A Selection of MOOCs on Sustainability and Ethics for January 2018 (Part 2 of 2)

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 starting in January 2018, listed by topic, from PRME as well as some non-signatory schools. Click here to view Part 1.

Human Rights and Development: This course explores the topic of development based on human rights and social justice perspectives It looks at the ideology behind international aid programmes and looks at development from both Indigenous and African perspectives. Curtin University – starts April 2 2018.

Human Rights Activism, Advocacy and Change: This course explores the role of social movements, advocacy groups and activism in bringing about social change. Curtin University – starts February 5 2018.

International Human Rights Law: This course explores how an individual’s human rights are protected from both public and private power by international laws. UCL – starts February 1 2018.

Cities The Past, Present and Future of Urban Life: This course explores what makes cities energising, amazing, challenging and perhaps humanity’s greatest invention. Harvard University – starts February 15.

Greening the Economy Sustainable Cities: This course explores sustainable cities as engines for greening the economy. It places cities in the context of sustainable urban transformation and climate change. Lund University – starts January 15 2018.

Re-Enchanting the City-Designing the Human Habitat: This course is an introduction to the interdisciplinary nature of city making. It will use the example of central Park in Sydney to explore the interdependencies of the professionals at play: urban design, architecture, construction management, planning, landscape, interior design etc. UNSW – starts

Sustainable Fashion: This course explores the fashion industry which is valued at more than $4 trillion USD and employs over 60 million people. It is also the second most polluting industry in the world. Fordham Gabelli School of Business – available now.

Chocolate and Sustainability: This course provides an overview of sustainability issues across the cocoa supply chain, from the farmers to the consumer. TCHO – available now.

Climate Change: This course explores how climate change will affect us, why we should care about it and what solutions we can employ. The course requires 2-4 hours of study per week depending on the student. Macquarie University – starts January 8th 2018.

Planning for Climate Change in African Cities: This course provides the foundation for understanding a city’s exposure and sensitivity to climate change and how cities manage these impacts in the face of growing uncertainty. Multiple stakeholders – Starts now.

Making Sense of Climate Science Denial: The course explores what the controversy and debate is around climate change denial and helps individuals respond to it. University of Queensland – starts January 9 2018.

Climate Change Mitigation in Developing Countries: This course challenges learners to consider how one might lift societies out of poverty while also mitigating greenhouse gas emissions. It explores the inherent complexity of developing country governments wanting to grow their economics in a climate friendly way. University of Cape Town – starts January 22 2017.

Climate Justice Lessons From the Global South: This course helps learners to understand how we can balance human needs with caring for the planet with a focus on the Global South. UNESCO – starts now.

Contemporary Issues in Ocean Governance: This course considers the nature of how the world’s oceans are regulated. It will go through how ocean governance has evolved through time and how it actually works. University of Wollongong – starts January 8th 2018


Agriculture and the World We Live in: This course explores the world’s populations and the crucial role of agriculture in feeding the steadily increasing number of people. Massey University – starts January 8th 2018.

Discover Best Practice Farming for a Sustainable 2050: This course explores best practice farming for the future, how to start implementing these strategies now wile making sure it is still profitable. University of Western Australia – starts January 8 2018.

Ecosystem Services A Method for Sustainable Development: This course explore ecosystem services, a way of thinking about, and evaluating, the goods and services provided by nature that contribute to the well-being of humans. University of Geneva – starts January 8 2018.

Ethics and Law in Data Analytics: Analytics and AI are powerful tools that have real-world outcomes. Learn how to apply practical, ethical and legal constructs and scenarios so that you can be an effective analytics professional. Seattle University with Microsoft – starts January 1 2018.

Environmental Challenges Scarcity and Conflict in Natural Environment: This course explores war and conflict and how it can severely disrupt the governance of the environment with impacts on both people and the environment. University of Leeds – starts January 10 2018.

Power and Responsibility: Doing Philosophy with Superheroes: Superheros in movies and comics embrace truth and justice, peace rather than war and combat prejudice. This course uses superhoes as a way of interpreting key philosophical ideas – metaphysical and epistemology, social and political philosophy, ethics, philosophy of mind and much more. Smithsonian – starts January 16 2018.

The Science and Practice of Sustainable Development: This course explores the science and policies that drive sustainable development and how to achieve the UN’s Sustainable Development Goals. University of Queensland – self paced.

Become a Sustainable Business Change Agent: This series of courses is for anyone who would like to improve how their company or organisation impacts the environment, people and communities. It will introduce them to some of the key concepts and tools of sustainable business and teach them how to be effective change agents. University of Colorado – starts January 1 2018.

Becoming a Changemaker Introduction to Social Innovation: This course is for anyone who is interested in making a difference. It explores the complex problems that surround us and how to start thinking about solutions. University of Cape Town – starts January 8 2018.


And a few extras…


Teaching Historical Inquiry with Objects: Through explanation, demonstration, and dynamic examples, the course offers teachers practical ideas for how to entice students to craft complex and incisive questions: think critically about primary and secondary sources, form and support their opinions with evidence and communicate their conclusions in ways that wil prepare them to be engaged citizens of the world. Although this course is aimed at high school teachers, many of the tools could be of use within some business school courses as a way of introducing sustainability concepts. Smithsonian – self paced.

Selling Ideas: How to Influence Others and Get your Message To Catch On: This course explores how you can use social media and word of mouth to spread your message. It also provides a step-by-step guide on how to get anything to catch on by looking at what makes ideas memorable and messages stick. Wharton – starts January 8 2018.


A Selection of MOOCs on Sustainability and Ethics for January 2018 (Part 1 of 2)

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 starting in January 2018, listed by topic, from primarily PRME signatory schools.

Foundations of Development Policy: This course uses economic theory and data analysis to explore the economic lives of the poor, and the ways to design and implement effective development policy. MIT – starts February 6 2018.

The Challenges of Global Poverty: This course uses economics to understand some of the root causes behind underdevelopment and the constraints and trade-offs the poor face when making decisions. It also looks into anti-poverty strategies and policies. MIT – Starts February 6 2018.

What are the Sustainable Development Goals – This course provides a brief introduction to the Sustainable Development goals, what they are, how they came about, the goals and targets themselves as well as next steps and our role. Gowi – starts now.


Social Norms, Social Change: This course is on social norms, the rules that glue societies together. It teaches hot to diagnose social norms, and how to distinguish them from other social constructs, like customs or conventions. Unicef – starts January 1 2018.


Children’s Human Rights – An Interdisciplinary Introduction: This course combines law, psychology, sociology, history, educational and health sciences, economy and anthropology to explore critical issues concerning children’s rights. University of Geneva – starts January 8 2018.


Women in Leadership Inspiring Positive Change: This course aims to inspire and empower women and men across the world to engage in purposeful career development and take on leadership for important causes – to lead change with more conviction and confidence – and improve our workplaces and communities for all. Case Western Reserve University – starts January 8 2018.

Droi International de L’Eau Douce (course in French) – This course explores the laws that regulate and produce freshwater and the responsibilities of different stakeholders. University of Geneva – starts January 1 2018.


Sustainable Energy: This series of courses explores the complex nature of energy generation, distribution and supply and the challenges of transitioning to a sustainable energy future. University of Queensland – starts January 23 2018.

Energy Principles and Renewable Energy: This course provides an introduction to the language of energy, key scientific principles that underpin energy systems, future energy challenges and available renewable energy options. University of Queensland – starts January 23 2018.

Just Money: Banking as if Society Mattered: This course explores how banks can use capital as a tool to promote social and environmental wellbeing. MIT – starts March 7 2018.

Supply Chain Innovation: How Technology Can Create a Sustainable Future: This course looks at new technologies and how they can make supply chains more sustainable. It also explores global trends in global and supply chain innovation. University of Twente – starts now.

Debt Sustainability Analysis: What are the tools to access debt sustainability? How can countries effectively manage their sovereign debt? To answer these questions, this course combines theory with hands-on exercises. IMF – self paced.

From Corporate Social Responsibility to Corporate Social Innovation: Based on real-world experiences from business leaders, learn how to develop and lead social innovation initiatives that create both economic and social value. Babson – starts January 16 2018.


Part 2 will be posted tomorrow.

2017 Good Practices in Responsible Management Education (Part 1 of 2)

This past year was a big year for the Principles for Responsible Management. As a network of networks we celebrated our 10th anniversary including an opportunity to come together and look both back and forwards at the PRME Global Forum in July 2017 in New York City. This year was also the second year that the Sustainable Development Goals have been in effect, including a significant increase in the impact that management education is having in the realisation of these Goals. Many of this past year’s PRiMEtime posts have highlighted this collective impact.

This is the 6th year that I write PRiMEtime. I started this blog in 2011 in collaboration with the PRME Secretariat as a way of showcasing all of the exciting initiatives that Signatories were taking part in. Not only has this shown schools and the business community what is possible but in many instances this has also helped raise awareness of these initiatives within the schools and helped the individuals involved receive more support internally. Thank you to all of the individuals who are not only driving these initiatives but who took the time to share their stories here. PRiMEtime is now a database of good practices from around the world with over 1000 examples of how management education is embedding sustainability the Principles into their work.

This year 60 new articles were posted featuring over 100 examples from more 90 different Signatories in 27 countries. We have also introduced a number of Special Feature Months providing a more in-depth look at how schools are approaching a specific SDG. In this 2-part year-end post we review the examples featured this year, (roughly) organised around the SDGs. Simply click on the links to read the full article.

I look forward to another year of featuring your initiatives. Please feel free to email me your suggestions as well as any requests for 2018.

Many signatories provide opportunities for their students to work on projects to better their local communities. One example featured was the I’m the Change Initiative from the Institute of Management Technology in India which is a mandatory programme for all students. Many Signatories organise awareness raising events and conferences during the school year focused on PRME and sustainability. At the University of Greenwich Business School their full day conference focused on “Shaping Business Opportunities in a World of Uncertainty” not just organised by students but is organised as part of the requirements for one of their courses.

Students have always been, and will continue to be an important driver of PRME and sustainability on campus. At FEA-RP/USP in Brazil the Sustainable Student Organisation Awards promote and recognise projects that benefit the school and the local community. Students at Universidad EAFIT in Colombia are exploring solutions to local SDG challenges through a range of projects on campus. Copenhagen Business School is looking at a range of ways to really embed sustainability into their campus with the support of a new Sustainable Infrastructure Taskforce.

On PRiMEtime we regularly post blogs summarizing the lists of MOOCs on sustainability topics offered by Signatories. Many of these MOOCs are either available on an on-going basis or have regular start dates so even past posts provide a good resources. If you are planning a MOOC for 2018 please email so this can be included in the next post in January. For 2017 this included a selection of the MOOCs available in Winter 2017 focused around economic, social and environmental issues as well as in September 2017 focused around strategy, cities, social impact, funding and ethics. An update of a very popular post on Primetime from several years ago focused on how to use online games to engage in sustainability was also shared. It provides links to a number of online games that can be used in the classroom organised by SDG.

A post in March also looked at What Students Think About Responsible Management Education outlining a number of insights pulled from a recent survey on students views on sustainability in business education. Another post that came out just before the PRME Global Forum looked at why Management’s Education’s Role in the SDGs isn’t limited to providing quality education and how there are many different ways that Schools can and should engage.

Several posts included projects that tackle SDG 5 around Gender Equality but two focused in on the topic. Students at Slippery Rock University in the United States were the catalyst to creating a new Centre on campus that focuses on development female business leaders. Through their Diversity Institute, Ted Rogers School of Management at Ryerson University in Canada has been focused on ensuring that management education is accessible and every student is empowered to achieve his or her full potential.

Once again this year faculty from Signatory schools shared examples of companies within their countries that are considered sustainability leaders, companies engaged in a range of activities across all SDGs. Featured sustainable business examples for 2017 included:

Australia: Kindling, Crepes for Change, eWater Systems

Brazil: Votorantim Cimentos, CPFL

Canada: Net Zero Waste, EcoDairy, Nature’s Path Foods, Magnet, Sharbucks Canada, Scadding Court Community Centre, Telus, Stantec, Nova Scotia designer Tabitha Osler

Colombia: EPM, Grupo Sura, ISA

India: Jayaashree Industries, Goonj

Nigeria: Wecyclers, Adcem Healthcare, Doreo Partner’s Babban Gona

Poland: Izodom 2000, Solaris Bus & Coach, Seedia

South Africa: Zoona, AllLife Insurance, GreenCape

Sweden: Filippa K, Max Hamburgers, Axel Johnson AB

UK: Triodas Bank, Bordeaux Quay, Resource Futures, Low Carbon SW, Eunomia

The month of October was a Special Feature month focused on Impact Investing and how schools are engaging in this topic in particular within the Finance curriculum. A range of resources on Impact Investing were presented as well as a summary of ten ways schools are bringing Impact Investing to campus featuring specific examples from ten different signatories including Tsinghua University in China and ESADE Business School in Spain to name but two. Smith School of Business in Canada shared their experiences training the next generation of impact investing professionals through their Social Finance Academy. Sauder School of Business presented their approach to promoting impact investing not just within the business school but externally as well. Impact Investing Competitions organised by different business schools around the world including a more in-depth feature on not just the competition at IESE but also their newly launched student managed impact investment fund. We finished off the month with a special look at the University of Cape Town’s work on promoting impact investing in the African Context and training a new generation of leaders in South Africa and beyond.

Resources on the 17 Sustainable Development Goals – December edition – part 1 of 2

There are a growing number of excellent resources around the 17 Sustainable Development Goals, many of which can be used in the classroom or to inspire activities within University and Business School campuses. In this new series we will regularly feature a range of different resources that can be used to engage in, and raise awareness of the 17 SDGs. If you are creating new resources or have any favourites please send them so they can be featured as well. Part 1 will feature resources for Goals 1-9 and part 2 will feature resources for Goals 10 through to 17. For more Primetime posts related to the SDGs click here.

Assessing Bottlenecks: With the SDGs, the question is: What are the actions that will take us forward more quickly across a broader range of interlinked goals? This report explores the interlinkages and integrated nature of the SDGs and the need to go beyond silos to taking an integrated approach to development interventions. The SDG Accelerator and Bottleneck Assessment tool development by the UN Development Programme explores these.

Zero Hunger Challenge: The Zero Hunger Challenge reflects five elements from within the SDGs, which taken together, can end hunger, eliminate all forms of malnutrition and build inclusive and sustainable food systems. Stakeholders including universities can become participants of the Challenge by making a commitment to take action that will have a demonstrable, quantifiable impact. The challenge website also offers a range of resources and videos that can be used to create your own version of the Zero Hunger challenge on campus.

Human Rights and Business Dilemmas Forum: This site includes a series of dilemmas and case studies that were developed to support efforts by business to respect human rights in their operations and supply chains. Cases are focused on a number of topics including living wages, working hours, human trafficking, doing business sin conflict affected countries and indigenous peoples’ rights.

World Youth Skills Day: Youth are almost three times more likely to be unemployed than adults and are continuously exposed to lower quality of jobs, greater labor market inequalities, and longer and more insecure school-to-work transitions. This is particularly the case for women. The 15th of July ,World Youth Skills Day, aims draw special attention to this issue. UNESCO has developed a special kit with a range of videos that can be used.

Women’s Empowerment Principles: Over 1,000 business leaders have adopted the Women Empowerment Principles that are used to empower women in the workplace, marketplace and community. The site includes a Gender Gap Analysis Tool to help companies identify strengths, gaps and opportunities to improve their performance eon gender equality as well as a series of resources that can be used in the classroom.

Guidance for Companies on Respecting the Human Rights to Water and Sanitation: This resource provides companies with practical measures on how to bring a human rights lens to their existing corporate water stewardship practices. It is on of several publications provided by the CEO Water Mandate, a group of companies working to develop, implement and disclose water sustainability polices and practices and sharing best and emerging practices.

Sustainable Energy for All: The site includes information to indicators for sustainable energy that give policy makers and investors detailed country-level insights for levelling the playing field for sustainable energy worldwide. ‘Heat maps’ available on the site, combine and analyse some of these data sets to show leaders where they can make the biggest and fastest inroads towards the SDGs.

Decent work and the 2030 Agenda for Sustainable Development: The International Labour works to set labour standards, develop policies and devise programmes promoting decent work for all. Their site offers a range of resources around decent work and the 2030 Agenda for Sustainable Development, a cross cutting theme that impacts and is impacted by many of the other SDGs. They also have a number of Notes on specific issues such as green jobs, national employment policies, skills and engaging the private sector on decent work.

The Equator Principles: The Equator Principles is a risk management framework, adopted by financial institutions, for determining, assessing and managing environmental and social risk in projects. It is primarily intended to provide a minimum standard for due diligence to support responsible risk decision-making. It currently covers over 70 percent of international Project Finance debt in emerging markets.

Creating an Online Resource Collection Around PRME – Sobey School of Business

In order to assist students and staff in engaging in the Sustainable Development Goals and PRME more broadly, Sobey School of Business at Saint Mary’s University in Canada launched the Sobey School PRME Library, a curated online collection of educational resources related to ethics, sustainably, social and environmental issues within and beyond business. I spoke with Georgia Atkin, newly appointed PRME Coordinator at Sobey School, about this exciting project. 

What is the Sobey School PRME Library?

The Sobey School PRME Library is an online collection of links to over 500 PRME teaching resources: books, journal articles, videos, teaching games, simulations, case studies, student projects, newsfeeds, pedagogical research and more. It was developed in partnership with the Patrick Power Library, using the Springshare LibGuides platform. We’ve organized resources according to business school departments and discipline-specific subtopics, and every item is labeled with the relevant SDGs. Due to copyright restrictions, the full text of certain resources (e.g. books and journals) is only directly available to Saint Mary’s University users, but references and bibliographic information are accessible to all.
Why did you decide to put together these resources?

We wanted to develop a tool that would empower educators to find the materials they needed to incorporate PRME and the SDGs into their coursework. The PRME Library collection was made for that purpose, with the knowledge that many faculty and educators struggle with busy schedules and limited time for scouring the vast numbers of resources available.

What has been the response?

It’s a little too soon for us to know the full impact of the PRME Library, but most of the early feedback has been positive. We had over 1200 online views in the first month! I’m excited to see what happens as the project develops further. We strongly encourage users to share their thoughts and experiences with us, and I can be contacted directly via the ‘Email Me’ button under my photo on the bottom left of the PRME Library homepage.

We introduced the PRME Library to new faculty members at the Sobey School recently, and they responded with interest and excitement. I’m hopeful that the collection will inspire faculty and other educators to add something new to their teaching style and content. I have also been contacted by outside organizations and institutions who are responding positively to having their work featured in the collection, and I think this project will help create stronger relationships between the Sobey School and other members of the PRME community.

What are some of your favourite resources on the site, anything you want to highlight? 

It’s tough to choose a favourite, but I’m personally excited by resources such as WikiRate, AIM2Flourish, and Sourcemap, which all encourage users to actively engage with real-life companies and the SDGs. I have also located a number of thought-provoking books, papers, cases and videos on the topic of Indigenous issues and Indigenous leadership in business, and users can find these items across the different business discipline sections of the PRME Library. I’m eager to see these resources grow, and I welcome suggestions for more teaching materials focused on business and Indigenous peoples.

One final highlight is our PRME Newsfeeds page, which I created by locating PRME-related RSS feeds from almost a dozen business news publications. These RSS feeds are updated automatically every day, providing users with current headlines relating to business and ethical, social and environmental issues.

What advice would you have for other schools thinking of putting something similar in place or looking to use yours?

For other schools thinking of developing a similar collection, I would advise consulting with faculty first to learn what types of resources they might find most helpful. I received lots of great content suggestions from Sobey School faculty during the initial development of the collection, and this input will continue to have an impact on how the project develops over time.

What’s next for the initiative?

The collection will continue growing as new resources become available. Users are welcome to submit resource suggestions using the “Suggest a new PRME resource” online form. I’ve just created a ‘What’s New?’ page, where visitors can check to see a list of all the latest additions to the collection.

How else is Sobey engaging in the SDGs?

In April 2016, the Sobey School held a faculty session on PRME and the SDGs. Faculty members in attendance made a commitment to incorporate some SDGs in their courses the following year. When I was hired as PRME Coordinator in the summer of 2017, I completed follow-up interviews with faculty, assessing the progress made on their SDG commitments and asking them about their personal challenges and successes. This fall, the school began organizing PRME Lunch & Learn sessions where both new and experienced faculty can come together to talk about PRME and the SDGs.

The Sobey School has a number of other projects planned. I just sent out a special PRME-themed campus newsletter for faculty and staff, with the goal of highlighting all the great work and research happening on campus, and the newsletter received a very positive response. We have plans for a research project that will focus on mapping the different interactions between SDGs, and the Sobey School is investigating ways of engaging the broader Saint Mary’s University community in discussions of sustainability and the SDGs.

Resources for Business on the Sustainable Development Goals from the Global Compact

As we are now two years into the Sustainable Development Goals, there are a growing number of resources and tools to help businesses engage in working towards, as well as reporting on the Goals within their own operations. These are resources that can be used in a classroom setting to help teach the SDGs, as a tool for students or faculty working with business on the SDGs, or as tools to develop new partnerships with business around the SDGS. Here are 10 resources put together by the Global Compact focused on business and the SDGs.

  1. Business Reporting on the SDGs: An Analysis of the Goals and Targets This report is a first step towards a uniform mechanism for business to report on their contribution to and impact on the SDGs in an effective and standardized way. It contains a list of existing and established disclosures that businesses can use to report, and identifies relevant gaps, where disclosures are not available.
  2. The UN Global Compact-Accenture Strategy CEO Study 2016: Published every three years, this study is the largest analysis of CEO attitudes towards sustainability globally. It is based on interviews with over 50 CEOs of leading companies, and the 2016 study focuses on the path towards 2030 and the mandate for action that the UN Sustainable Development Goals layout.
  3. The SDG Compass: This tool guides companies on how they can align their strategies and manage their contribution to the realisation of the SDGs. The SDG Compass presents five steps that assist companies in maximizing their contribution to the SDGs: understanding the SDGs, defining priorities, goal setting, integrating sustainability, and reporting. It is available in 9 different languages.
  4. Project Breakthrough: Project Breakthrough aims to challenge and stretch prevailing business mindsets into new opportunity spaces. It puts a spotlight on the best thinking and examples in sustainable innovation that demonstrate a commitment towards an exponential scale of change and impact – across mainstream companies and next generation innovators and entrepreneurs.
  5. SDG Industry Matrix: These industry-specific reports highlight examples and ideas for corporate action in relation to the Sustainable Development Goals specifically related to those industries. Each matrix highlights bold pursuits and decisions made by diverse companies for each SDG. These are available for financial services, food and consumer goods, climate, health, industrial manufacturing, transportation and energy.
  6. Blueprint for Business Leadership on the SDGs: This report aims to inspire all businesses, regardless of their size or location, to take a leading role in the achievement of the SDGs. It illustrates how the five leadership qualities of Ambition, Collaboration, Accountability, Consistency and Intentional can be applied to a business’ strategy, business model, products, supply chain, partnerships and operations to raise the bar and create impact at scale.
  7. Making Global Goals Local Business: This report provides an overview of how the different Local Networks of the Global Compact are taking action to implement the Sustainable Development Goals. The report includes projects planned or in progress, and discusses how they are building national awareness of the Goals, aligning business models to the SDGs, collaborating across stakeholders, and getting business involved in policy discussions to push the Goals forward locally.
  8. The SDG Investment Case: Discussions taking place since the launch of the SDGs tend to focus on how investors can contribute to the SDGs. But how do you convince investors that they should be investing in the SDGs in the first place? This report looks at why the SDGs are relevant to institutional investors and why there is an expectation that investors will contribute, and how.
  9. Partnership Passport: This resource calls on companies everywhere (and why not business schools as well) to take action on the Sustainable Development Goals in partnership with the UN, Governments and civil society. The guide helps organisations to find new partnerships and enhance existing ones with 10 inspiring examples of UN-Business collaboration, tips to form your own partnerships, and directions for finding UN partners to work with.
  10. How Your Company Can Advance Each of the SDGs:
    This page on the Global Compact website provides an overview of the 17 Goals with links to the different resources that the Global Compact offers to business focused on each of those Goals. Many of these resources are relevant to more than one SDGS given the cross cutting nature of all of these challenges, making this resource a useful guide to get your impact started.






Six (More) Reasons to take your SIP Report seriously

One has only to browse through the extensive collection of Sharing Information on Progress reports available to download from the PRME website to see the wide variety of approaches in terms of format but also in quality of reporting.  But a report should not only be seen as a requirement to be a Signatory, it can be an important tool to help drive your efforts forward and to connect with multiple stakeholders. PRMEs basic guide to help established and new Signatories to put together an SIP Report (available in both English and Spanish) provides many reasons why schools are taking reporting seriously.

Here are
6 more reasons why the SIP report should be seen as more than just a requirement of being a Signatory to PRME.


  1. Reporting gives you a way of knowing where you stand and where you want to go. A report can be seen as an overview of what you are doing, what has been done, but also a tool of identifying what is missing and the way forward. This is particularly relevant now with the Sustainable Development Goals and understanding how your schools is already engaged in reaching the Goals, but also how it could engage further.


  1. Reporting brings the school community together towards a common goal. It also provides a map of what is happening across campus allowing individuals, whether that is students, staff or faculty, to identify others who might be interested in their own work, or contribute to the work already happening on campus. This can be an important tool to help connect with other departments and disciplines within your University as well.


  1. Reporting itself is a skill graduates need to know. An increasing number of individuals working directly on sustainability strategies within large businesses are saying that understanding reporting allow students to better understand the nuts and bolts of what is happening within a business in regards to sustainability. Having a sustainability report on campus already begins to show students what is possible, especially if they are engaged in putting together the report as well.


  1. Businesses are increasingly looking at business school reports. When it comes to understanding what a business school is doing in sustainability, but also what priority areas, or specialty areas the school is focused on within sustainability and the SDGs more particularly, reports are a good way for businesses to learn more but also to see how seriously a particular school is taking these topics.


  1. Potential students are looking at the reports too. Rankings are not everything when it comes to choosing a school. Students are looking for a school that provide the right fit in terms of teaching and additional learning opportunities. Students are looking through sustainability reports including your SIP report to learn more about your approach to these current topics.


  1. It allows the PRME Secretariat to learn more about your initiatives. The more the Secretariat knows about what you are doing, the more they are able to connect you with possible partners and to promote your projects.


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