Embed Size (px)
Citation preview
Accreditation Council for Business Schools and Programs (ACBSP)
Social Responsibility of Business Schools
Region 8 East Meeting and Accreditation Case Study Seminar
March 13, 2014
Ulaanbaatar, Mongolia
2
Introducing Douglas Viehland
Mr. Douglas Viehland, CAE Executive Director Accreditation Council for Business
Schools and Programs 11520 West 119th Street Overland Park, Kansas 66213 USA phone: 913-339-9356 [email protected]
Not One Presentation…Six Presentations
Accreditation Council for Business Schools and Programs (ACBSP)
Each presentation and more available for download on
ACBSP website devoted to 2013 Annual Conference.
http://www.acbsp.org/?page=conf_2013_postconf
Teaching Sustainability
and Corporate Responsibility
at Salt Lake Community College
By Jeanne Westgard
For
The Accreditation Council for Business Schools and Programs (ACBSP) June 21-24, 2013
Salt Lake City, Utah 5/21/2013 1
Changing Expectations
Green Economy Initiative The United Nations Environmental Program (UNEP) developed a working definition of a green economy as one that results in improved human well-being and social equity, while significantly reduced environmental risks and ecological scarcities. Sustainable Development • Long-Range Decision-Making The Brundtland Report (1987) defined sustainability as “development which meets the needs of the present without compromising the ability of future generations to meet their own needs.” • Triple Bottom Line It is generally accepted that sustainable development calls for a convergence between the three pillars of economic development, social equity, and environmental protection.
5/21/2013 2
Meeting the Needs
• Responsible managers take actions that are in the area of discretionary interests even though the connection with profits are remote. These actions are voluntary and are traditionally considered to be in the category of ‘good deeds’.
• As a citizen of the local and global community the responsible corporation is held to a higher standard.
• There is a need for business schools to teach students how to inclusively
manage these new demands.
• To address these needs, Sustainability and Corporate Responsibility are taught in the classroom at the School of Business, Salt Lake Community College.
5/21/2013 3
BUS 1050 Foundations of Business Thought
“A Written Word is the Choicest of Relics”.
- Francis Bacon (1561 – 1626)
Text: Boardman, Sandomir and Sondak. Foundations of Business Thought Course Description Historical, sociological and philosophical overview of the fundamental aspects of business. Topics include:
• Business in a world in change, • Socioeconomics [and political change ] • Human factor • Ethics in the workplace • Social responsibility • Local and global market
5/21/2013 4
Corporate [Social] Responsibility (CSR)
Morrell Heald (1957) Management’s Responsibility to Society: The Growth of an Idea Corporate Conscience Moral Capitalism Backgound History of CSR The Business Case against CSR The Business Case for CSR Legitimacy ‘Who is responsible?’ ‘ For what are they responsible?’ Readings ‘corporate personhood’ Robert L Heilbroner, Controlling the Corporation
5/21/2013 18
Source: Adapted from Archie B. Carroll (1991), The Pyramid of Corporate Social Responsibility, and The World Business Council for Sustainable Development (pyramid.gif)
Corporate [Social] Responsibility Debate
The Case Against Corporate Responsibility Competing claims
• Fiscal, legal, ethical, and discretionary spending
Competitive Disadvantage • Cost
Competence • Responsibility for public policy (public goods)
Fairness • Domination by the Corporation determination of the public will
Legitimacy • Government or Governance model
5/21/2013 19
The Case For Corporate Responsibility Change in Public Expectations • Citizenship (local/global) Competitive Advantage • Enlightened Self-interest Balance of power • Stakeholders Avoidance of governmental intervention • Self-regulation Source: Adapted from N Craig Smith, Arguments For and Against Corporate Social Responsibility. Excerpted from Morality and The Market (New York: Routledge, 1990), pp. 69-76
Teaching Sustainability and Corporate Responsibility at Salt Lake Community College
In-class Assignment Peers Teaching Peers Collaborative Learning BUS 1050 Foundations of Business Thought course at Salt Lake Community College incorporates both Sustainability and CSR concepts as taught to students in the classroom. Students were separated into four groups asked to read and interpret peer reviewed articles and in a Peer Teaching Peer assignment, present their article to the other students in the classroom. Then the students were asked to utilize their article in an analysis of a case study. A formal paper was created to present their findings for a grade. These assignments provide an assessment of the student understands of responsible leadership as applied to sustainable and corporate responsibility. Analysis of Case Studies • Hershey • Chiquita 5/21/2013 21
Malone University Laura Foote and Jamillee Krob
ACBSP Region 4 Representatives
2013 ACBSP Annual Conference Salt Lake City, Utah — June 21-24
Teaching Sustainability and Corporate Social Responsibility
through Service Learning Projects
Teaching Sustainability and Corporate Social Responsibility through
Service Learning Projects
• Corporate Social Responsibility • Service Learning
– What – Why – How
Corporate Social Responsibility
• “… economic, legal, ethical, and discretionary expectations that society has of organizations at a given point in time” (Carroll & Buchholtz, 2003, p. 36)
• Discretionary responsibilities – society's expectation that
organizations be good citizens.
Carroll’s Ethical Model
• Corporate Citizenship – Actively engaging in
acts or programs to promote human welfare or goodwill
– Improve reputations, encourage loyalty and innovation while reducing risk exposure
Education: Sustainability and Corporate Social Responsibility
Management education can • be an important source of new ideas for shifting
toward an integrated business approach
• help to develop a culture that embraces sustainability
• foster corporate social responsibility through the integration of Service Learning
(D’Amato, Henderson, & Florence, 2009)
Service Learning - What
“. . . a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development”
(McCarthy & Tucker, 2002, p. 630 )
Service Learning - Why
Benefits • development of managerial skills • increased sensitivity to moral issues • improved critical thinking • increased motivation • learning ethical corporate citizenship
( McCarthy & Tucker, 2002; Dumas, 2002).
Service Learning Programs- Why
Mission • The primary mission of Service-Learning
Programs (S-LP) is to engage students in experiences that address human and community needs together with structured opportunities for reflection intentionally designed to promote student learning and development.
© Council for the Advancement of Standards in Higher Education 4, 2011
Service Learning - Why
Aligns with the MMP student learning outcomes:
• Students are given “structured opportunities intentionally designed to promote student learning and development.”
• Students are given the opportunity to “develop
managerial skills, increase sensitivity to moral issues, improve critical thinking, and increase motivation.”
© Council for the Advancement of Standards in Higher Education 4, 2011
Service Learning Touch Points
• Orientation • First Course - Principles of Management and
Leadership • Second Course – Business Communication • Third Course – Personal Values and Business
Ethics • Primary Instructor updates
Expectations of Cohort
• Each cohort selects a project(s) • All members participate • Project involves helping a non-profit
organization • Selection of Service Learning Coordinator
(ground cohort only)
Expectations of Student
• Each student participates a minimum of 4 hours
• Project must be completed before the last course
• All students participate in group speech • All students write a reflection paper
Estimated Time Requirement
Primary Instructor Time Student
Coordinator (Ground classes only)
Time Students Time
Prepare Introductory Lecture
2 hrs. Finalize project 2 hrs. Participate
in SL Project Selection
1hr.
Administration 2 hrs. Administration 4 hrs.
SL Project Participation
(optional) 4 hrs.
SL Project Participation
4 hrs. SL Project
Participation
4 hrs.
Review Reflection Papers
4 hrs. Assignments 4-6 hrs. Assignments
4-6 hrs.
Total 12 hrs. Total 18 -20 Total 9 - 10
Group Service Project Speech
• A. History of the Organization • B. How the Organization Serves the Community • C. The Service Project
– If groups divided, each group presents each point – If one project completed, groups take one point
Online Group Service Project Power Point Presentation
• A. History of the Organization • B. How the Organization Serves the
Community • C. The Service Project
Reflection Paper • Discuss how project supported school mission • Discuss how school mission supported project • Discuss how project supported and enhanced
educational experience • Discuss impact on organization, people involved with
the organization • Discuss how project will impact further service • Discuss impact on Christian values
BUILDING SUSTAINABILITY INTO THE BUSINESS CURRICULUM
2013 ACBSP Annual Conference Salt Lake City, Utah David Culp, John Golden, and Anna Lusher Slippery Rock University of Pennsylvania
SLIPPERY ROCK UNIVERSITY OF PENNSYLVANIA
¢ One of the 14 universities in the Pennsylvania State System of Higher Education (PASSHE)
¢ Located in rural Western Pa with approximately 8,500 students
¢ Recently named one of 322 most environmentally responsible colleges in the U.S. and Canada by the Princeton Review for the fourth consecutive year.
¢ Silver STARS status from the Association of Sustainability in Higher Education (ASSHE)
¢ Environmental movement? ¢ Social movement? ¢ Lifestyle? ¢ Business strategy? ¢ Philosophy? ¢ Image? ¢ Perception on climate change? ¢ Governmental responsibility? ¢ Other?
“Sustainability”-- what is it?
The word “sustainability” has become almost ubiquitous and yet it is very difficult to articulate a consensus meaning. Acken & Bingham, (2011)
Nook Book By Carey Tinsley (2012)
SUSTAINABILITY CONCEPTS
Sustainability
Corporate accountability Corporate social
performance
Corporate citizenship
Corporate Social
Responsibility
Corporate greening
People, planet, profit Green
organization/ workplace
Organizational sustainability
Going green/ greening
Eco-friendly
Eco-initiatives
Eco-efficiency
Golden and Clark (2012)
BUSINESSES TODAY Focus on: ¢ Sustainability Theory
¢ Sustainability Practices
Savitz and Weber (2006)
But sustainability is also a lifestyle.
SO………….. ¢ How do we teach sustainability to our students?
¢ How can our students learn sustainable lifestyle
skills? ¢ How can we assure that our graduates will
understand sustainability theories and practices. ¢ How do we build sustainability into the business
curriculum?
¢ How can business programs help in the building of a campus culture of sustainability?
THE NCHERM 6-P MODEL FOR CAMPUS CULTURE CHANGE
¢ People
¢ Practices
¢ Policies
¢ Procedures
¢ Protocols
¢ Programming
“Culture does not merely exist. It is formed and forged, and it can be shaped and reshaped.” Brett A. Sokolow (2007)
SOME TRADITIONAL METHODS
>Top Down…….
¢ “ACUPCC [American College and University Presidents’ Climate Commitment ]uses a top-down approach: Get the president of the institution to commit to ensure that climate and sustainability are seen as institutional priorities, rather than a passing grassroots philosophy.”
Reibstein and Brylinski, (2013)
SOME TRADITIONAL METHODS
> Bottom up……. ¢ “The convocation [Convocation of Students Working With
Sustainability Coordinators] brings together students and sustainability coordinators, staff, faculty and leaders of different institutions, it promotes coordination of efforts, boosts information-sharing, and synergizes independent efforts.”
Reibstein and Brylinski (2013)
SUSTAINABILITY AT SRU – TOP DOWN
¢ Academic Sustainability Programs ¢ President’s Commission on Sustainability ¢ President’s Climate Commitment ¢ STARS Report ¢ Greenhouse Gas Inventory ¢ Energy Conservation Policy ¢ Strategic Plan Trend 5 ¢ Macoskey Center for Sustainable Systems ¢ McKeaver Environmental Education Center ¢ Sustainable Enterprise Accelerator (SEA) ¢ Green Fund Grants
SUSTAINABILITY AT SRU – BOTTOM UP Green Clubs v Students for Sustainability v Rotoract v Enactus v Environmental Geosciences Society v Park Ranger Society v SR Slow Food Co-Curricular Activities v Recyclemania v Dump-and-Run v Earth Day Activities v Green Bike Initiative
SUSTAINABILITY AT SRU – BOTTOM UP Academic Sustainability Programs ¢ Undergraduate v Geography (BS) – Track in Environmental Studies v Geography (BS) – Track in Environmental Society v Park & Resource Management (BS) – Professional Studies v Park & Resource Management (BS) – Track in Environmental
Education/Interpretation v Sustainable Management (BSBA) – Major/Minor (2012) ¢ Graduate v Park and Resource Management (MS) v Environmental Education (Med) v Sustainable Systems (MS) – dropped 2012
A MATRIX MODEL FOR PROGRAM DEVELOPMENT ADAPTED FROM RUSINKO (2010)
Focus Delivery Narrow
(Discipline Specific)
I. Integrate sustainability into existing courses
II. Create new discipline-specific sustainability based courses
Co-curricular Options
clubs, competitions, displays, field trips, speakers, service activities, common experiences
Broad (Cross-
Disciplinary)
III. Integrate sustainability into common core requirements
IV. Create new cross-disciplinary programs
QUADRANT I – INTEGRATE SUSTAINABILITY WITHIN EXISTING COURSES ¢ Adding sustainability concepts may be as simple
as identify topics already covered in the course as sustainability topics.
¢ Ethical decision making, corporate social
responsibility, diversity and inclusion, and fair treatment of employees all fall under the 3Ps.
¢ Adding a new topic, case, module, or project
involves more knowledge and time. Viswanathan (2012); Rusinko (2010); Rusinko & Sarma (2009); Scott and Gough (2006)
ACCOUNTING PROFESSION’S PERSPECTIVE ON SUSTAINABILITY v 2012, KPMG identified ten global sustainability “megaforces” that
drive corporate responsibility reporting.
v An E&Y survey found an increase in sustainability reporting. Sustainability information influences a company‘s triple bottom line.
v A PWC 2011 study of 120 initial public offerings (IPOs) found sustainability disclosures included in 84 % of the IPOs.
v Sustainability leaders had better stock performance, lower volatility, and improved return on assets (ROA) and return on equity (ROE).
v Dow Jones Sustainability Indexes (DJSI) reports on companies’ social, ethical and environmental performance as part of the rating process.
Lusher (2012)
¢ Explores emerging issues in Accounting ¢ Students research the origin and development of
sustainability ¢ Identify related emerging issues and trends ¢ Review accounting profession’s perspective on
sustainability ¢ Present findings ¢ Engage in panel discussions and debates to enhance
understanding of the issues
EXAMPLE – ACCOUNTING SEMINAR
QUADRANT II – CREATE NEW DISCIPLINE-SPECIFIC SUSTAINABILITY BASED COURSES ¢ Sustainability now has its own identity and the
entire course is developed around the concept. ¢ The person teaching the course is a likely
“champion of sustainability” in the discipline. ¢ Examples: v MGMT 370 Sustainable Entrepreneurship and Innovation v MGMT 459 Sustainable Business Consulting v ECON 315 Economics of Sustainable Development v MGMT 449 Sustainable Management Internship
Rusinko (2010); Rusinko & Sarma (2009)
QUADRANT III – INTEGRATE SUSTAINABILITY INTO COMMON CORE REQUIREMENTS
¢Core Business Courses v Econ 202 Microeconomic Principles v Fin 304 Issues in Global Business v Mgmt 351 Organizational Behavior v Mrkt 330 Principles of Marketing
QUADRANT IV – NEW CROSS-DISCIPLINE PROGRAM
Sustainable Management Major (fall 2013)
Common Business Core 39 credit hours
Outside Department Requirements: (3 cr. math, 3 cr. cpsc, 9 cr. science)
15 credit hours
Sustainable Management 21 credit hours
Econ of Sustainable Development 3 credits Sustainable Entre. and Innovation 3 credits Management and Society 3 credits International Management 3 credits Sustainable Management Consulting (or) Sustainable Management Internship
3 credits
Management Electives 6 credits
STUDENT ENGAGEMENT ¢ Students with a passion for sustainability want a
hands-on outlet for their creativity. ¢ Co-curricular options are essential for learning
the sustainable lifestyle and sustainable business practices.
¢ A business accelerator/incubator can also provide students a living-learning laboratory for engaging in sustainable business practices through using their knowledge to assist fledgling region business, or in starting their own.
¢ This can be co-curricular activities or an integral part of curriculum.
Harry Watkins, Ph.D. Professor of Strategy & Sustainability Point Loma Nazarene University
¡ Private, Christian, liberal arts university. ¡ 2400 undergraduates; 1100 graduate students in 4 professional
programs ¡ 140 students in a growing MBA program. ¡ Values-based and practical commitment to
sustainability. ¡ Initiated interdisciplinary undergraduate
Sustainability Studies Minor in 2009.
¡ “Creation Care” is part of our calling as Christians, and a signature value of PLNU ¡ This generation faces a “perfect storm” of
approaching environmental crises. ¡ It is good “business” – indeed, critical to
long term business success. ¡ Research shows that sustainability/CSR are
strong draws for students and new employees!
¡ Reduce Costs ¡ Reduce Risks ¡ Increase Revenues ¡ Build Corporate Reputation: “Good Will”
- - - - - - -
¡ Target Audience: § Career stage in business. § Knowledge of sustainability issues
¡ Stand-alone class or part of a CSR/Sustainability concentration. ¡ Program location § Availability of business and NGO project
prospects ¡ Background and Interests of Professor. ¡ Learning Objectives & Class Themes
¡ Business and Society; Ethics and CSR ¡ Business Strategy & the Triple-Bottom-Line ¡ “Clean Tech”, Innovation, and Sustainability. ¡ Operational Sustainability: Greening the
Company - Function by Function. ¡ Personal Engagement with Sustainability
Issues
¡ Students (like most of us) are unaware of the challenges. ¡ Emotional reactions should be expected and
managed. ¡ Students want and need help: § Engaging with sustainability issues at a personal
level. § Imagining how to initiate organizational change as
entry- or mid-level executives.
¡ Learning Objectives: § Argue the 4-part business case for CSR/Sustainability in
business and apply it to various business (case) contexts. § Apply appropriate tools and processes for assessing a firm’s
environmental footprint and developing an organization environmental plan.
§ Develop a personal sustainability engagement plan for the student’s personal and (as appropriate) professional life.
¡ Course Deliverables: § 8 Case Analyses; Selected Exercises § A Class Term Project:
▪ (This year) A Parking/Commuting Plan for PLNU § A Personal Sustainability Engagement Plan
¡ The Green to Gold Business Playbook: How to Implement Sustainability Practices for Bottom-Line Results in Every Business Function, Esty & Simmons; 2011
¡ Sustainable World Sourcebook: Critical Issues, Viable Solutions, Resources for
Action: Compiled by the Sustainable World Coalition; 2011
¡ Greening your Business: Daniel Sitarz ¡ Strategies for the Green Economy:
Joel Makower ¡ Making Sustainability Work: Marc Epstein ¡ Strategy for Sustainability: Adam Werbach ¡ Green Project Management: Maltzman & Shirley ¡ The Sustainable MBA: Giselle Weybrecht ¡ The Sustainability Champion’s Guidebook: Bob
Willard
¡ Ecology of Commerce: Paul Hawken ¡ Limits to Growth: the 30 Year Update: Meadows, Randers and
Meadows
¡ Natural Capitalism: Hawken, Lovins & Lovins ¡ Biomimicry: Janine Benyus ¡ Cradle to Cradle: McDonough & Braungart ¡ The Necessary Revolution: Peter Senge ¡ Climate Capitalism: L. Hunter Lovins & Boyd Cohen ¡ Plan B 4.0: Lester Brown
Case Topic Amanco: Developing the Sustainability Scorecard
Developing a Balanced Scorecard for the Triple Bottom Line
Aspen Skiing Company Supply Chain Management and Partnering with NGO’s
Cook Composites and Polymers Finding New Markets for Waste
Cradle to Cradle Design at Herman Miller
Sustainable Product Design; Design for Recyclability; Eliminating Toxic Inputs
Fiji Water and CSR CSR and Brand Equity; Greenwashing
Manila Water Company Successful Privatization of Water via the Triple-Bottom-Line
Moving Mountains: The Case of Compania Minera Antimina
Stakeholder Analysis and CSR
Starbucks and Conservation Intl. Strategic CSR; For-Profit/NGO alliances
The Clorox Company: Leveraging Green for Growth
Managing Green Brands in a Brown Company.
¡ General discussions of sustainability challenges and personal responses: § Video materials from the “Awaking the
Dreamer/Changing the Dream” Symposium: The Pachamama Alliance
§ “The 11th Hour”
¡ Discussions of the Business Case for Sustainability § “The Business Case for Sustainability” by Bob Willard
§ “Ray Anderson: The business logic of sustainability” on YouTube
¡ Videos with Specific themes: § “Blue Gold: World Water Wars” ▪ (pair with Manila Water case)
§ “Food Inc” ▪ (pair with Y U Ranch case)
§ “The End of the Line” ▪ (pair with Walmart’s Sustainability Strategy “A” and “C” case)
§ “Six Degrees Could Change the World” ▪ (pair with FIJI Water case)
¡ Conduct a Parking and Transit Management study for your university/college
¡ Objectives of Spring 2013 MBA Project at PLNU: § Reduce parking pressure § Reduce carbon footprint of employee commuting to campus § Operate within constraints of budget, neighbors, fairness, etc.
¡ Resources: § U.S. Department of Transportation § Local transit authority § Benchmark peer institutions
¡ Results: § Restructured parking fees and space allocations § Developed programs to reduce barriers, and create incentives
to use alternative transit options. § Proposals generate $50k - $150k net, will reduce carbon by
200 + tons per year, and will eliminate parking pressure on campus and in the neighborhood.
¡ Perform a Carbon Footprint Study § Resources:
▪ Clean Air/Cool Planet; www.cleanair-coolplanet.org ▪ AASHE; www.aashe.org
¡ Perform a Building Energy Audit § Resources:
▪ The Climate Corps Handbook: Energy Efficient Investment Opportunities in Commercial Buildings, 5th Edition, Environmental Defense Fund.
▪ EPA Energy Star and Portfolio Manager Programs
§ A Spring 2012 class conducted an Energy Audit of PLNU’s Mission Valley campus building: ▪ $3000/year in annual energy savings identified; with opportunities for much more. ▪ 45% ROI.
§ A Fall 2012 class conducted an Energy Audit of Westminster Presbyterian Church in San Diego ▪ Client qualified for Energy Star Certification for houses of worship ▪ Team recommended a Solar PV system that would offer NPV of $112,381 and an
IRR of 18.3%.
¡ Conduct a Waste and Recycling Audit § Resources:
▪ Greening Your Business ▪ The EPA. For example: How to conduct a campus
recycling/waste audit at: http://www.epa.gov/oncampus/pdf/RecyclingBaselineAudit.pdf
§ A Fall 2011 team benchmarked the Del Mar (CA) fairgrounds “zero waste” initiative and made recommendations re: waste management for the San Diego Wild Animal Park ▪ Potential for avoiding $150,000+ in annual “tipping fees”
¡ Develop an Urban Agriculture Business Plan or start a Community Garden. § Resources:
▪ http://www.epa.gov/brownfields/urbanag/ ▪ Victory Garden San Diego’s “Gardening 201: How to Start
and Manage Community Gardens”
§ A PLNU MBA thesis project in 2012: ▪ “Urban Plow: A Social Enterprise Addressing Food Security
Issues in the Southeastern San Diego Community”
¡ Conduct Product Life-Cycle Assessments: § E.G.: Which is more energy and cost efficient: Paper towels or a Dyson Airblade hand dryer? § Resource:
▪ EIO-LCA at Carnegie Mellon www.eiolca.net/
§ A student team found that converting to Dyson dryers: ▪ Broke even in less than one year ▪ Relative to paper towels, generates 33% less eCO2 and 50%
less toxic releases in the first year; less than 10% of both in subsequent years.
▪ Both PLNU and the San Diego Zoo began converting to dryers due to this study.
¡ Conduct an “AUDIO” assessment for a local business, i.e., a strategic assessment of environmental risks. § Resource:
▪ The Green to Gold Business Playbook
¡ Conduct an advertising “Greenwash” audit § Resource:
▪ “The Drivers of GreenWashing” Delmas & Burbano, CMR. ▪ www.greenwashingindex.com ▪ http://sinsofgreenwashing.org
¡ Measure and reflect on their own environmental footprints: § Resources: ▪ www.myfootprint.org ▪ www.footprintnetwork.org
¡ Evaluate www.goodguide.com and consider the role of informed consumerism in impacting business behavior (and their own choices).
¡ Don’t get into an argument about Global Warming. § The business case for sustainability and energy efficiency works without
it…and leads to the same choices. § Businesses (e.g., Wal-Mart) AND the U.S. Military are developing policy
based on its reality, so executives should take its possibility seriously. § Useful Resources:
▪ “The MBA Climate Change Primer” available at http://www.greenbiz.com/research/report/2006/03/27/mbas-climate-change-primer
▪ “Global Warming Deniers and their Proven Strategy of Doubt” available at http://greeneconomypost.com/global-warming-deniers-strategy-doubt-10919.htm
▪ Climate Capitalism: Capitalism in the Age of Climate Change, by L. Hunter Lovins and Boyd Cohen
¡ You don’t have to be the “expert”. Get help from your colleagues in other parts of the academy and the community.
¡ Student-centered, team-based learning is ideal for sustainability/CSR.
¡ Ground students in the environmental challenges, but devote most of your time to positive personal and business responses
¡ Give your students a significant hands-on project.
ACBSP Business School Objectives
• Content ØSustainability
• Experience ØIn the Classroom – Out of Classroom
• Guidelines ØPrinciples for Responsible Management Education
2
Portfolio Simulation Stock Trak
• http://www.stocktrak.com/Public/Members/registrationprofessorspromotion.aspx
4
PRINCIPLE 1: PURPOSE
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. http://www.unprme.org/the-6-principles/index.php
6
vCorporate Scandals 2000 vNew relationship between business and society
vThree Key Groups responsible* *Porter, M. E. & Kramer, M. R. (2006). Strategy & society the link between competitive advantage
and corporate social responsibility. Harvard Business Review, 78-92.
9
• Financial Crisis 2008 Ø15% differential sustainability and performance “…the current crisis has opened the hearts and
minds of the many to the importance of sustainability.”
GRI Year in Review 2008-2009 https://www.globalreporting.org/resourcelibrary/GRI-Year-in-Review-2008-2009.pdf
11
PRINCIPLE 2:VALUES
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. http://www.unprme.org/the-6-principles/index.php
12
Evaluate company long term performance on three criteria:
Environmental Social Governance
13
• Carbon footprint • Pollution Prevention • Energy Efficiency • Environmental disclosure and reporting
14
• Workplace health, safety and diversity • Community relations • Human rights issues
15
• Board Structure and Accountability • Accounting and Disclosure Practice • Executive Compensation
16
EVIDENCE
qTrends in Research qIndividual companies qProfessional Groups qHigher Education
18
PRINCIPLE 3: METHOD
Create educational frameworks, materials, processes and environments that enable effective learning experiences for responsible leadership. http://www.unprme.org/the-6-principles/index.php
19
COURSE DESIGN
“Hands on” “About Me” Workshop Environment Individual Journey
20
Measure 1. Your Risk Aversion 2. Your Time Horizon 3. Your Values
Value Line Investor Profile Survey
22
Three Core Strategies 1. Screening 2. Shareholder Activism 3. Community Investment
23
STRATEGIES v Positive v Negative
EXAMPLES ◦ Animal Testing ◦ Corporate Governance ◦ Debt ◦ Defense/Weapons ◦ Employment/Equality ◦ Environment ◦ Human Rights http://www.socialfunds.com/fun
ds/chart.cgi?sfChartId=Social+Issues
24
v Shareholder Engagement v Shareholder resolutions
25
§ Faith-Based § Micro lending
26
PRINCIPLE 4: RESEARCH
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. http://www.unprme.org/the-6-principles/index.php
30
• STAGE 1: TRADITIONAL
• STAGE 2: SUSTAINABLE • STAGE 3: FUTURE
31
Conventional Resources
32 http://www.djindexes.com/ http://www.morningstar.com/
Sustainable Resources
33
http://www.sustainability-indices.com/dow-jones-sustainability-indices/index.jsp http://www.ussif.org/ http://www.iccr.org/ http://www.sustainability-indexes.com/index-values/index.jsp http://www.sriplanner.com/content/sri-realm-helpful-graphic
Company Reports
34
http://www.csrwire.com/ http://www.thehersheycompany.com/social-responsibility/csr-report.aspx
New Data…GRI
35
https://www.globalreporting.org/Pages/default.aspx http://www.community.ups.com/
• Today’s students = Tomorrow’s ESG Analysts
– Define the Metrics – Define the Methodologies – Define the Solutions
• Today’s students create the new vocabulary
36
37
Principles 5: Partnerships
• 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. http://www.unprme.org/the-6-principles/index.
Facilitate and support dialog and debate among educators, students, business, government, consumers, media, civil society organizations and other interested groups and stakeholders on critical issues related to global social responsibility and sustainability. http://www.unprme.org/the-6-principles/index.php
PRINCIPLES 6: DIALOGUE
Historical Dichotomy of Sustainability
38
Secular Religious Sustainable
EXAMPLES
Classroom Junior Year Seminar Series Center for Global Engagement Service Learning Projects Mission of the College
39
Integrating
Corporate Social Responsibility in the
Classroom and Beyond
Cori Myers, Ph.D. Marcia Kurzynski, Ph.D. Lock Haven University
Department of Business and Computer Science June 22, 2013
ACBSP 2013 Annual Conference
Presentation Outline 1. Introduction 2. Why Corporate Social Responsibility and
Sustainability 3. Mission, Values, Learning Outcomes, and
Assessment 4. Curricular Design (courses and examples of
learning activities) 5. Entrepreneurial Leadership Center 6. Questions, Answers, and Group Sharing
ACBSP 2013 Annual Conference
Why Corporate Social Responsibility and Sustainability?
• Need for corporations to be held accountable to the environment and communities they serve.
• Ensure business students recognize how ethics and accountability should be integrated within business policy.
• Provide students conceptual framework and terminology with which to think and talk about ethical issues.
• Familiarize students with current information needed to address ethical concepts and issues in business.
ACBSP 2013 Annual Conference
Our programs prepare students to succeed in an increasingly competitive world through a variety of educational experiences including professional courses in a broad range of disciplines including Accounting, Computer Science, Economics, Entrepreneurship, Finance, Information Systems, International Business, Management, and Marketing within a strong liberal arts foundation. Students will acquire:
• Fundamental and in-depth knowledge in accounting, business, and computer science specializations
• Ability to research, analyze, and solve ethical and discipline-specific problems
• Communication and teamwork skills • External experience in professional settings
Mission
ACBSP 2013 Annual Conference
Values
Our core values provide a foundation for all we do in our major programs. We value:
• Teaching and learning • Mentoring through frequent interaction
with our students and colleagues • Building strong campus and community
relationships • Fair and ethical treatment • Collegiality and respect for diverse
opinions ACBSP 2013 Annual Conference
Learning Outcomes 1. KNOW Students will demonstrate a basic knowledge of accounting, management, marketing, finance, operations and ethics. 2. SOLVE a. Given a general business problem, students will analyze the problem and develop plans of action that lead to reasonable and feasible solutions to the problem. b. Given an ethical business problem, students will analyze the problem and unprompted, identify the ethical issues and develop ethical solutions. c. Given a quantitative business problem, students will analyze the problem and unprompted, apply appropriate methods to find feasible solutions.
ACBSP 2013 Annual Conference
Assessment Business Administration, BS, Learning Outcomes, Competencies, and Measures
Learning Objective Competencies Performance Measure
Assessment Points
Frequency
KNOW Ethics Demonstrates knowledge of
ethical perspectives and the impact of ethical issues on key stakeholders.
Embedded exam questions, (F,S) ETS Major Field Test, (S)
ACCT115, MANG315, MANG475
Semester
SOLVE Ethical Business Problem Analyze issue, support
analysis, develop recommendations, and provide implementation plan for an ethical business problem.
Successful completion of a written case study or embedded exam questions, (F,S)
ACCT115, MANG315, MANG475
Semester
Curricular Design • Emphasize corporate social responsibility and sustainability
in the curriculum: – Dedicated courses: Ethics, Business, Society & Government, Social
Entrepreneurship, Sustainability – Segments within courses: accounting, finance, international
business, human resource management, management concepts and strategies, and senior capstone seminar
• Foundation for effective learning activities – Introduce concepts and processes – Provide opportunities for application – Require creative approaches – Include group work – Develop real-world, active learning strategies – Offer multiple places in the curriculum to engage in steps 1-4.
ACBSP 2013 Annual Conference
• On-line Simulation • Case studies • Guest speakers • Celebration of Scholarship
Senior Capstone Course
ACBSP 2013 Annual Conference
What is the purpose of the organization?
Are ethics important in business ?
Is anything more important than maximizing profits ?
Business, Society &
Government
ACBSP 2013 Annual Conference
Defining CSR terms Pre-Class and Post-Class Assignments
Corporate Social Responsibility Company (CSR) Report Finding Code of Conduct for CSR company
Finding Code of Conduct for field of career interest Visiting websites: OSHA; FTC; Corporations, Activist Groups
Cases, Issue Summaries, Position Papers, Structured Debates
Business, Society & Government
End of Semester Assessment
ACBSP 2013 Annual Conference
Issue Summaries
• Define the concept/issue.
• Discuss the Issue Summary question in a general sense, and then incorporate and apply.
• Briefly discuss environmental issues/problems your company faces in the production of the product or service. If you cannot find anything specific to your company, identify and discuss issues/problems common to the industry your business is in. ACBSP 2013 Annual Conference
Learning Goals for Issue Summary Learn about sustainable development
Apply the idea of sustainable development to your company
What programs, policies, initiatives does company name employ?
What newspaper coverage; industry, professional or trade organization coverage; etc/ is there on what company name is doing as sustainable corporation?
If company name is not involved in any sustainable development programs, policies, initiatives – prepare a recommendation for the company that outlines briefly how they might participate in some way in the sustainable development initiative. (Use The Natural Step website for ideas)
ACBSP 2013 Annual Conference
Sustainability Entrepreneurship
COURSE OBJECTIVES
Discuss the business value of implementing sustainability strategies. Apply sustainable business models in ways that create value for the enterprise and the common good. Demonstrate an understanding of the role of managers and small business in economic, environmental and social sustainability. Improve self-knowledge and personal capacity to conduct themselves ethically, effectively and with integrity.
Sustainability Entrepreneurship
COURSE ASSIGNMENTS
Reading assignments
Sustainability Frameworks Glossary
Create a list of ways business can be more sustainable
Sustainability Impact Assessment
Sustainability Program for Business Idea of Choice
Attendance and Participation -- ELC, Tours, Etc.
ACBSP 2013 Annual Conference
• You are advising “small business want-to-be” who is interested in starting a sustainability-operated small business, but does not know where to start, or what opportunities to consider. 1. Discuss the article with your home article team and reach
common learning points. 2. Move to another article team and share common learning
points amongst that group. 3. After discussing articles amongst article teams, return to
your home article team. 4. Summarize all information and, be able to provide
“smwtb” a summary of your discussions, and some advice as to what he/she could do to make a living as a sustainable small business owner.
5. Hand in paper copy of your summary and recommendation at end of class.
Home Team Article Assignment (3 students per article)
ACBSP 2013 Annual Conference
Students Learn Art and science of running a small business can be congruent with sustainable business models that address social, economic and environmental problems in morally responsible ways that create value for the enterprise and the common good.
People : Air Parts of Lock Haven – One of the biggest problems in today’s economy is unemployment. By going green, a company can create new jobs that don’t necessarily have many barriers to entry and are high quality positions. We think this is an ethical thing to do. MANG345 FALL 2011
Recognizing the Value of People, Planet and Profits
Planet : Faber Burner –VOCs can be very harmful to humans who work with or around them. When these chemicals are used they become vapors in the air and can be inhaled and potentially cause health problems. These vapors can also be harmful to the wildlife and plants exposed to them. We researched possible alternative paints and found that Benjamin Moore carries a wide variety of interior/exterior paints that are eco-friendly; either low in or free of VOC (Volatile organic compounds).
MANG345 FALL 2011 ACBSP 2013 Annual Conference
Bridge the transition from social worker to social entrepreneur.
As business entrepreneurs, social entrepreneurs create and transform whole industries; are a change agent for society; pursue opportunities others miss in order to improve systems, invent and disseminate new approaches and advance sustainable solutions that create social value.
Social Entrepreneurship
Topics include management skills for social entrepreneurial organizations, social and environmental problems, entrepreneurial solutions and applications, scaling of social impact, social performance measurement, and microfinance.
ACBSP 2013 Annual Conference
Haven Entrepreneurial Leadership Center (ELC)
• Develop a curriculum focusing on innovative and sustainable business approaches that will benefit society in general.
• Match business needs with student/faculty skills to provide experiential learning for students and practical business advice and support to start-ups and small businesses.
ACBSP 2013 Annual Conference
Provide Experiential Learning Opportunities
• Sponsored such learning opportunities as trips, guest lecturers, and experiential, classroom projects with local businesses
• Conducted research, and developed market and business plans for businesses outside of coursework and often in conjunction with the Small Business Development Center (SBDC)
During the grant, 306 students provided services to
214 businesses ACBSP 2013 Annual Conference
Program Outreach
• Cooperative project with local Arts Council
• Fundraisers for local non-profits
ACBSP 2013 Annual Conference
Questions and Group Sharing
ACBSP 2013 Annual Conference
