Positive Impact Blog

Thought provoking insights for change makers

Category Archives: Business Education


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The GRLI Announces a Strategic Alliance with EFMD and AACSB International

Excited to share the GRLI announcement about a strategic alliance with EFMD and AACSB International:

The Globally Responsible Leadership Initiative (GRLI) has entered into a long-term strategic partnership with EFMD and AACSB International (AACSB).

The agreement will see two of the most influential global voices in management education working closely with us going forward. The formal announcement notes that AACSB and EFMD will partner with our GRLI network of forward thinking companies and business schools to focus on an important message: that business and business schools need to work collectively to devote greater attention to developing responsible companies and leaders in the future.

This is exciting news for both our agenda and for us as a global partnership. Over the past nine years we have learnt a great deal about catalysing change in the complex interface between management education, business and society. This move creates a platform on which we can transform success into significance as we work to scale our impact in partnership with EFMD and AACSB International.

Commenting on the agreement, Eric Cornuel, Director General and CEO of EFMD said “The GRLI, which we co-founded with the United Nations Global Compact (UNGC) in 2004, plays an important role already in providing direction, support, and visibility to what business schools are doing to foster responsibility and sustainability. However while there has been some initial success, much more remains to be accomplished. GRLI will become the armed wing of our shared ambitions at EFMD and AACSB to accelerate change.”

AACSB International President and CEO John Fernandes said: “In recent years, the role of business as a sustainable and socially responsible enterprise has risen consistent with the world’s demand for accountability. Through our accreditations and services, AACSB and EFMD are important stakeholders in addressing society’s objectives of sustainability, social responsibility and ethical leadership. This move increases the intensity of our focus in this area, and will enable both organisations to serve our members more fully as they seek to address the challenges of 21st century management education.”

To reinforce our intent to make this partnership operate at the highest level, EFMD and AACSB will join GRLI’s current Board of Directors, by each appointing two representatives that will participate in governing decisions. The two organizations will also provide financial support to bolster our capacity to achieve our mission.

Detailed discussions will take place amongst the three organisations over the coming months to turn the agreement into a practical programme. This will include making knowledge and expertise developed by the GRLI accessible to EFMD and AACSB members, as well as participation in GRLI’s pipeline of projects and its various international events.

This is an exciting time for the GRLI and confirms our role as an influential catalyst for deep transformation at the interface between business, management education and society.


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The 2013 Aspen Institute global case study competition is launched

Three BSL MBA teams are participating in this year’s global case study competition in Business and Society. Two of the teams have an intense 3-day MBA module to complete in parallel and have prepared for two night-shifts at BSL – we are in thoughts with them! Out of the total 25 participating schools, only 4 European schools are present. May the game begin! Good luck everybody!

Follow the competition live on Twitter: @AspenCaseComp

More on the competition: www.aspencasecompetition.com.

Patrick Awuah on educating leaders

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Sharing an astonishing example of a business school and shaping the next generation of leaders. Hope you enjoy watching as much as I did!

A call to action – launching the 50+20 vision

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During the 3rd Global Forum on Responsible Management Education the 50+20 vision is launched with the unveiling of the 50+20 Agenda and short film.

Business Schools Without Borders

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50+20 visits the People’s Summit in Flamengo Park during the RIO+20 United Nations Conference on Sustainable Development in Rio de Janeiro to host a collaboratory.


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Being a part of something larger

We need students and participants – whether they labor in a narrow, disciplinary area or in a broad leadership capacity – to understand that they are an integral part of something bigger than themselves. This realization encourages and empowers our students to embrace their responsibility towards the greater whole. It will also enable students to have a greater awareness of the inter-connectivity and complexity of things. Although it may be impossible to fully understand what happens when one tugs at an edge of the universe; a more holistic, comprehensive and systemic perspective will increase the probability that future graduates are problem-solvers, rather than problem-creators.

This perspective that will lead teachers and students alike to innovative models, frameworks, practices, structures, systems and processes that comprise superior solutions compared with the current global economic and social systems that often optimize locally but in the process create global challenges that threaten the well-being of the entire human race and the planet of which we live. With this perspective and a comprehensive portfolio of knowledge and skills, business leaders (and other leaders) will be able to create a positive impact far beyond what they imagined possible and thus contribute to a world that is optimized locally, regionally and globally on multiple dimensions: economic, environmental, sociopolitical, spiritual and societal.

We need to recognize that unlearning is equally important as learning. What we have learned in the past may represent a serious impediment to being able to become the kind of leaders the world needs. As a result of fractioning business out of its context and separating business functions into separate disciplines, we have created operating modes in business that represent serious limitations to a more holistic approach, whereby business defines its role as contributing to the well-being of society and, by extension, to all living beings in this world.


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Safe and powerful learning environments

The basic requirement for developing these leaders is a framework that addresses the whole person and that creates the needed openness and support for them. As such, education must provide the fertile grounds that allows for profound personal and professional development. Students and participants, irrespective of their age, will need a serious amount of personal courage to confront their fears, to let go of the views they hold on the world and on themselves and to drop the mask of a so-called educated perspective. Daring to let go of the roles we all hold requires a safe space. Developing and exploring both an inner attitude that is connected to our inner self and an outer attitude that reflects a truly human view of compassion requires a learning environment in which making mistakes is considered progress rather than failure.

Developing a safe and powerful learning environment requires a shift from knowledge teaching to sharing the journey of learning. It forms the entry ticket for transformational learning and involves the ability of the facilitating teacher to hold a safe space within which the greatest potential can emerge. Creating this kind of safe environment requires the facilitator to master the following competencies:

  • Relate to each student with personal authenticity, not pretending to have competencies or knowledge that one lacks. This learning-oriented attitude on the part of a professor can set the tone that it is acceptable not to take the risks that learning entails.
  • Be comfortable with an appropriate degree of self-disclosure, thus paving the way for disclosure on the part of students to more fully discuss the challenges they are facing and the feedback they receive.
  • Make the participants’ needs a priority and demonstrate acceptance of the students’ current abilities both academically and in terms of their leadership development.
  • Live a nonjudgmental attitude as a needed form of support. Be non-prescriptive (as a professor) in class discussions.  Good facilitators do not tell participants exactly what to do, but rather ask (both directly and indirectly) that participants take responsibility for their own development in many ways.
  • Provide a process that places participants in the position of deciding what the information means to them and how to best integrate that into their learning and development. While this process can benefit from coaching and mentoring, it should not be one that gives students all the answers.[1]

 

[1]            King, S. & Santana, L. (2010). “Feedback Intensive Programs” in Van Velsor, E., McCauley, C., & Ruderman, M. (Eds.) Center for Creative Leadership Handbook of Leadership Development, 3rd Edition.  San Francisco, CA: Jossey-Bass/Wiley.


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News from the story of stuff folks: The Story of Change

Check it out!  Their new movie — The Story of Change — has just been released. There is support material for teachers on the site and more movies!


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Fixing the game by Roger Martin

Another fine book by R. Martin and finally a concrete review of the financial system and crisis, the flawed underlying assumptions and how we can correct a system that has gotten way out of hand! A must read for anybody who wants to understand on what hinges our world right now!


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Public-private partnership on green growth

A high-level session hosted by the Danish prime minister and the President of South Korea and the Mexican Minister of the Environment filling in for his president and Unilever CEO Paul Polman. The Danish and South Korean statesmen make an unlikely couple: a beautiful, young and tall blond lady and a small, restrained, nearly introverted gentleman. They jointly present the Global Green Growth Forum (3GF) as an innovative international action-oriented platform in service of  a future “we want”. UN Secretary General Ban Ki-moon is absent as is the Mexican Prime Minister who had just hosted the G20. After short statement, the South Korean Prime Minister and his delegation leaves. When will the discussion start?

We learn that the heads of state have somewhat unexpectedly already approved the proposed new document generated by the Brazilian a day ahead of schedule. They seem to have followed the recommendation of the delegates who had unanimously approved the overnight effort of the Brazilians to save the conference a few days ago. This is certainly weird and a major disappointment for many. Weird because the procedure of the state addresses is still going on in the main hall of the conference. And a major disappointment as the concerns of minorities both in the global South as well as other major groups (NGO, youth, women, etc.).

Paul Polman points out that the agreement falls short of the expectations as it lacks clearly defined goals and measures to be achieved. Clear words that express a broad general sentiment. The Danish prime minister says she is “moderately satisfied” with regards to the outcomes of the RIO+20 conference. She underlines the importance of having green economy recognized as the way forward and clarified that setting a new high level global governance framework is a first step in a longer process. She reminds us that we will need  everybody will now have to go and apply the notions now, and business most particularly. Paul Polman highlights that there is a lot of energy in the private sector as a result of the RIO+20 conference with many important initiatives now emerging.

Three goals (universal access to energy by 2023, providing 3 billion people with modern cooking fuel, minimize adverse environmental externalities) in the energy are about to be agreed on and supported across all sectors. The head of UNIDO clarifies that it will take 48 billion a year for the next 20 years is needed to achieve this. This money must come from the private sector and governments seem confident that corporations will provide this cash-flow. The conversation turns on money, the financial crisis and the need for public subsidies. Polman demands transparency and points out the 33 trillion of asset from 1100 organizations reporting in the Global Reporting Initiative (GRI) as a start to provide the kind of transparency that is needed to succeed.

Paul Polman states that business responds best to signals from the market which are reflected by investors. He demands new measures for evaluating the real value of a company and challenges the investment community to come up with relevant new measures. This and signs from the consumers will be much more relevant and appropriate than broad subsidies. Not everybody on the panel agrees. Polman concludes by stressing also the importance of supporting the youth and congratulates the Higher Education Initiative (HEI) which gained 47 more signatures during this conference reaching now more than 300 universities. BSL was among the first dozen universities to sign this important initiative which is supported by our World Business School Council for Sustainable Business.

In the middle of the closing remarks there is a commotion at the back of the room: Ban Ki-moon walks in. As there is no spare chair for him, everybody jumps up and leaves the panel, leaving the UN Secretary General sitting quite lonely up front. Tony-Schmidt who is by now called the fairytale godmother of Sustainability. Ban Ki-moon thanks her for demanding that the UN leads the global governance framework and that he takes this very seriously.

It becomes increasingly difficult to listen to Ban Ki-moon, as loud, disruptive voices reach us from the outside where a demonstration must be gaining force and size. In the intimate setting of a quite inappropriately tiny room for such a high-level session, we wonder what expects us outside. It feels like I am on the other side suddenly, on the inside fearing demonstrations outside, whereas so far I have been on the outside doing the rebelling with our guerilla business school of 50+20.