Students Driving the Reporting Process – Boise State University (part 1 of 2)

At the 2017 Global Forum for Responsible Management Education, several Signatories were recognized for their efforts in reporting. The reports that received recognition represent different approaches to reporting on progress against the Six Principles of PRME. One of the Schools to receive recognition in the First Time Reporters category was the College of Business and Economics at Boise State University (COBE) in the USA. But what makes this impressive report unique is that the whole process of putting together the report was lead by student volunteers.

I recently spoke with former MBA Student, Graduate Assistant and Sustainability Report Project Lead Taylor Reed about their report.

What was the driver behind the Sustainability Report?

In 2014, COBE underwent a strategic planning process to establish the collective values that ground the work done at the College. These values—relevance, respect, and responsibility—are not truly lived if we don’t measure, analyse and publicly report the results. A sustainability report, which covers issues such as climate change, health & wellness, community engagement, and transparency, helps us live those values rather than simply posting them on a webpage. The annual report serves as a thermometer for how the college is doing in terms of living its values and creating a healthy culture for students, faculty, staff and the broader community.

COBE firmly believes that sustainability reporting is a best practice, so before engaging its business community partners to pursue this type of analysis, the College needed to get some skin in the game and develop its own expertise. Producing the COBE report allowed the College to gain empathy and discover the challenges and opportunities that arise from this practice.

Why involve students in the reporting process?

The College recognised that if it identified sustainability reporting as a best practice, COBE graduates should not only be familiar with sustainability reporting, but have firsthand experience in creating one. COBE is one of only a handful of colleges and universities globally to integrate students fully into the management, research, writing and publication of its sustainability report. The students that participated on the reporting team did so as a volunteers.

How was the report produced?

The reporting process was broken up into five phases:

  • Focus: In the first phase of the project the team of student reporters engaged three stakeholder groups (students, college faculty/administrators, and community business leaders) to define the college’s material issues.
  • Coordinate: Next, the topics found to be material in the Focus phase were assigned to student reporters. I purposefully matched topics with students’ interests or area of study. For example, equal remuneration was assigned to a student studying human resources.
  • Research: Team members then gathered quantitative and qualitative research across departments through a series of interviews and collaboration with faculty and staff to gather data.
  • Synthesize & Write: In this phase of the project, students synthesized and analyzed collected data and collectively outlined a rough draft of the report. A majority of the writing and revising was done by a few individuals to maintain style and tone throughout the report.
  • Review & Publish: In the final phase of the project students worked with relevant stakeholders such as sources and key administrators to revise and finalise the report. In addition, the college’s first report was audited by a team of graduate students studying accounting. Finally, the team’s leadership worked with an external firm to design and publish the report.

What were some of the challenges? 

Finding answers to all of our research questions was our main challenge. We found that the systems for collecting much of the data we were seeking did not yet exist (i.e. waste metrics). Another challenge was developing buy-in from data sources—some of our sources found it challenging to make time to fulfill our data requests, or didn’t understand the concept of sustainability reporting.

This was a volunteer project that many students took on in addition to part-time jobs, rigorous coursework, and other demanding activities. Given these circumstances, there were times when responsibilities such as enforcing deadlines and motivating team members was difficult. However, the lessons learned during production of the first report helped facilitate smoother operations in year two.

How was your experience using the GRI framework (especially since it isn’t specifically geared towards education?). Any tips for others looking at using these in their report?

Using the GRI G4 guidelines helped build our team’s awareness and understanding of the concept of materiality, along with a variety of social, environmental and economic metrics. GRI isn’t geared towards educational institutions, however its focus on materiality helped inform our process. The team performed several stakeholder engagement sessions to pinpoint material issues, such as rising tuitions costs and sustainability curriculum—topics that may not have been identified in the GRI framework. It also served as a useful source to cross check that our stakeholders weren’t forgetting any fundamental issues.

GRI also helped the team identify leaders in nonfinancial disclosure—seeing these examples helped us better understand nonfinancial reporting and frame expectations. Although the framework wasn’t a perfect fit for our industry, it was useful for students to gain experience using this framework, especially as it continues to be recognised as one of the highest standards of nonfinancial disclosure.


(Part 2 will be posted on Thursday)


Student Run Sustainability Events as part of the Core Curriculum – University of Greenwich Business School

Every year the University of Greenwich Business School hosts a full day conference in May which is themed, organised and delivered by the current cohort of full-time Executive MBA students. Unlike many other similar events at other business schools, this one is a key part of the students’ curriculum.

I spoke with Petros Ieromonachou, Head of Systems Management and Strategy and Director of Connected Cities Research Group at the University of Greenwich Business School in the UK, about this student led event.

What is the Executive Business Conference?

For the 13th year running, the University of Greenwich Executive MBA students held a Business Conference to present and discuss global issues/trends and current business topics. To come up with the business conference theme the MBA students brainstormed several ideas concerning today’s business environment. Topics such as sustainability, globalisation and technology frequently appeared as hot topics for discussion. Looking at recent changes in politics such as the proposed Brexit and the US elections, students realised that they are living in an uncertain world that is not easily predictable and changes are becoming more rapid. These changes bear opportunities and threats for businesses and are important considerations for Responsible Leadership. It was important to all MBA students that the business conference theme should evolve around these topics.

How is the event organised?

The event is completely organised by the current cohort of full-time Executive MBA students as well as those studying the second year part-time Executive MBA programme. The students appoint a conference committee, decide on the conference title and theme and organise all of the marketing and logistics over a three-month period. The students also invite and coordinate presenters for the conference as well as develop their own presentations around the topic to be delivered at the event.

How is the event embedded into the curriculum?

The University of Greenwich Business Conference is integrated into the MBA programme as a core component which serves to build on each student’s leadership and professional development. It is a side-event of the Leadership and Professional Development course. Apart from being part of the organising committee, all students in the programme need to present. Students are also expected to provide a written reflective report on their learning and professional development as a result of the experience which is graded.

Tell us about this year’s event

After much thinking, the Greenwich MBA students choose the theme “Shaping business opportunities in a world of uncertainty.” The business conference took place on March 11th 2017 at the University of Greenwich in London. Full and part time Greenwich MBA students as well as guest speakers from industry and academia presented. Keynote speeches were given by Professor Victor Newman – an Industrial Fellow at the University of Greenwich Business School, Chief Innovation Officer at the Milamber Group, and Innovation Adviser to Erisa together with Peter Bonish- Chairman of Kage Strategy.

MBA student presentations topics included: ‘The future of energy markets’, ‘Is there a sustainable future for small charities?’ ‘Is the future sharing?’ and ‘The future of solar energy in Saudi Arabia.’ Most of the MBA students presented a topic that was closely related to their professional career or a business they want to pursue. This gave students an opportunity to put together a professional presentation and present it to academics, professionals, and other students of the business school. Also, during the breaks and the networking event there were opportunities to receive feedback, giving the MBA students different ways of thinking about their business ideas and subjects.

How has the experience been received by the students?

One of the key skills needed by executives is ‘communication’. Together with ‘creativity’ and ‘project management’ the Business conference allows students the opportunity to showcase these abilities in front of a wide audience of business professionals and academics. Layla Mohammad, one of the MBA students reported: “By being a member of the conference committee who organised and co-ordinated the whole event, I watched the MBA students form their ideas, practice weekly and professionally present on the day. It was amazing to see how MBA students that started from thinking they could not put together an interesting topic or present confidently on their own, to delivering some of the most captivating and professionally delivered presentations I have ever experienced.”

Each year students remark on how they have developed as a result of this experience. Often, students remark “I now know what you meant at the induction when you said I would be a different person by the end of the MBA“.

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

Start early, hand over the responsibility for success to the students and provide continuous mentoring and support to help them realise their capacity and skills as well as future responsibilities in the ever-changing world of business.

What’s next for the initiative?

The department and programme leader are considering extending the business conference to other post graduate programmes and organising a faculty wide conference with different break-out sessions focusing on a variety of themes.

A Selection of MOOCs on Sustainability and Ethics for September 2017 (Part 2 of 2)

UNESCO Systems Thinking Course

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 September 2017, listed by topic, from PRME as well as some non-signatory schools. Click here to read Part 1.

Social Impact

Becoming a change maker: Introduction to Social Innovation – This course is for students either in the field of social innovation, working for an organisation that wants to increase its social impact or just starting out. It explores the skills, tools and methodologies that will help. University of Cape Town – Starts September 18

Social Impact Strategy: This course offers an introduction to social impact strategy and social entrepreneurs, including key concepts, an overview of the fields, and tools to get started as a change maker. Students will learn how to innovate and design new ideas, and new organisation forms to implement those ideas. University of Pennsylvania – Starts September 4.

Become a Social Entrepreneur – In this series of courses students will learn how to create societal impact through Social Entrepreneurship. Students work in teams to study a problematic issue to learn more about the source of the problem and develop and idea and business plan around it. Copenhagen Business School – September 4.

Social Enterprise: Growing a Sustainable Business: This course is for anyone who wants to understand how to scale and sustain a social enterprise, how to evaluate and diagnose your current business model, identify your challenges and develop strategies to grow your social enterprise and evaluate its impact . Middlesex University London – Enrol now.

Development and Funding

Financing and Investing in Infrastructure – This course looks at how debt and equity can be used to finance infrastructure investments and how investors approach infrastructure investments. Bocconi – Starts September 4.

Financing for Development: Unlocking Investment Opportunities – This course introduces students to the critical role of the private sector and the use of finance, including innovative solutions to fund the Sustainable Development Goals, to help meet the World Bank Group goals of ending poverty and boosting shared prosperity by 2030. World Bank Group – Enrol anytime.

Development and Humanitarian Action – This course provides students with the analytical skills needed to understand the contexts of development and humanitarian programmes as well as practical skills to apply in the field. Deakin University – Enrol now.

Global Systems Science and Policy – This course explores the main elements of Global Systems Science and how it can inform and model the impact of social, economic, political and environmental policy making taking interdisciplinary approaches and engages citizens. UNESCO – September 4.

Subsistence Marketplaces – This course aims to help students develop an understanding of marketplace activity in the radically different context of subsistence where much of humanity resides and survives, and for them to design solutions that can be implemented by individuals, businesses, and social enterprises through economically, ecologically, and socially sustainable products for subsistence marketplaces. University of Illinois at Urbana-Champaign – Started August 28.

Debt Sustainability Analysis – This course aims to provide a comprehensive overview of debt sustainability analysis and a medium-term debt management strategy framework adopted by the IMF and the World Bank. IMF – Starts October 2.

Gender and Development – This course explores the gendered dimensions of contemporary international and community development and ultimately learn how and why gender is so important. Deakin University – Enrol now.


Unethical Business Making in Organisations – This course explores how strong organisational contexts push good people towards unethical decisions and how to respond to these. University of Lausanne – Starts September 18.

People Studying People: Research Ethics in Society – In this course students will be supported in reflecting on the value of ethical thinking for research and discover an ethical appraisal framework that you can apply to empirical research projects in social science, arts, education and the humanities. University of Leicester – Starts September 18.

EU Ethics – This course covers the relationship of EU law and ethics, both in general, as well as in selected sensitive fields of affirmative action (non-discrimination), surrogacy (rent-a-womb and human dignity) and the current topic of migration. MCI Management Center Innsbruck – Starts November 20, 2017.

Ethical Social Media – This course explores online identify, social media communities and their users and the most common ethical debates relating to them. University of Sydney – Starts September 18.

Military Ethics: An Introduction – This course explores how military professionals are unusual in having the use of lethal force as a central, defining feature of their role, and unique in the level of force that they are authorised to use which places considerable ethical either on military practionners as well as the civilian decision makers who authorise their missions. UNSW Canberra – Starts October 9.

Human Rights – This course explores human rights ideas and practices at the local, national and international levels from a multi-displinary perspective including education, health, law, social work and development work in both the public and private sector. Curtin University – Enrol anytime.

A Selection of MOOCs on Sustainability and Ethics for September 2017 (Part 1 of 2)

UNESCO Systems Thinking Course

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 September 2017, listed by topic, from PRME as well as some non-signatory schools.


Strategy and Sustainability – This course explores how all business must have a strategy to deal with sustainability and, like any strategy, this involves making choices by filtering out the noise and make them in a clear-eyed way. IESE Business School – Started August 28.

Managing Responsibility: Practicing Sustainability Responsibility and Ethics: This course explores the range of issues that managers are increasingly confronted with and how to deal competently with such challenges. University of Manchester – Starts September 4.

Supply Chain Innovation: How Technology Can Create a Sustainable Future – This course focuses on how new technologies can make supply chains more sustainable and learn how to deal with today’s trends. University of Twente – Enrol now.

The Science and Practice of Sustainable Development – This course introduces the origin and key concepts of sustainability and how to apply those to sustainable development practice. University of Queensland – Enrol anytime.

Making an Impact: Sustainability for Professionals – This course covers the basic definitions and history of sustainable development and sustainability in business – from a niche interest to the present day. University of Bath – Starts October 23.

Sustainability through Soccer: Systems-Thinking in Action – This course takes learners on a journey through a progression of systems-thinking and sustainability concepts using the game of soccer as an analogy. University of Virginia – Starts September 4.

Systems Thinking and Complexity – This course addresses the practical problems that arise in social systems in the context of management and public policy at local, regional and global levels. It is problem-oriented, providing you with both the theoretical understanding and practical tools, to find and implement solutions to organisational and social problems. UNESCO – Starts September 4.

Circular Economy An Introduction – This course explores the Circular economy: how business can create value by reusing and recycling products, how designers can come up with amazingly clever solutions and how you students can contribute to make the Circular Economy happen. TU Delft – Enrol anytime.

Environment, cities and climate change

Greening the Economy: Sustainable Cities – This course explores sustainable cities as engines for greening the economy. It connects to key trends in urbanisation, decarbonisation and sustainability. Lund University Starts September 11.

Ecodesign for Cities and Suburbs – This course describes specific solutions to the vexing urban challenges we all face and students can see how these ideas might be applied in their own areas. They focus on the conceptual framework of ecodesign, see real examples and come to understand the tools, processes and techniques for policy development and implementation. University of British Columbia – Enrol anytime.

Global Environmental Management – This course explores the best environmental technologies for a sustainable development and how they are managed in various settings around the world. Technical University of Denmark – Starts September 11.

Climate Change Mitigation in Developing Countries – This course challenges students to consider how one might lift societies out of poverty while also mitigating greenhouse gas emissions and explore the inherent complexity of developing country government wanting to grow their economies in a climate friendly way. University of Cape Town – Starts October 2.

Climate Change – This course explores how climate change will affect us, why we should care about it, and what solutions we can employ. Macquarie University – Starts September 11.

Elements of Renewable Energy – This course explores renewable energy using the four Greek elements as weekly themes: earth (renewable energy sources), air (wind power), fire (solar) and water (hydropower). The Open University – Starts September 11.

Landscape Restoration for Sustainable Development a Business Approach – This course looks at how integrated landscape management and large scale landscape restoration should be in every company’s business strategy in order to reach the Sustainable Development Goal on Land Degradation Neutrality. Erasmus University Rotterdam – Starts 18.

Water Resource Management and Policy –The course explores the main issues and strategies linked to water resource management and understand the many variables (environmental, institutional and political), which affect water and which, in terms of management, may require adjustment. Public University of Geneva – Started August 28.

Engaging Students in the Reporting Process – an example from KU Leuven Faculty of Economics and Business

A number of Sharing Information on Progress reports were recognized at the PRME Global Forum in New York this past July. The nine reports that were highlighted show only a snapshot of all of the interesting approaches to reporting that are coming from the PRME Signatories globally. Another interesting approach comes from KU Leuven Faculty of Economics and Business (KU Leuven FEB) in Belgium. Their report, which was prepared in accordance with the Global Reporting Initiative standards, includes a materiality matrix which was prepared by students across a number of Masters level courses. I spoke with Talia Stough, Sustainability Coordinator at KEB, about this unique approach.

What is your materiality index and why did you decide to do one?

The KU Leuven Faculty of Economics and Management engages in the process of sustainability reporting in accordance with the Global Reporting Initiative (GRI). The GRI standards provide high-level guidance to help organizations identify and prioritize sustainability-related topics for reporting and communicating. Organizations consider their main sustainability impacts and, in dialogue with their stakeholders, prioritize topics onto a materiality matrix. The results can be visualized on a materiality matrix, which displays issues of increasing materiality to the organization on one axis and to stakeholder on the other axis, where the highest priority issues are located in the upper right section of the chart.

How were students engaged in the process?

In-class stakeholder engagement activities were carried out in the courses Corporate Social Responsibility (available to students of: the Masters of Business Administration; Master of Business Engineering; Master of Environment, Health, and Safety Management; and the Master of International Business Economics and Management programs) and the course Strategic Management: Execution and Control (Master of Business Administration) to identify material topics to student stakeholders.

In the course Corporate Social Responsibility, following a lecture on sustainability reporting and the methodology of the GRI and a short overview of the faculty’s sustainability initiatives, students worked in small groups to discuss which sustainability-related topics they considered most important for the faculty (and greater university) to work on. Students were given a simplified list of GRI topics, augmented with education and research-related indicators from AASHE’s STARS criteria. As a small group, they rated each topic as low, medium, or high priority. Each group also identified its top three topics. Afterwards, there was a group discussion with the whole class on which topics were most material and why.

A group of master students have been assigned to work on stakeholder engagement in their course Sustainable Management. This group of students assisted in the in-class engagement exercise in the Corporate Social Responsibility course, were given material from the exercise to analyze, and developed their own extra-curricular engagement.

How was this input used in the materiality index?

The results of the in-class activity were analyzed by the Faculty Sustainability Coordinator as follows: individual group responses were given a score of 1, 2, or 3 to each topic depending on the response of “low materiality”, “medium materiality”, or “high materiality” respectively. Topics were then categorized as low, medium, or high materiality based the weighted average score. One new topic was proposed during the in-class engagement exercise: impact of cafeteria operations. Since we have no other input on the materiality of this topic, we will need to include this topic in future engagement exercises to collect more information on its cumulative importance to stakeholder.

The content from the activity was analyzed by the Sustainable Management students using qualitative content analysis. Although the results of this were not included in the 2016 materiality index but they have been integrated into our 2017 Sustainability Report.

How was it involving students in the reporting process?

The KU Leuven Faculty of Economics and Business embraces the ideology of utilizing the campus as a living laboratory in sustainability integration. While involving students in stakeholder engagement activities and the sustainability reporting process can be a labor-intensive process (students are not yet experts on the GRI or the topics included in the standard), the potential for two-way learning makes the involvement of students worthwhile, especially in the case of stakeholder engagement.

In-class stakeholder engagement exercises ensure the participation of students in sustainability engagement processes. In our experience, voluntary, extracurricular engagement activities are not well attended, so conducting engagement activities in class helps overcome that barrier. It also offers a manner to communicate about the sustainability initiatives to students who may otherwise not become aware of such activities.

In both capacities (students leading and participating in engagement activities), time is always challenging. In the course Sustainable Management, students have one semester to understand a topic (in this case stakeholder engagement), the faculty’s approach to this topic, and to develop and analyze activities. In the case of the in-class engagement activity, after the introductory lecture on sustainability reporting and materiality, there is only one hour remaining for the engagement activity and discussion. The engagement activity is then analyzed and the results are presented by the lecturer at a later class.

Where there any surprises? Anything you would have done differently?

This is our fourth year doing such activities (both the in-class engagement and the use of master students in the reporting process). Each year, we reflect on the successes and room for improvement and adapt the activity. Last year, I was not able to attend the Corporate Social Responsibility course in person, so I created an online survey for students to rank the materiality of topics on their own. This actually produced more interesting cumulative results, and we plan to re-integrate this back into the activity next year. The idea for next year will be to have students rank the materiality of topics online on their own, then in-class have group discussions on ranking these as a group.

Utilizing the master students in the preparation of the sustainability report is something we believe strongly we should do, but many challenges arise. In the past, we broke students into groups based on sections of the report: economic, environmental, social, education, etc. We found that this resulted in an overwhelming assignment for the students and group work that lacked new analysis. Now we focus group work on themes (based on material topics from past materiality prioritization). Before the semester, the sustainability coordinator contacts internal people responsible for data management on the topic to ensure that data will be available for students (in the past is was difficult to ensure students had timely access to the information their requested; some data required quite some time to generate from the SAP). By working on less topics, the depth of the group work has increased.

Any tips for other schools looking to get their students engaged in their reporting process?

Including students in the reporting process can foster fruitful two-way learning. Students bring energy and fresh perspective into sustainability reporting. One semester is a relatively short timeframe for students to become familiar with the reporting process, the GRI standards, the topic they are working on (e.g. stakeholder engagement, diversity in the workforce, environmental performance, sustainable purchasing, etc.), and to then make a new contribution to the reporting process. This means that there is a relatively high time input for the sustainability coordinator, but limited useable output for the sustainability report. Another option, that we will be exploring more in the future, is the use of master thesis on topics in the sustainability report. This would allow a longer timeframe for a student to go more in depth into a topic, but limits the number of students involved.

What has been the impact of the index?

Based on previous year’s in-class engagement activities, it was identified that students highly prioritize anti-discrimination because there were incidents of students feeling uncomfortable/discriminated against. However, there were very low rates of reporting such incidents. Therefore, based on the in-class engagement activities, we know there is a gap in student experience and formal procedures to report and document discrimination.

Based on the 2017 in-class engagement activity, the topic of: impact of cafeteria operations was identified as a unique topic. This is in line with a common trend we find in that students (and staff) tend to give more priority to tangible topics that they often come in contact with (e.g. paper, heating of the buildings, etc.).

What’s next?

What’s next is the preparation of the Faculty’s 2017 sustainability report (intended to be completed and published online September 2017). Next year, we will open the topic of stakeholder engagement for sustainability at the faculty up as a master thesis topic for our students (max. 2) to work on. We will continue to keep our eye on gender balance based on the high priority this topic receives from the organization (our own gender policy) and student and staff stakeholders. We will continue to use the sustainability reporting process (including stakeholder engagement activities) as a living laboratory activity and include students in this activity. Eventually, we would like to incorporate external stakeholder input in the future, but this remains a challenging task to approach in a systematic and meaningful way. We would also like to engage with other reporting higher education institutions to share experiences with reporting and using the reporting process as a living laboratory activity.

Sustainable Business Examples from Around the World – Poland, Australia and Colombia

As businesses become 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 Poland, Australia and Colombia

Anna Szelagowska, Warsaw School of Economics, Poland

IZODOM 2000 POLSKA Sp. z o.o.– the Polish company has specialised in developing new solutions for quick erection of energy efficient buildings. The Izodom products are widely used in modern passive and low-energy houses, greatly reducing the consumption of fossil fuels. Proprietary, legally protected solutions applied in the Izodom forms cause that their technology is perceived as one of the most advanced in Europe.

SOLARIS Bus & Coach SA – the Polish company is a major European producer of city, intercity and special-purpose buses as well as low-floor trams. Since the start of production in 1996, over 15 000 vehicles have already left the factory in Bolechowo near Poznań. They are running in 31 countries. Despite its young age, Solaris has become one of the trendsetting companies in its industry.

SEEDiA – the Polish start-up creating eco-friendly products powered by renewable energy sources. Their solar benches, stands and other products utilize the energy they gather for charging mobile devices (with USB ports and wireless chargers), Wi-Fi hotspots, heated seats, radio, LEDs and paper screens. Their furniture is being used in public spaces, shopping centres, airports and hotels.


Michaela Rankin, Monash Business School, Australia

Kindling is a fashion design company based in Melbourne who have their garments made in Vietnam. They adopt a sustainable and ethical approach to clothing manufacture and production. “All of our clothing is made carefully and skillfully by professional seamstresses we know personally in Vietnam. Each piece is cut then sewn by one person from beginning to end. While this may not be the fastest way to do things, it does mean that there is a certain hand finished quality and attention to detail across the whole garment and we feel this is worth paying extra and waiting longer for.”

Crepes for Change’ was started by a student at Monash University. It is a crepes food truck company that is run by volunteers. Profits go towards helping alleviate homelessness in Melbourne.

 eWater Systems is an Australian owned company that supplies electrolysis units to generate simple, sustainable and highly effective alternatives to harmful packaged chemical cleaners and sanitisers. They are registered as a B Corp.

Maria Alejandra Gonzalez-Preez, EAFIT, Columbia

EPM is a provider of water, natural gas and energy in Colombia and has made sustainability a core part of their strategy. They were previously aligning their policies with the Millenium Development Goals and now with the Sustainabile Development Goals and have campaigns to engage the public and their customers in these issues. As part of that strategy they also joined the United Nations Global Compact.

Grupo Sura works in investment banking, asset management and insurance services internationally. They too are members of the Global Compact are are on the Dow Jones Sustainability Indices, the main index provider for companies performance evaluation that ocnsiders economic, enviornmental and social aspects.

ISA is an electric utility company also headquartered here. They aim to be as transparent as possible and have several programmes focused on stakeholders and contributing to the development of the societies in which they operate.

Reporting on the SDGs – A Visual Tour of Different Approaches (Part 2 of 2)

Signatories are increasingly reporting on their efforts in relation to the SDGs in their Sharing Information on Progress Reports (SIP). Although we are still in the early stages of reporting on the SDGs within management education, there are already several schools that are exploring a range of approaches for their whole reports or parts. Here is a two part, visual tour of how Signatories are reporting on the SDGs. (Click here to see Part 1 of 2)

7. Create a guide to easily identify which initiatives a school is doing in relation to each Goal. Externado University Management Faculty

includes a table of contents in their SIP report that links the whole report to the SDGs.

8. Reporting on audits and current status. Slippery Rock University of Pennsylvania used the SDGs to benchmark the coverage of sustainability topics within the business programme.

9. The University of Wollongong in Australia published a chart that represents the % of faculty research grouped by SDG.

10. Reporting on goals moving forwards: SKEMA Business School (France) has included a section at the end of their report that focuses in on how they are currently working on the 17 SDGs and what remains to be achieved

11. Connecting the SDGs to your campus and operations. Hanken School of Economics (Finland), reports on how the SDGs relate to activities that are happening within their campus.

12. Highlight specific initiatives relating to the SDGs. Several schools highlight specific initiatives throughout their report that focus on and impact the SDGs including Kemmy Business School.

%d bloggers like this: