• We published a paper in Journal of World Business focused on the question how culture influences corporate sustainability practices. In the light of the SDGs, the article might be useful to generate discussions with students and/or practitioners about the role of "informal" institutional influences like culture on sustainability and about the need for cross-border collaboration considering cultural differences. The paper is available in open access: https://www.sciencedirect.com/science/article/pii/S109095161630133X

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  • Hot off the press: GAPFRAME and Human Development Index Comparison. Conclusion in a nutshell: It will take more than Human Development to get the world to a safe space. Read the full report here http://gapframe.org/it-will-take-more-than-human-development-to-get-the…
    Would love to hear your thoughts on this.

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  • I am happy to share with the RITA.global community the new GRLI Guardian group including the following individuals:

    Arnold Smit, University of Stellenbosch, South Africa — Chair
    Anne Keränen, Oulu Business School, Finland
    Carlo Giardinetti, Business School Lausanne, Switzerland
    Chris Laszlo, Case Western Reserve University, USA
    Jean-Christophe Carteron, Kedge Business School, France
    Michaela Rankin, Monash University, Australia
    Vanessa Duckenfield, Bettys & Taylors, UK.

    The Guardian Group works, on behalf of the Council of Partners and with the Support Centre and the Board to uphold the vision, mission and operating ethos of the GRLI. As we continue to act as advanced laboratory to PRME and in strategic partnership with AACSB and EFMD this group will play an important role in helping align and steward various initiative focused on developing global responsibility in leadership and practice. Congratulations!

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  • Amazed, Next Frontier July 27/Founder, Anna + CEO, Daniel

    28 Jul 2017

    #sdg9

     

    Undergraduate and graduate students studying in HK attended Amazed activity July 27 for innovations with fintech, block chain, big data, design thinking and Sustainable Development concepts with entrepreneurial activity on real estate followed up

     

     

  • Pedagogy for SDGs

    28 Jul 2017

    What can be done to engage learners around the SDGs? Facilitating connections to the I, WE and ALL OF US

  • 1. Community & stakeholder engagement - Impact on the SDGs

    19 Jul 2017

    Impact on the SDGs - Community & stakeholder engagement
    Session II Roundtable discussion July 19th

    In this area we are exploring:

    1. What are we doing/could be doing to integrate the SDG topics?

    2. What new / additional competencies does the faculty & staff need to create and implement an SDG culture / mindset?

    3. How do we / might we assess our impact and how might we ‘scale’ our initiatives?

  • 2. Teaching and learning (undergraduate, graduate & executive education) - Impact on the SDGs

    19 Jul 2017

    Teaching and learning (undergraduate, graduate & executive education)
    Session II Roundtable discussion July 19th

    In this area, we are exploring:

    1. What are we doing/could be doing to integrate the SDG topics?

    2. What new / additional competencies does the faculty & staff need to create and implement an SDG culture / mindset?

    3. How do we / might we assess our impact and how might we ‘scale’ our initiatives?

  • 3. Applied research & consulting to relevant organizations - Impact on the SDGs

    19 Jul 2017

    Impact on the SDGs - Applied research & consulting to relevant organizations
    Session II Roundtable discussion July 19th

    In this area, we are exploring:

    1. What are we doing/could be doing to integrate the SDG topics?

    2. What new / additional competencies does the faculty & staff need to create and implement an SDG culture / mindset?

    3. How do we / might we assess our impact and how might we ‘scale’ our initiatives?

  • 4. Institutional transformation (governance, culture & mindset) - Impact on the SDGs

    19 Jul 2017

    Impact on the SDGs - Institutional transformation (governance, culture & mindset)

    Session II Roundtable discussion July 19th

    In this area we are exploring:

    1. What are we doing/could be doing to integrate the SDG topics?

    2. What new / additional competencies does the faculty & staff need to create and implement an SDG culture / mindset?

    3. How do we / might we assess our impact and how might we ‘scale’ our initiatives?

  • Welcome all new members, it's a great day for global community building. Please drop by and join the GAPFRAME group (Groups - search GAPFRAME.org) .... tomorrow we well share the GAPFRAME report as a pre-release just for Group members. Enjoy your day...and beautiful evening in NYC

  • Community Q&A and Troubleshooting

    17 Jul 2017

    Should you have any questions or should you have any technical issues with your account, please post your comment right here or contact us via email at community@rita.global

    Happy browsing,
    Your PRME Community team

  • A little preview of the GAPFRAME which will be shared by Katrin Muff on Wednesday morning. Hope you enjoy the video and feel free to feedback.

  • What does RITA stand for? Share your ideas here.

    13 Jul 2017

    Imagine the miracles that can happen when the most powerful global networks and communities get together in one common platform?

  • Multi-stakeholders processes

    12 Jul 2017

    The Collaboratory: A Co-creative Stakeholder Engagement Process for Solving Complex Problems

  • Are you interested in having your community of learners fully engaged?

    12 Jul 2017

    Three dimensional learning — I, WE and ALL OF US, pedagogy for Sustainability and Responsibility.

    Are you interested in having your community of learners fully engaged? A good start could be to spell out the purpose of the education you want to be part of.

    For us at Business School Lausanne (BSL) the purpose of education is to support and foster responsible leadership and sustainable business. Responsibility and sustainability are in no way similar to the typical functional business and management education areas such as finance, marketing, human resources, strategy, operations or others. In fact they add a layer of learning, even more than a layer, you can think of it as part of the DNA of the learning. How can you learn about business and management if you want responsibility and sustainability to be in the DNA of the learning you design?

    I think most of us have experienced some great learning in our life. If such learning has stayed with you for long and has somehow helped your transformation, evolution, development, it may well have been what I call a three dimensional learning. The three dimension I am talking about are the I, WE and ALL OF US. What does this mean?

    It means that the transformational learning can only happen when we discover how what we are learning is connected to the three dimensions:

    The I — How is this relevant to me? What are my own struggles with the topic? What is my emotional connection to it? Do I have personal experiences?

    The WE — What are the main stakeholders related to the topic? What is their perspective? What do they know and how do they use their knowledge? Are there competing or collaborating views, or both? How do I work with them so that there is not them but only we?

    The ALL OF US — What is the systemic use and impact of the topic? What scenarios does the topic create? How does it impact our world in some or all four dimensions — planet, society, economy and governance?

    Learners that are taken through the three dimensions develop a comprehensive understanding of the topic from the systemic level (ALL OF US) down to the personal relevance (I), through the application in the relevant communities (WE).

    Learning through the I dimension ensures that the learner explores and uncovers the areas of personal relevance of the topic. Here some suggestions for learning designers/facilitators who want to ensure a good dive into the I space:

    • Using blocks of 3 or more hours of learning experience ensure the right variety of activities can take place including reflective spaces.
    • Being a role model in the “I” space and finding the balance with neutral facilitating energy
    • Organizing regular self-awareness gathering for Faculty and Students (breakfasts, lunches, apero’, walks, etc.)
    • Circle sharing of personal check-in into the session/lecture/course with questions like:” What do I expect from this session?” (1 minute per person)
    • Trio-walks where 1 person in the middle has 5 minutes to share his/her personal reflections around the topic and 2 persons on the side are listening and providing 2 minutes feedback each (total 10 minutes)
    • Pair talks around deep questions where strangers get to know something very meaningful about the other (15 mins each). Each will then present the other in front of the audience (up to 90 minutes)
    • Speed dating with a few personal questions with 1 minute per exchange (30 mins)
    • Journaling activities to support acknowledgment of learning and walk-aways (ongoing)
    • Storytelling where a person stands in front of a semi-circle and share an insightful personal story around the topic (10 minutes per story + 10 minutes Q&A)
    • Group brainstorming using post-it to gather what each individual expect to learn and then cluster learning macro-areas
    • MANY OTHERS!!!

    Learning through the WE dimension ensures that the learner understand the complexity of the topic by exploring the different interest and perspective of the multiple stakeholders relevant to the topic. The learner also understand the optimal ways to interact in the community. Here some suggestions:

    • Role play where each group of three learners must impersonate the role of one different stakeholder. 1 hour is dedicated to researching key information to understand the crucial points of this stakeholder perspective. The facilitator uses the following hour to host and moderate a debate around key targeted questions among the stakeholders. Finally an additional hour is dedicated to reflection activities and harvesting the complexity of the topic. (3 hours)
    • World cafe with different tables for different stakeholder perspective and teams rotating to ensure maximum contribution and learning from the different perspectives
    • Running Collaboratory dialogues inviting different representatives from all the various stakeholders
    • Certainly this is the space where business is learnt from a customer perspective, service provider, product manufacturer and so on. Most of more “traditional” learning happens in this space
    • Business simulation, gamification, etc.
    • MANY OTHERS!!!

    Learning through the ALL OF US dimension ensures the learner can see the systemic dynamics that the topic triggers. Dimensions like planet, society, economy and governance are explored in their interconnections and relevance to the topic. Typical activities that a facilitator can run include:

    • Watching documentaries that beautifully show the complexity and interconnections of our world
    • Working with interactive scenario simulations
    • Connecting via Skype or other platforms with other learners from very different areas of the world where the topic is experienced in radically different ways and exchange experiences in forms of reciproc questions
    • Using Issue Centered Learning where the starting topic is always a major issue of the world that can be picked for instance on www.gapframe.org a very useful, tool we have developed at BSL. Learners are then invited to explore their personal connection with the issue. Business is then looked at as being part of the solution and/or part of the problem. Functions of business and management are then identified as instrumental to drive the shift from being part of the problem to being part of the solution. Business is then understood and appreciated for what it is, an incredible generator of solutions and — unfortunately too often, problems
    • MANY OTHERS!!!

    Clearly all the above introduced dimensions and activities can be complemented with other forms of active and passive learning. Expert views and lectures can and should still happen but should be well integrated in the three dimensions and serve the broader purpose of each dimension. When designing learning spaces you can start thinking of different roles that should be present in the space. For instance:

    • The Expert. These can be faculty, researchers, entrepreneurs, citizens, students that have a deep expertise relevant to the topic.
    • The Facilitator. These are skilled facilitators who can ensure learning continue to evolve from activity to activity in the best possible self-organized way. Facilitators refrain from interfering with opinions and expertise, it is not their role.
    • The Coach. Learning happens so differently within all of us and often encounters any sort of barriers on its way. Coaches can be peer learners that simply have earned some skills to support others in their individual learning journeys. Coaching is about asking the right questions in these cases and also offering a listening partner.
    • The Participant. You can think of this category as the one closer to the typical student. Yet, there is no way a participant would be engaged in passive learning. Learning is participative and contribution is expected. The great opportunity is that participant can switch to coach, to facilitator or to expert at any given opportune time.

    Hey, how are you after you read this? Did it move something inside you? Do you also think it is time and it is possible to redesign modern learning spaces that can help us taking care of ourselves and our dear world? If you are curious to know more and join a vision for a new business and management education, go and visit www.50plus20.org.

    Let me know what you think and I would love to engage in conversations around reinventing education together.

  • Katrin Muff created a topic

    Sustainable Business

    12 Jul 2017

    Sustainable Business

  • Katrin Muff created a topic

    Responsible Leadership

    12 Jul 2017

    Responsible Leadership

  • Save the Date: 5th PRME Chapter AU&NZ Meeting

    5 Dec 04:00 - 13:00
    Deakin University, Melbourne

    We are pleased to announce that the 5th PRME Chapter Australia & New Zealand meeting will take place on 5 December 2017 at Deakin Universityin Melbourne, Australia. 

    Please save the date and stay tuned for more information.

  • Save the date! The 5th PRME Chapter Meeting DACH & 5th Champions Meeting

    6 Nov 04:00 - 8 Nov 13:00
    School of Management & Law, ZHAW Winterthur, Switzerland

    We are pleased to announce that on 6-8 November 2017, the ZHAW School of Management and Law will host the 5th PRME Chapter Meeting DACH(Germany, Austria & Switzerland) in connection to the 5th PRME Champions Meeting for the 2016-2017 cycle in Winterthur, Switzerland. On Monday, 6 November, the Chapter Meeting DACH will begin at 9:00 AM and representatives of PRME Champion institutions are invited to join the sessions starting at 1:00 PM. The Champions Meeting will kick off in the morning of Tuesday, 7 November.

    Plenary and keynote speakers will include:

    • Jonas Haertle, Head of PRME, UN Global Compact 
    • Prof. Dr. Lutz Schlange, University of Applied Sciences HTW Chur / Spokesperson, PRME Regional Chapter DACH
    • Prof. Dr. Rudi Kurz, Faculty of Business and Law, Pforzheim University
    • Prof. (HSG) Dr. Sascha Spoun, President of Leuphana University of Lüneburg 

    Main reasons for having a combined meeting in Winterthur:

    • The Chapter Meeting DACH brings a great number of business schools from across the region, which provides an opportunity for Champions to meet and connect with them;
    • The Chapter Meeting DACH will include a part of the SDG Roadshow run by a number of Champion institutions and PRME schools in different regions. In this case, it will be in collaboration with the UN Global Compact Local Network in Switzerland, potentially bringing a number of Swiss companies to the event;
    • Zurich is usually easy to travel to for many of the PRME Chapter DACH and Champion institutions and the beautiful city of Winterthur is approximately 15-20 minutes away from the Zurich Airport by train.

    We will share a draft programme overview of the meeting in due course, as well as a registration link. 

    You are welcome to take advantage of the opportunity to combine the weekend of 4-5 November in Zürich or Winterthur with this PRME event! A block of rooms has been reserved at a preferential rate at ibis Winterthur City.

     

    For more information about the PRME Champions Meeting please contact Mr. Nikolay Ivanov, Coordinator, PRME Secretariat at ivanov@unglobalcompact.org.

    For more information about the PRME Chapter Meeting DACH please contact Dr. Katharina Hetze, ZHAW School of Management and Law at katharina.hetze@zhaw.ch.

  • Save the Date - 4th PRME Regional Meeting North America

    19 Oct 05:00 - 20 Oct 14:00
    College of Business and Economics, University of Guelph

    We are pleased to announce that the 4th PRME Regional Meeting North America‘The 10th Anniversary of the PRME Initiative: Realizing the SDGs through Education, Research and Partnership,’  will take place on 19-20 October 2017. The event will be organized by the College of Business and Economics at the University of Guelph in Guelph, Ontario, Canada. Look for updates on the PRME Chapter North America website: http://www.unprmena.org/.

    Please note that we will also announce the UN PRME Chapter North America Awards for Excellence in Responsible Management Education at the regional meeting. We will present the Excellence Awards to nominees in the following three categories: (1) teaching; (2) research or scholarly/creative activities; and (3) service. Award recipients will receive an honorarium and a plaque. 

  • Save the Date - 4th Responsible Management Education Research Conference

    13 Sep 05:00 - 14 Sep 14:00
    Curitiba

    The PRME Regional Chapter Brazil has the pleasure of inviting you to attend the conference on: 

    New Research Questions for the Advancement of the Implementation of the Sustainable Development Goals.

    See the 
    Conference website here

  • Save the Date - 6th PRME Chapter LAC

    12 Sep 05:00 - 14:00
    ISAE/FGV, Curitiba

    We are pleased to announce the dates for the 2017 PRME Regional Meeting for Latin America & Caribbean. The 6th PRME Chapter LAC Regional Meeting will take place on 12 September at ISAE/FGV in Curitiba, Brazil.

  • After "sage on the stage" and "guide on the side" what is the next evolution for Teachers?

    12 Jul 2017

    After "sage on the stage" and "guide on the side" what is the next evolution for Teachers?

  • What does Responsible Leadership really mean?

    12 Jul 2017

    What does Responsible Leadership really mean?

  • How to best design learning that embed the SDGs?

    12 Jul 2017

    How to best design learning that embed the SDGs?

  • 2017 Global Forum for Responsible Management Education

    18 Jul 05:00 - 19 Jul 14:00
    Fordham University Lincoln Center Campus — New York, NY

    MAKING GLOBAL GOALS LOCAL BUSINESS
     Bringing the SDGs to Every Classroom

    The Principles for Responsible Management Education (PRME) initiative of the United Nations Global Compact is convening the 2017 Global Forum for Responsible Management Education — 7th PRME Assembly in conjunction with the United Nations High-Level Political Forum.

    Join fellow leaders in helping to shape the future of business and management education, and to support the global effort to achieve the Sustainable Development Goals.

     

    Who | Over 300 pioneers and thought leaders of responsible management education including deans, university presidents, professors, researchers, business school accreditation bodies, and students, in addition to high level guests from the United Nations, the private sector, civil society, and the media.

    What | The 2017 Global Forum will provide a collaborative platform and action-oriented space to:

    • Celebrate 10 years of PRME and take stock of achievements by individual PRME signatories and impacts of the initiative (Looking back). 
    • Raise awareness about the SDGs and highlight their relevance for business and management schools (Learning). 
    • Lay the groundwork for PRME's next phase: Highlighting commitments of PRME signatories and stakeholders to implement the SDGs underscored by the 6 PRME Principles in teaching, research and thought leadership (Looking forward).

    How | The basic format of the Global Forum programme will be composed of three main sessions and a variety of focus meetings with PRME networks and partners, including:

    • Keynote address and panel discussions from high level thought leaders 
    • "Collaboratories" of interactive and solution-oriented discussion 
    • Time for pre-planned and impromptu collaborations among participants 
    • Networking opportunities