Creating Students Passionate about Social Responsibility – Lomonosov Moscow State University (Part 2)
16 November 2015 Leave a comment
One of the main requirements for putting in place successful programmes that really engage students in sustainability is a passionate team of enthusiastic individuals. Lomonosov Moscow State University Business School in Moscow, Russia definitely has that. The result has been a range of different programmes that aim to involve students in a number of social projects throughout their undergraduate degrees.
I spoke with Natalia Bukhshtaber, Associate Dean for Academic Programmes and International Affairs, Natalia Sharabarina, Director of Social Education and Nina Koryakina, Supervisor of Social Education Programmes about their initiatives, in particular the Diary for Social Responsibility, and the impact this has had on their students.
What is the Diary of Social Responsibility?
Diary of Social Responsibility is an initiative we started a year ago and it has grown into a more comprehensive project. We realised that there was a need to address social responsibility issues earlier in the programme, during the first and the second years of study, since our Business Ethics and CSR courses are introduced during the third year. Two years ago we started a volunteering project for first year students and the Social Responsibility Diary for second year students.
The Diary of Social Responsibility course focuses on individual social responsibility, the importance of individual values, and corporate philanthropy, aspects that we consider prerequisite to our Business Ethics and CSR courses. Within this initiative, the students learn from and meet with a variety of charity foundations. They complete a number of Small Action projects with these groups to gain experience on implementing social projects. They are then prompted to reflect and discuss the experience in small group and one-on-one setting and to write about them in a Diary.
How did the course come about?
In our initial talks with the students, we encountered a number of stereotypes we wanted to challenge. These included:
- Social responsibility is for ‘special people’ like social workers, religious workers, etc. I am not one of these; therefore, why should I be involved?
- Volunteering is for people who have plenty of spare time. I am not one of these; therefore, why should I be involved?
- Philanthropy is for rich people or celebrities who have plenty of spare money. I am not one of these; therefore, why should I be involved?
- Social projects mean a personal encounter with dying children or deformed elderly or someone like this. It will clearly be a traumatic experience, and I don’t welcome it.
Most of these stereotypes were due to the fact that, despite media coverage of social initiatives, many of our students had not had any exposure of social projects. We realised that the exposure had to be limited so we came up with Small Actions strategy, providing small groups of students with clear, realistic, measurable tasks, so they would see that, once you become socially responsible (or, you become aware of social responsibility), you can always find ways to practice social responsibility, and even small deeds can make a big difference.
What do the students put in their diary?
The original idea was for them to reflect on every event they participated in. This proved a bit difficult for a number of reasons. Firstly, journaling in general is not common in Russia. This year, in planning our new course (which is now required), we decided to ask the students to make presentations based on their reflections.
Personal discussions proved to be more informative than writing in diaries, either one-on-one or in small groups. During these, we discussed how their perspective on socially meaningful projects, volunteering, philanthropy, and NGOs was changing. We saw that some of their former assumptions were challenged and revisited.
What have been some insights from this initiative?
One of the interesting discoveries was that the students’ attitude toward social responsibility did not correlate with their academic achievement and education background. Some of our students who were not doing well academically became our ‘heroes’ and we saw a totally different side of them. Some of the people who had discipline issues took their Small Actions very seriously.
The biggest outcome of the project, perhaps, was the students’ initiative to do something bigger and on our own. Once they got engaged in Small Actions, the main question they had was “Can we do something bigger?” We ended up organising our very first Charity Gala to benefit one of the foundations we were cooperating with in the project. The second year students who were the core team and they really took charge of the event. At the end of the Gala, we raised over 330,000 RUB (nearly 5,500 Euros) for an elderly home in the Tambov Region. At the end of the year, when we asked for students’ feedback about the academic year (our regular practice), quite a few responses were, “We are incredibly proud that we were part of the Charity Gala and we hope the work will continue.”
What advice do you have for other schools interested in putting in place something similar?
You have to believe in social responsibility and practice it yourself rather than try to reproduce something that worked somewhere else. Every student body is unique and you need to find something that will truly resonate with your student community. However, do not be afraid to try something that is totally new. When we were starting, the core team got together and we said, “We may make all the possible mistakes we can make here but we are going to learn from that and make it better next year.”
Secondly, we saw the benefits of the Small Actions approach. In a situation where students had never participated in anything of the sort, most of them felt insecure and hesitant to try. The point is not to scare them off but suggest something that looks like fun and something they would be willing to try.
Thirdly, keep praising your students. Find ways to let your student body know of the special things that were done by their fellow students and even letting the parents know.
Fourthly, you need to find dedicated people among your faculty and staff who would really take this to heart. Do not ‘assign’ it to someone who does not really grasp the essence of what you are doing or is reluctant to be involved. See who of those supervising the project will be in charge of the ‘PR part’ of it. Proper and effective communication with the student body, other faculty and staff, and the third parties involved is crucial. You don’t want to alienate people or confront them (even if you want to challenge some of their assumptions), you want understanding and cooperation. Find the person on the team who is a good (great would be better) motivational speaker.
What are some initiatives happening at Lomonosov that you are particularly proud of in the area of PRME/Sustainability/Responsible Management?
The Ostafyevo Volunteering Initiative. Ostafyevo is a museum housed in a historical mansion in the suburbs of Moscow. Due to lack of media attention and effective PR practices, the museum had very low visibility, it was known mostly to the people of the local community. Our school started a volunteering project where, once a month, students go to the museum to help with a range of tasks (cleaning, sweeping the park, etc.) and to learn more about the museum. The students organise a special event to promote the museum (a concert, a photo contest, etc.) and at the end of the year student teams present business ideas that would help increase the museum’s visibility and attract sponsors, while not compromising the museum’s values and the mansion’s environment.
For more on Lomonosov Moscow State University Business School’s approach to sustainability and responsible management click here.