«Contents Contents Foreword Introduction Executive Summary 1. Initiatives for Each Principle Principle 1 Principle 2 Principle 3 Principle 4 ...»
1. Initiatives for Each Principle
2. Suggestions/Recommendations on PRME Implementation
4. Appendix I. Recommendations on SIP Reporting
5. Appendix II. List of Organizations
Sharing Information on Progress (SIP) A World of Inspiration 1st Analysis Report (Activities 2008 – June 2010) Lead Author Jose Manuel Alcaraz, Research Director, Barna Business School Additional input from Manuel Escudero, Jonas Haertle and Lisle Ferreira from the PRME Secretariat and the UN Global Compact Office, and numerous faculty members across Barna Business School is greatly appreciated.
We would also like to thank all the PRME early SIP reporters.
http://www.unprme.org/index.php http://www.youtube.com/watch?v=yiXZMvtbUPE Foreword "With this publication we would like to show how the efforts of so many business schools are bearing fruitin terms of progress based on the framework provided by the UN PRME principles.
We are now on the threshold of a radical change in business education, demanded by globalization, the IT revolution and the governance gaps, in a world where business has gained power and where society demands that corporations become part of the solution, rather than part of the problem.
In this time, when PRME is becoming a global platform for all those who are rethinking the future of business education, we are firmly committed to creating a learning community of schools which inspire each other in this much needed change - in the underlying philosophy, curricula and learning frameworks of business education.
The publication "PRME, Sharing Information on Progress: A World of Inspiration", authored by Jose Manuel Alcaraz, of Barna Business School, is a pioneering publication, where the progress achieved by the first intake of schools reporting on their activities is abundantly and accurately portrayed.
We would like to encourage publications like this one. This first step in the analysis of progress through reporting should be followed in the future by new publications where a cohort of committed professors will analyze, on an on-going basis, the ever increasing pool of PRME experiences, as captured by the Sharing Information on Progress reports. This crucial analytical work will disseminate, to the PRME community and beyond, accessible knowledge on the new ways by which business educators are striving to update the education of future leaders and professionals, suited for the corporation of the 21st century."
Manuel Escudero, Head, PRME SecretariatJune 2010Introduction
“To get to the bottom of the recent wave of corporate scandals, start with what is being taught in business schools”, affirmed Sumantra Ghoshal, a well recognized researcher in management1. Corporate responsibility and sustainability have certainly entered but not yet become embedded in the mainstream of business-related education.
The Principles for Responsible Management Education (PRME), supported by the United Nations, is a global platform and an urgent call for business schools and universities worldwide to fill that gap - and gradually adapt their curricula, research, teaching methodologies and institutional strategies to the new business challenges and opportunities2.
At the time of writing this report, PRME has been adopted by more than 300 institutions.
Those principles are:
Principle 1 Purpose: We will develop the capabilities of students to be future generators of sustainable value for business and society at large and to work for an inclusive and sustainable global economy.
Principle 2 Values: We will incorporate into our academic activities and curricula the values of global social responsibility as portrayed in international initiatives such as the United Nations Global Compact.
Principle 3 Method: We will create educational frameworks, materials, processes and environments that enable effective learning experiences for responsible leadership.
Principle 4 Research: We will engage in conceptual and empirical research that advances our understanding about the role, dynamics, and impact of corporations in the creation of sustainable social, environmental and economic value.
Ghoshal, S. (2005). Bad Management Theories Are Destroying Good Management Practices. Academy of Management Learning & Education, 2005. Vol 4, No 1, 75-91.
The PRME initiative is in significant part the result of the efforts led by the UN, AACSB International, EFMD, the Aspen Institute’s Business and Society Program, EABIS, GMAC, GRLI, Net Impact, and other institutions. These organizations have conducted some of the major learning and educational initiatives on responsible management worldwide. The PRME project consolidates, frames and gives new momentum to this joint initiative, framing it entirely by internationally accepted values such as those portrayed in the United Nations’ Global Compact on Human Rights, Labour, Environment and Anti-corruption.
Principle 5 Partnership: We will interact with managers of business corporations to extend our knowledge of their challenges in meeting social and environmental responsibilities and to explore jointly effective approaches to meeting these challenges.
Principle 6 Dialogue: We will facilitate and support dialog and debate among educators, business, government, consumers, media, civil society organizations and other interested groups and stakeholders on critical issues related to global social responsibility and sustainability.
We understand that our own organizational practices should serve as examples of the values and attitudes we convey to our students.
Sharing Information on Progress reports (SIPs) are the crucial building block for credibility and peer learning within the PRME initiative. Signatories in PRME need to share information on their progress every 18 months. This report aims to describe some of the most significant initiatives taken by 44 institutions that became PRME signatories before 31st December 2008 (and, as such, shared their progress before June 2010).
This 1st SIP Analysis Report has a descriptive, not prescriptive, purpose and aims to throw some light on questions such as: Which have been the main actions taken on each of the six principles? What can we learn from them? What have been some of the most creative, brave and inspiring initiatives?" NOTES: In this report the expressions “Responsibility” and “Responsible Management” have been used in a wide sense, aiming to encompass diverse terms such as sustainable development, corporate social responsibility, environmentalism, ethical behaviour, etc. That is, business practices that aim to create environmental and social (as well as economic) value. Also, the references to the PRME signatories aim to illustrate or mention (some of the) organizations that have invested significant efforts or achieved results with regard to the principles described, according to their SIPs.
Executive Summary The following have been some of the most representative initiatives taken by PRME signatories for each principle.
Principle 1 PRME signatories have engaged in diverse activities to facilitate the development of Responsible Managers. Many have started assessing awareness on Responsibility issues among faculty members in the different disciplines. Possibilities regarding the implementation of ethical, sustainability and CSR-related themes within organizational, teaching & research activities of faculty members have been assessed. These have included the establishment of PRME-related internal taskforces and committees, widening the presence of sustainability experts on external supervisory boards, creating new research centers and aligning current ones with a Responsible Management agenda, offering faculty development workshops on Responsible Management, participating in the activities of PRME co-conveners, and all kinds of ‘greening the campus” activities - or consolidating the campus as a physical space that resonates with the new ethical imperatives promoted.
Principle 2 PRME signatories have taken diverse efforts to try to embed Responsibility values in the curricula and academic activities. Some have gone through thorough analysis of the current academic offerings to determine “where are we now, where can we start and where should we be heading to in the near future”, on the inclusion of Responsibility contents in the programs already offered or those to be offered. Most of the business schools have simply included more Responsibility topics in the existing courses (undergraduate, graduate and PhD), while a few signatories have created completely new program offerings (concentrations, certificates or courses). Events across the campus have been common, from student-orientation events to conferences, alumni events, etc., often organized by students themselves. Also, diverse business schools have undertaken specific activities to create visibility for the PRME principles, the UN Global Compact or the UN Millennium Goals.
Principle 3 Overall, PRME signatories have reported using a variety of teaching initiatives to go beyond classroom lectures, guest speakers and case studies, in an effort to incorporate more experiential and engaging learning approaches. These have included service learning, field research projects and visits, roundtable discussions co-organized by students, case study writing, local and global competitions, business games and simulations, out-door and physically-based experiences, journalism, faculty co-teaching, teaching workshops coorganized with students, film screenings with debates and panel discussions, self-evaluation exercises on responsibility issues, on-line blogs and Internet communities (the so-called “Web 2.0” tools), resource collections, etc. PRME signatories are using diverse methodologies to generate critical learning environments that produce deep learning and touch the lives of business students - that is, to impact the way they think, act and feel Principle 4 PRME signatories have been involved in diverse initiatives to support, encourage or initiate research on Responsible Management-related topics. These have involved faculty and student-based efforts, such as aligning current research centers, or even creating new ones, with research on PRME topics; creating multidisciplinary research teams to understand pressing issues (such as business and climate change); participating in national and international research networks; competing for grants with PRME-related proposals;
involving students in field research; offering regular faculty seminars, etc. Ultimately, this has resulted in the production of publications on a broad range of topics that have appeared both in the popular press and, mostly, in diverse peer-reviewed journals - a few of them of new creation.
Principle 5 Among the diverse partnership initiatives developed by PRME signatories were: Industry professionals with expertise in sustainability were appointed to university governance bodies; Partnerships with CSR-related centers and networks have been reinforced;
Collaborations with firm departments dealing with CSR have been established; Clubs, associations and institutes have been created; Executive education, consultancy and incompany programs with significant contents on Responsibility have been delivered; Forums, workshops, working-breakfasts, round-tables with executives (often, alumni) have been widely offered.
Principle 6 Beyond the interactions with business managers, PRME signatories have been engaged in all kinds of events to foster dialogue with multiple stakeholders (forums, multi-sectorial meetings, mini-labs, round-tables, panel discussions, symposiums, etc.). They have also closely collaborated with governments, regional networks, commercial, industrial and agricultural associations, trade unions, NGOs, watchdog organizations, media organizations, etc.
1. Initiatives for Each Principle Principle 1 Purpose: We will develop the capabilities of students to be future generators of sustainable value for business and society at large and to work for an inclusive and sustainable global economy.
Overview PRME signatories have engaged in diverse activities to facilitate the development of Responsible Managers. Many have started assessing awareness on Responsibility issues among faculty members in the different disciplines. Furthermore, possibilities regarding the implementation of ethical, sustainability and CSR-related themes within organizational, teaching and research activities of faculty members have been assessed. These have included the establishment of PRME-related internal taskforces and committees, widening the presence of sustainability experts on external supervisory boards, creating new research centers and aligning current ones with a Responsible Management agenda, offering faculty development workshops on Responsible Management, participating in the activities of PRME co-conveners, and all kind of “greening the campus” activities - or consolidating the campus as a physical space that resonates with the new ethical imperatives promoted.
Establishing PRME-related internal taskforces and committees Several PRME signatories have set up specific taskforces and multi-department committees from various disciplines to help establish the foundation and directions for PRME in the institution. In some occasions a specialized coordinator has been recruited for this purpose to make CSR the strategic orientation of the institution. Some of these taskforces have also undergone wide implementation beyond the business school (e.g. Pforzheim has done so at the Business School, the School of Design and the School of Engineering). A few organizations have also appointed specialized staff to act as representatives for all university issues related to ethics. Diverse schools have started by using user-friendly but precise questionnaires to assess the awareness of ethical, sustainability and CSR-related themes among faculty members, and to brainstorm on implementation possibilities (e.g. European Business School). Accordingly, diverse organizations have drafted short and long-term plans involving all the departments (e.g., Marketing, Finance, HR, Logistics) establishing also welldefined progress indicators to monitor PRME efforts (e.g. La Trobe GSM).