Prof. em. Dr. Thomas Dyllick, The IBS/PIR, Lucerne
Over the past six years, the Positive Impact Rating (PIR) has generated a substantial body of insight about how students perceive the societal contribution of their business schools. The findings consistently highlight strengths, identify persistent gaps, and provide schools with an increasingly robust evidence base for improvement. This accumulated experience suggests that the central challenge has now shifted. The question is no longer whether business schools have sufficient evidence to understand student expectations, but how they can translate it into meaningful institutional change. The next stage is therefore one of implementation.
The experiences presented in the 2026 PIR Report demonstrate that closing the implementation gap requires more than isolated initiatives or additional sustainability activities. Instead, it requires institutions to develop mechanisms that systematically connect stakeholder feedback with governance, decision-making, resource allocation, organizational learning, and cultural development. Positive impact becomes sustainable when student feedback is no longer treated as an external evaluation but as an integral part of how the institution operates.
Embed Student Feedback in Governance
A first lesson concerns governance. Student feedback creates value only when it becomes part of the school’s regular decision-making processes. Collecting survey results is relatively straightforward; ensuring that these results influence institutional priorities is considerably more challenging. Effective implementation therefore depends on establishing governance routines that provide a clear pathway from insight to action. These routines include interpreting findings, identifying priorities, assigning responsibilities, allocating resources, communicating decisions, and reviewing progress over time. Rather than becoming another reporting exercise, student feedback becomes part of a continuous institutional learning cycle.
Transparency is an essential element of this process. Students need to understand not only that their perspectives have been collected but also how those perspectives have influenced subsequent decisions. This requires institutions to communicate openly what they have learned, which actions have been taken, which issues remain unresolved, and why certain priorities have been selected over others. Such transparency strengthens institutional credibility, reinforces trust in the feedback process, and transforms student engagement from consultation into dialogue.
Move from Student Voice to Student Agency
A second lesson concerns the role of students in institutional change. Traditional feedback systems often position students primarily as respondents whose involvement ends after completing a survey. The evidence presented here suggests a more ambitious understanding of stakeholder participation. Students create the greatest value when they contribute not only to identifying challenges but also to interpreting findings, designing responses, and supporting implementation. This represents a shift from student voice to student agency.
Meaningful participation requires formal structures rather than occasional consultation. Advisory bodies, representative mechanisms, collaborative design processes, and regular dialogue between students and institutional leadership ensure that stakeholder perspectives become part of governance. Such structures also provide continuity despite the inevitable turnover of student cohorts. Importantly, this does not imply transferring decision-making authority to students. Leadership accountability and faculty expertise remain essential. Rather, shared responsibility improves both the quality of institutional decisions and the legitimacy of the resulting changes. Student participation thus becomes an ongoing organizational capability rather than an isolated event.
Build Operating Systems Instead of Isolated Initiatives
The report also points to a broader organizational challenge: moving beyond individual initiatives toward institutional operating systems. Many business schools have developed sustainability courses, centers, projects, competitions, partnerships, or student-led activities. These initiatives often generate innovation and visibility, but they frequently remain disconnected from the institution’s core management processes. As a result, their long-term success often depends on committed individuals and may diminish when leadership or institutional priorities change.
Sustained implementation requires embedding positive impact into the everyday operating logic of the institution. Strategic objectives need to be translated into departmental responsibilities, measurable objectives, planning processes, review mechanisms, and resource allocation. Impact should become part of budgeting, strategic planning, performance discussions, and institutional reporting rather than remaining an additional program alongside existing structures. Such operating systems create continuity by making positive impact an expected component of routine institutional management rather than an exceptional initiative.
The same principle applies to the Sustainable Development Goals (SDGs). Across business schools, the SDGs have become a widely recognized reference framework. Yet their contribution varies considerably depending on how they are used. Referencing the SDGs in mission statements or labeling existing activities provides valuable direction but rarely changes institutional behavior. Their transformative potential emerges when they influence strategic priorities, governance structures, partnerships, performance indicators, and resource allocation. The question, therefore, is not whether institutions acknowledge the SDGs, but whether the SDGs influence institutional choices.
Measure Outcomes, Not Just Activities
Another important lesson concerns impact measurement. Business schools have made considerable progress in documenting their activities. They increasingly report courses, partnerships, events, student participation, research projects, outreach initiatives, and sustainability programs. These indicators provide valuable evidence of institutional engagement and commitment. However, they primarily measure inputs and activities rather than outcomes.
The next stage of institutional development requires moving beyond measuring what schools do toward understanding what changes because of these activities. This distinction is fundamental. Educational programs, partnerships, and projects create the conditions for positive impact, but they do not automatically demonstrate impact itself. A more mature measurement approach therefore examines changes in student competencies, behaviors, organizational practices, stakeholder relationships, institutional decisions, and contributions to addressing societal challenges. Such outcome-oriented assessment remains methodologically demanding, but distinguishing activities from outcomes represents an essential conceptual advance for business schools seeking to strengthen their societal contribution.
Make Culture a Transformation Capability
Finally, the report highlights the importance of organizational culture. Governance systems, operating procedures, and measurement frameworks are necessary, but they alone cannot sustain institutional transformation. Positive impact ultimately depends on shared beliefs, routines, relationships, and everyday behaviors. Culture determines whether institutional ambitions become embedded in daily practice or remain aspirational statements.
A deliberate approach to culture focuses less on institutional narratives and more on institutional practices. It asks how new students become familiar with the school’s impact ambitions, how leaders demonstrate these ambitions through their own behavior, how collaboration and dialogue are encouraged, how difficult trade-offs are addressed, and how institutional memory is preserved despite changes in leadership and student cohorts. Culture becomes a strategic capability when it consistently reinforces learning, responsibility, openness, and continuous improvement.
Toward Systemic Institutional Change
Taken together, these lessons suggest that implementation is fundamentally an organizational challenge rather than a technical one. The evidence generated through PIR already provides schools with valuable guidance on stakeholder expectations. The remaining task is to create institutional mechanisms that enable this evidence to shape everyday decisions. Governance routines translate feedback into priorities. Student participation strengthens institutional learning. Operating systems integrate impact into management processes. Outcome-oriented measurement strengthens accountability. Organizational culture sustains change over time.
Importantly, the evidence does not point to a single model that every business school should adopt. Institutional contexts, missions, resources, and stakeholder environments differ substantially. The objective is therefore not uniformity but institutional coherence. Each school must develop mechanisms that fit its own context while ensuring that student feedback consistently informs how the institution learns, makes decisions, allocates resources, and evaluates progress.
The broader implication is clear. Closing the implementation gap does not require fundamentally new concepts or additional frameworks. It requires embedding existing evidence within the institution’s everyday routines of governance, management, participation, measurement, and culture. Positive impact becomes durable when it is no longer added to the institution as a separate agenda but is woven into the way the institution itself functions. In this sense, student feedback is more than a source of evaluation. It becomes a mechanism for continuous organizational learning and a catalyst for the ongoing transformation of business schools toward greater societal impact.
Read the full Positive Impact Rating 2026 Report and explore further insights here: https://www.positiveimpactrating.org/the-rating/2026-report
This article was created with the support of ChatGPT















