills seen as valuable to students in the development of their careers.

What have been some of the challenges in creating an interdisciplinary programme such as this one?

Some of the key challenges in creating the program include:

  • Student funding: EnSciMan is a graduate program that does not have an undergraduate program directly associated with it. As a result, it can sometimes be difficult to secure Teaching Assistant (TA) positions for students. That said, many undergraduate programs from across the university have helped our students find TA positions.
  • Different academic cultures: EnSciMan includes over 85 faculty members from across the entire university. As a result, sometimes expectations for students (e.g., in the completion of their research) are different.
  • Seminar and office space: There is limited designated seminar and office space on campus for the interdisciplinary graduate students. Students and faculty are thus dispersed throughout the campus. This can create challenges in fostering a sense of belonging in the program.

What about some successes? 

There have been a number of successes. Two I would like to highlight are our graduate successes in securing employment in an environmentally-related area and our long history of successful co-supervision of graduate students. Over 90% of our graduates work in an environmentally-related field. The full details are available in the programme’s occasional paper (starting on page 21).

The co-supervision of graduate students has long been encouraged in the EnSciMan programme. This reflects the interdisciplinary nature of the programme and provides students with exposure to a variety of perspectives. As noted in our occasional paper, over 25% of M.A.Sc. students have been co-supervised. Many of these co-supervisions bridge departments and faculties. Examples include biology and public health, mechanical engineering and geography, biology and urban planning, and economics and occupational and public health. With over 85 faculty members in all six of Ryerson University’s faculties, it is anticipated that EnSciMan students will continue to enjoy opportunities to be co-supervised by faculty in a wide range of research areas in environmental science and environmental management.

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

Establishing reasonably common expectations for students (in terms of both coursework and their research) is very important given the different academic cultures involved in the programme. We need to always make sure we are fair to all students, which can sometimes be a challenge given the very different backgrounds and needs they will bring to an interdisciplinary programme. One key challenge these types of programmes may have is that faculty members are often members of a “home” department. This can result in them being pulled in different directions. It is therefore particularly important to have a core of several faculty members who are deeply committed to the interdisciplinary programme. One challenge of these programmes is that they often belong to everyone and no one. Several faculty members need to be deeply committed to the programme to make sure the needed things actually get done. We’ve been lucky to have this, but sustaining this commitment over time is a challenge for any interdisciplinary programme.

What’s next for the initiative?

EnSciMan is a well-established programme, however, we continue to improve over time. Key areas of focus include working to address the challenges listed above. We also recently completed a curriculum review, which resulted in the addition of two new courses (on responding to climate change and business fundamentals for environmental professionals).

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How the Social Impact Festival at University of Western Australia Supports Global and Local Progress

img_7254-smlThe Sustainable Development Goals help us consider everything – from one person, to the university, to our cities – in a global context. They provide a robust yet accessible framework for learning about global progress. This is the focus of the work being done at the Centre for Social Impact at the University of Western Australia. Among their many programmes is their annual Social Impact Festival, an opportunity to bring together individuals and organisations who are deeply committed to making Western Australia a better place.

I spoke with Claire Stokes from the Centre for Social Impact at the University of Western Australia about this increasingly successful event.

What is the Social Impact Festival?

The Centre for Social Impact at The University of Western Australia (UWA) hosted the first Social Impact Festival in May 2015 – we call this ‘prototype 1’. It saw over 1,000 people attending events on the UWA Crawley campus focused on furthering social impact. When 2016 began, the team at the Centre for Social Impact UWA decided to take the festival into ‘prototype 2’ in July 2016. Katie Stubley (the other co-director) and myself started with a purpose and designed the event to fulfill that purpose. This included three primary aims: share and diffuse cutting-edge knowledge; strengthen and connect social impact networks; and increase our capacity to make WA better for all. We also identified many people, ideas, organisations and networks that have been deeply committed to making WA a more just, vibrant and better place for all. So a key element of the festival was bringing stories of social impact in WA to the surface to be celebrated and amplified.

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

The concept of ‘social impact’ is so broad that we knew a regular conference format would not work. To see real change, we knew we had to reach audiences beyond those who had previously engaged with the Centre and in a variety of settings. The format was based roughly on a ‘fringe festival’: a diverse range of small, low-cost, and engaging events in a variety of venues so attendees could ‘create their own adventure’.

We turned to our postgraduate course – the Graduate Certificate in Social Impact – for a framework which gave us the following themes for the four key days of the festival:

  • Creating social impact: entrepreneurship, innovation & design
  • Demonstrating social impact: research, measurement & evaluation
  • Funding social impact: investment, philanthropy & ethical consumerism
  • Leading social impact: organisation, collaboration & systems

As a whole, the festival featured 34 events over 7 days in 16 venues around Perth. Individual event prices ranged from $0 to $30 and 15 events were free. More than 150 people and organisations contributed to the festival programme (including speakers, workshop facilitators, co-working space hosts, artists, performers, open house venues, and market stall-holders). Through the interactive ‘Stories from the Field’ events (21, 22, 26 & 27 July), 68 individual stories of social impact were shared. Twenty local ethical businesses featured in the Marketplace & Ethical Fashion Show (23 July), and 10 spaces and organisations featured on Social Impact Open House day (25 July).

What are/were your favourite parts of the festival?

Pitching events are always interesting, as they provide opportunities for real people and organisations to take action, as well as the chance to learn about investing and the local landscape. The Impact Seed Pitch Night on 26 July was no exception. Run by a new Perth-based organisation, Impact Seed, the event saw five investable social businesses pitch for investment to a packed auditorium of 120 people. It also featured a highly engaging keynote address from Bessi Graham (The Difference Incubator, Melbourne). Graham also sat on the judging panel with Paul Flatau (Centre for Social Impact UWA), Derek Gerrard (Innovation Bay), and Paul Bide (School for Social Entrepreneurs).

Two other standout events were the Festival Opening and Marketplace & Ethical Fashion Show. The Opening was a directed performance, mixing inspiring speech from Michael Chaney, Cassandra Goldie and Noel Nannup together with music, poetry, song and dance. The Marketplace & Ethical Fashion show held an atmostphere that was absolutely perfect for what we were trying to achieve. There was a modest amount of stalls – 20 in total – but every single person involved demonstrated deep passion and commitment to their cause. This also extended to an excitement in celebrating and helping each other on the day. Businesses represented included social enterprises, fair trade homewares, organic kombucha and tea, eco-garden services, ethical fashion, Aboriginal enterprises, and more. An estimated 300+ people attended the event and all stallholders reported they sold more than expected.

Although not an event, the ongoing co-working and collaboration space was another highlight. This provided ample opportunity for attendees of events throughout the festival to come early or stay afterwards to simply work, or meet other like-minded people and make new connections. The hosts of this space, Perth-based social innovators enkel, also ensured users of the space made the most of it by engaging with interesting activities such as mindfulness, story-telling, and more.

What impact does the festival aim to have/ already have?

We have already observed and heard about the immediate impact of the Festival. For instance, as one of the key aims was connecting people across sectors we were delighted to hear that almost 70% of attendees said they made new connections they intend to follow up with (or already have). That does not even take into account the connections made across the 150 contributors. We have also heard of some changes, or actions taken based on transformative experiences. For example, 26% of attendees to seek out formal education or training in fields linked to social impact. One person reported they have already chaired a board meeting and presented information from the Festival, leading the Board to review the organisation’s mission, objectives, strategies and how we can better measure our social impact.

Anecdotally, we have heard of many new connections and collaborations around Perth that resulted from the Festival, while other connections have strengthened or formalised. This is exactly the kind of impact we intended to create.

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

Design with a purpose. That was the single-most important aspect of the festival and it resulted in an event that was not only successful in terms of numbers and engagement, but in the immediate impact it had, leaving everyone involved with the optimism and drive to create positive change.

What’s next?

We are synthesizing the huge amount of information that was drawn out during the festival – in the form of stories, ideas, presentations and feedback. Many of the resources presented or created throughout the festival can be found here: http://www.socialimpactfestival.org/resources/

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A Selection of MOOCs on Sustainability/Ethics for Fall 2016 (Part 1)

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Every year there is an increase in the number of MOOCs (Massive Open Online Courses) available on sustainability topics. These courses are available for free online and open to anyone with an interest in the topic, lasting between three and fourteen weeks and taking three to eight hours per week to complete. Below is a selection of such courses offered this Fall 2016, listed by topic, from PRME as well as some non-signatory schools. The first part focuses on courses that relate to some of the Sustainable Development Goals.

1 No Poverty

Challenging Wealth and Income Inequalities: This course explores the concerns about rising generational and economic inequality in developed countries. From the Open University – starts October 3.

Hierarchy in Property Rights: This course looks at how language can help us to develop our relationship with nature and determine the rights of access and ownership. From University of Leeds – starts October 17.

Subsistence Marketplaces: This course looks at bottom-up understandings of the intersection of poverty and the marketplace. From University of Illinois – starts August 29.

2 Zero Hunger

Global Food Security: Addressing the Challenges: This course introduces the issue of food security, specifically how do we feed an extra two billion people by the middle of the century, with a focus on UK agriculture and on food supply chains in other parts of the world. From Lancaster University – starts August 29.

Agriculture and the World We Live in: This course looks at the world’s population and the crucial role of agriculture in feeding the steadily increasing number of people. From Massey University – started August 9.

3 Good Health and Well Being

Strategies for Successful Ageing: This course explores how we can stay happy, healthy, socially-connected and active as we age. From Trinity College Dublin – starts September 26.

Food as Medicine: This course explores the role of food in health and how to apply nutrition science to guide you on using food as medicine for you and your family. Monash University – starts October 24.

Identifying Food Fraud: This course provides an introduction to modern analytical science techniques and how they can be used to uncover food fraud. From University of East Anglia – starts October 24.

4 Quality Education

Education for All: Disability, Diversity and Inclusion: This course is about how inclusive education can work, especially where resources are limited. From University of Cape Town – starts September 19.

Teaching for Change: an African Philosophical Approach: This course explores teaching and learning in an African context and learn about cultivating pedagogical encounters in relation to Africa. From Stellenbosch University – starts September 19.

7 Affordable and Clean Energy

Elements of Renewable Energy: This course explores renewable energy using the four Greek elements as core theme – power derived from earth, from air, from fire and from water. From The Open University – starts September 5.

Fundamentals of Global Energy Business: This course looks at the diverse and integrated markets for primary energy, and the essential considerations driving business leaders and policy makers in development of global energy resources. From University of Colorado – started August 15.

Our Energy Future: This course introduces students to the issues of energy in the 21st century including food and fuels, as well as energy production and utilization. From University of California – starts September 5.

11 Sustainable Cities and Communities

Re-enchanting the City: Designing the Human Habitat: This course is an introduction to the interdisciplinary nature of city making looking at the interdependencies of the professions at play; urban design, architecture, construction management, planning, landscape architecture and design. UNSW Australia – starts September 5.

Smart Cities: This course explores the role of technology and data in cities and how these can be used to deal with challenges such as rapid urbanisation, climate change and inequality that cities are increasingly facing. From The Open University – starts September 26.

Indigenous Studies – Australia and New Zealand: This course looks at the distinctive stories of Aboriginal and Torres Strait Islander people in Australia and Maori people in Antearoa New Zealand. From Massey University and University of Tasmania – started August 9th.

Designing Cities: This course looks at how cities have evolved, how shape a more sustainable city. From University of Pennsylvania – starts September 5.

Greening the Economy-Sustainable Cities: This course explores sustainable cities as engines for greening the economy. From Lund University – started August 8.

12 Responsible Consumption and Production

Making Sense of Health Evidence – The Informed Consumer: This course helps consumers to understand whether health evidence is likely to be reliable or not. From Cardiff University – starts September 26.

Antiquities Trafficking and Art Crime: This course looks into the seedy underbelly of the art world, looking at smuggling, theft, fakes, and fraud. From University of Glasgow – starts October 3.

The E-Waste Challenge: This course looks at what e-waste is and why it is the challenge of our century and how we can turn this challenge into an opportunity. From UNEP and KU Leuven – starts September 1

13 Climate Action

Causes of Climate Change: This course provides the basis for understanding the underlying physical processes governing climate variation in the past, present and future – University of Bergen – starts September 5.

Climate Justice – Lessons from the Global South: This course builds an understanding for how we can balance human needs with caring for the planet. From UNESCO – starts November 14.

Climate Change: This course looks at the biggest global challenge the human race has ever faced, our insatiable demand for energy and how it is changing our atmosphere and our climate. From Macquarie University – started August 8.

Making Sense of Climate Science Denial: This course looks at the social and psychological drivers of climate science denial and how to effective debunk climate misinformation. From University of Queensland – started August 9.

14 Life Below Water

Exploring Our Oceans: This course explores the half of our world covered by deep ocean and how our lives affect the hidden face of our planet. From University of Southampton – starts October 10.

Contemporary Issues in Ocean Governance: This course considers the nature of how the world’s oceans are regulated, how this has evolved through time and how it actually works. From University of Wollongong – started August 8.

15 Life on Land

Environmental Challenges: Justice in Natural Resource Management: This course explores three basic principles when considering natural resource management: the principles of justice, transaction costs, and the problem of aggregating social preferences. From University of Leeds – starts September 5.

Introduction to Ecosystems: This course looks at the natural world, how the web of life works with illustrations from around the world. From The Open University – starts October 24.

16 Peace, Justice and Strong Institutions

Environmental Challenges: Rights and Values in Ecosystem Services: This course explores how differences in values can create conflict and how we can learn to manage our natural resources with integrity. From University of Leeds – starts September 5.

Ending Slavery – Strategies for Contemporary Global Abolition: This course looks at the 45.8 million slaves alive today and how we might achieve a slavery-free world. From University of Nottingham – starts October 17.

Corporate Lawyers – Ethics, Regulation and Purpose: This course explores the role and purpose of corporate lawyers, examining how they are regulated and the ethical challenges they face. From University of Birmingham – starts November 7.

17 Partnerships for the goals

Global Systems Science and Policy: This course looks at how Global System Science can inform and model the impact of social, economic, political and environmental policy making including citizen engagement. From UNESCO – starts September 5.

Earth Observation from Space: The Optical View: Discover how optical Earth observation data is gathered and used, for example, to monitor changes to our climate, and natural and build environment. From the European Space Agency – starts September 12.

Have we missed any? Email to be added to the list.

Integrating the SDGs into PRME SIP Reports

SIPThe operational merger between Ashridge Business School and Hult International Business School gave the PRME teams at both schools an opportunity to come together and review their approach to PRME and sustainability, in particular, in light of the newly agreed Sustainable Development Goals (SDG). Part of this process was exploring a new approach to report their progress, taking the SDGs into consideration. The result is a unique approach that will surely provide a benchmark for other schools moving forward.

I recently spoke with Joanne Lawrence from Hult International Business School and Matthew Gitsham from Ashridge Business School about this innovative report.

What role do you think business schools play in the achievement of the SDGs?

We had a good look at the 17 SDGs and all the specific targets underneath them. We think the number one role for business schools to play is to contribute to Goal#4 Target#7 on education for sustainable development. There are also numerous other goals and targets that relate to subjects that should get more priority in business school curricula.

In addition, we believe business schools have four other necessary roles in the process to achieve the SDGs. One role is recruitment: who we recruit into our student body. There are several specific targets in Goal#4 on education that schools can focus on, such as eliminating gender disparities in access to education, ensuring equal access for those with disabilities and those from minority backgrounds and under-privileged backgrounds, and boosting access to education for those from Least Developed States, Small Island Developing States and African countries, as well across developing countries generally. Business schools can also contribute to advancing all the SDGs through their research programmes and research funding.

Through the way schools manage their campuses and operations, they can also make important contributions to goals on health, gender, climate, energy, water, biodiversity and issues like corruption and human rights. Lastly, business schools also have a valuable role they can in convening dialogue among business leaders and other organizations to advance the goals and foster partnerships.

The SDGs have given added impetus to our work on curriculum, research and campuses, and also greater guidance on best metrics to use to measure progress. Probably the area where the SDGs have had the most specific impact is encouraging us to think more systematically about the cohort mix, and how we ensure fair access to multiple groups.

How did you put your SIP together?

First, the team reviewed best practices and the latest guidance, requirements and expectations from accreditors and others, including the SIP Toolkit. On the SDGs, we found the Global Compact’s SDG Compass particularly helpful. Then, we created a template for the kind of information we were looking for and how we wanted to put it together. After, we reached out to different colleagues across the school to ask for help gathering all the different bits of data. The final part was analysing and assembling the data, pulling together the text and design, and getting feedback from colleagues on various drafts.

What parts of the report are you particularly proud of and why?

We’re particularly proud of the analysis of the Learning Objectives for each course on each of the different programmes. We all know that integration into the curriculum is a core objective, but hard to measure. The UK higher education regulator, QAA, published guidance in 2014 that encourages UK Higher Education Institutions to consider good practices to be explicit references to education for sustainable development across all courses in all programmes. Therefore, we did a review of all of our courses, looking for these explicit references, and have been able to publish a baseline from which to measure progress in further integration.

What were some of the challenges in putting the information together? Successes?

Many of the things we were trying to do had never been done in the schools before. Many of the questions had never been asked, and it wasn’t clear who was best placed to get their hands on different bits of data that we knew existed. Thus, tracking down data was a key challenge!

The report has provoked some really useful conversations. A draft of the report was taken to the academic board for discussion, and it has also been discussed as part of the agenda for the annual faculty summits held on each of our campuses. The data on learning objectives, cohort diversity, faculty publications and campuses has prompted productive conversations about doing things differently that weren’t happening previously.

What advice would you have for other schools thinking of doing something similar with their SIP?

Make sure you look at all the targets, not just the broader 17 goals, and work out which goals and targets are most sensible to focus on for your institution. You should integrate them into your work focusing on the Six Principles of PRME as well.

What’s next for Hult and the SDGs?

As one of our targets for the 2016-2018 report, we agreed to look more systematically at cohort diversity and the SDGs. We also agreed to establish new work on the SDGs and campus management across all our campuses. We have several research projects underway focused on business and the SDGs, as well as several classroom initiatives on the SDGs. We are in the process of creating a PRME section on our faculty websites where we will give examples of how faculty can integrate the Six Principles of PRME and the SDG into course objectives and content, a way of encouraging faculty ‘development’ on these subjects.

Click here to access the Hult/Ashridge SIP Report.

A Selection of MOOCs on Sustainability/Ethics for Summer 2016 (part 2)

haasEvery year there is an increase in the number of MOOCs (Massive Open Online Courses) available on sustainability topics. These courses are available for free online and open to anyone with an interest in the topic, lasting between three and fourteen weeks and taking three to eight hours per week to complete. Below is a selection of such courses offered this Summer 2016, listed by topic, from PRME signatory schools.

The following courses relate to the different Sustainable Development Goals:

Elements of Renewable Energy: This course explores renewable energy using the four Greek elements as weekly themes: Earth, Air (wind), Fire (solar) and Water (hydropower). From The Open University – starts September 5.

Climate Change: This course explores how climate change will affect us, why we should care about it, and what solutions we can employ. From Macquarie University – starts May 30.

Agriculture and the World We Live in: This course looks at the world’s population and the crucial role of agriculture in feeding the steadily increasing number of people. It also looks at how climate and soils dictate the types of farms we see in different regions and countries. From Massey University – starts May 30.

Climate Change Mitigation in Developing Countries: This course challenges you to consider how one might lift societies out of poverty while also mitigating greenhouse gas emissions. We explore the inherent complexity of developing country governments wanting to grow their economies in a climate friendly way. From University of Cape Town – starts now.

Innovating Solutions for Aging Populations: This course will introduce you to health care innovation within the theme of ‘healthy living and active aging,’ covering both the medical and the commercial aspects of innovations. This interdisciplinary course will present the key theories, tools, and concepts within health care innovation, and teach you to analyse and develop solutions to some of the great healthcare challenges of our time. From Copenhagen Business School – starts June 1.

Our Hungry Planet: Agriculture, People and Food Security: Food security is a complex, global issue, in which we all play a part. This course investigates our relationship with agriculture and your own food habits. It takes students on a journey around the world, from Europe to Africa to Asia, to find out more about the challenges of growing crops and managing livestock at the regional, national, community, and household level. From University of Reading – just started May 16.

The Right to Education: Breaking Down the Barriers: Does Education for All, mean all? What are the barriers to participating in education? How do you include “all” in the classroom. This course explores some answers to these questions and focuses on Sustainable Development Goal 4, which urges us to “ensure inclusive and quality education for all and promote lifelong learning.”From the University of Glasgow – starts June 6.

Indigenous Studies: Australia and New Zealand: This course builds the distinctive stories of Aboriginal and Torres Strait Islander people in Australia and Maori people in Aotearoa, New Zealand over four modules. The aim is to provide students with an understanding of their past and present realities. From Massey University and the University of Tasmania – starts May 5.

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