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Kicking off Collaboratories in Asia – Towards “Green Living in Hong Kong”

Riding up the elevator of the brand new building of the Design Faculty at the Hong Kong Polytechnic University sets the stage: 4th floor Collaboratoy, 8th floor Innovation Think Tank. I haven’t seen the use of “Collaboratory” formally used to designate an entire floor of a building! We must be in the right space! Clearly Cees de Bont from the Design Faculty and Alison Llyod from the Business School are not only an experienced but also a very creative and effective team. Everything was set for a memorable first Collaboratory event in Asia!

Cees’ design students have worked over the past weeks to create more than half a dozen of benches made out of recycled or repurposed material. Special acknowledgment goes to Claudius Bensch, Art Director of the project, for developing the original Bench Circle installation concept. As we walked into the space, our jaws dropped at the sight of these benches! True beauty and an astounding variety! Each bench was designed by a known designer and produced by design students. Here is a short time-laps film that shows them at work:

Allison’s business students had masterfully arranged the space into the signature inner circle held by two rows of outer circle chairs. They had helped to mobilize the key stakeholders for the event and ensured that all concerned parties in Hong Kong concerned by “Green Living in Hong Kong” were not only present but had been briefed in great detail on what to expect. An energized group of approx. 50 engaged citizens, representatives of business, consulting, real estate, NGO, social entrepreneurship as well as various relevant faculty members and students was curious to see what would happen next. Everything was set for an intense 3 hours of co-creation!

The first hour served to lay out all the different perspectives on the topic of what Green Living in Hong Kong might mean, why it was possible, impossible, covering current important issues such as air pollution and the impact of the increasing inequality, the high dependency on the “Hong Kong shopping center”, the dramatically negative impact of the recent frugality strategy of the Chinese and the sky-high real estate prices that drove social entrepreneurs out of town. Yet, the fact that 40% of the land was labelled as national parks and only 30% of the surface was actually built, opened up a discussion around the potential of Hong Kong with its 70+ islands, beaches and many hills and hiking trails for every level of difficulty. We heard stories of permaculture, roof-top gardens, and the need to go beyond organic food to radically re-localize food (the footprint of organic food not being sufficient to balance population growth). A young social entrepreneur shared his initiative of in-house gardening and tourist operator a dream around eco-tourism. The elevator was introduced as a highly sustainable solution to save land (vertical city) and elegantly delegating the cost of mobility infrastructure from government to private investors (well, that’s the real-estator’s perspective). The idea that if green choices need to come more attractive (adding a price on unsustainable living), they would take off. The question of how design can help advance green living in HK. The dilemma of the importance of education and the fact that it takes too long to produce results. The businessman’s pragmatic perspective: “how much are we willing to pay to make Green Living a reality?” countered by the psychologist who believes that it is all a question of behavioral change. One sentiment expressed the rather upbeat sense of the discussion best: “If there’s anybody who can do it, it is Hong Kong!”, this despite the fact that a concerned voice reminded us that returning to a simple living also implied consuming less and that companies would need to radically reinvent themselves. A final voice made a historical comparison, reminding us that in 1972 the Hong Kong government campaigned against corruption which was considered mission impossible and today in Hong Kong corruption was largely gone. So why not campaign against unsustainable living? Well…

After a break, we shifted into the visioning phase of the process and went on a journey where we collectively dreamt up a Hong Kong that had realized Green Living. The traditional sharing round among all participants was among the richest I have experienced today: a new vision for Hong Kong came alive! A vision where Hong Kong would adopt Singapore’s positioning as an education hub to become Asia’s Sustainability or Green Living Hub. Conscious of the fact that Hong Kong in many ways plays a role model function for many cities and people of mainland China, the power of such a transformative change was palpable. Descriptions of such a future vision of Hong Kong included clean air and blue skies, a slower pace and fresh vegetables at hand anywhere to eat. Shopping as a way to secure happiness was replaced by more profound offers that would lead to a more sustainable well-being and happiness. People would come to Hong Kong to “slow up”, to recharge, re-energize and to co-create and develop great ideas.

In the final third phase of the Collaboratory, we asked the question: so what can we concretely do in the next 2-3 months to make steps towards this utopian future. To enable this, we transformed the center space into an entrepreneurial brainstorming space: at least 20 ideas were developed and any last signs of Asian shyness disappeared. The spark of a shared and embodied vision had triggered not only enthusiasm but also creativity. I was challenged to summarize and group the many ideas into 8 main prototypes of which each participant would choose one he or she wanted to spend the last hour of the Collaboratory exploring. We initially thought to vote the best 4 of these 8 ideas but there was enough energy for all of them that we split the circle into 8 sub-circles and empowered each group to self-organize and further develop their ideas. After 40 minutes each team was ready with a solid prototype idea and had identified one responsible person among them who was willing to carry-forward the project until Alison and Cees would decide on how to proceed with a next Collaboratory event to further develop if not all, at least some of them.

Here is an overview of all the ideas:

  • Introducing positive discrimination coupled with transparency to enable green organizations to perform better and attract the talent and to individuals to the incentive to change behavior. A radical shift requires radical support including the development of broader well-being measures on the macro and micro economic levels (lead: Shrikant Ramakrishnan, four members)
  • Eco-tourism: slow up in Hong Kong and relax into great ideas! Various steps needed: a) turning the city green (greening the roofs), accessible hiking trails for all levels, transforming hospital into wellness clinics, turning public spaces into oasis, taking the noise out, developing eco-tourism in the islands, etc. (lead: Stella Kwan, four members)
  • Transforming universities into practical learning centers in society, by reducing the current disconnect particularly in CSR, changing the pedagogy to include in-company learning, integrating self-realization as an integral part of learning (lead: Alison Lloyd, nine members)
  • Fostering cross-sectional stakeholder dialogue through collaboratory discussions: not a solution in itself but an enabler to contribute to a new mind frame and to rally for a common vision (lead: Philo Alto, two members)
  • Copy-cating the best green solutions and branding for massive globe scaling, by applying a rigorous process of a) what is the problem), b) who is the leader in the world to solve this, c) how can we adapt to Hong Kong, d) how can we brand to enable scaling, e) how do we commercialize globally – example: Starbucks vertical farming wall (lead: Lydia Guett, six members)
  • Developing a sharing culture towards a new governing model by bringing in relevant ideas to Hong Kong and by working with students as activists and promoting a culture of sharing, e.g. electronics (lead: Ming Ho, three members)
  • Becoming a personal role model first and then contribute to the sharing culture (see 4), supported by government actions such as theme Sundays to re-develop relationships at all levels as they used to be (lead: Match Chen, six members)
  • Developing a new mind frame: business needs new managers and leaders, current people in charge can’t lead the transformation, a higher consciousness is needed, achieving this by a significant focus on personal health for every employee at all levels (top particularly) since a better life will result in a better business as it triggers a shift in focus; also: embracing the consumer-side of the people by initiating new consumer demands which will result in new business opportunities (lead: Eric Chu, 2 members)

Cees and Alison have expressed an interest to integrate the first three into their current project development structures which are available in both Faculties. Furthermore, the PolyU business school has platforms on which other prototypes could be further developed. Both of them will communicate with everybody involved in the Collaboratory shortly to ensure that these prototype will start to be realized where possible and where the teams feel energized to further work on them.

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Walking into the Silverbox Conference room at the ICON hotel in Hong Kong the next day felt VERY similar to walking into the UN RIO+20 PRME Business Education conference back in June 2012 when we launched the 50+20 agenda: 3 benches were lined up as I walked off the elevator towards the registration desk and the back of the room was displaying with 6 more benches. Awesome! It is amazing what kind of difference some real art can make. More on the conference: http://www.bsl-lausanne.ch/news/school-news/events-and-conferences/bsls-dean-gives-keynote-speech-at-conference-on-renewing-business-education-in-asia


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50+20 book launched in Chinese

I am just back from launching the Chinese translation of the 50+20 book “Management Education for the World” during the sixth IACMR annual conference that took place 18-22 June in Beijing.

Anne Tsui first came up with the idea of translating the book into Chinese and not only helped facilitate this process but also helped position the book launch and discussion at the heart of the IACMR conference. I would like to use this opportunity to not only thank Anne and co-translator Zhou Zucheng but also congratulate them on helping organize a succesful launch. It was a truly amazing experience and, since IACRM is the premier scholarly association dedicated to the creation and dissemination of management knowledge with a focus on China, it provided a highly appropriate launch opportunity.

I spent a full day engaged in discussing the book, first on a panel with Yingyi Qian (Dean at Tsinghua University’s School of Economics and Management and member of the AACSB Blue Ribbon Committee for their new standards), Bob McDonald (former Chairman of the Board of Procter & Gamble) as well as Blair Sheppard (PWC Global Strategy and Leadership Development leader and previously with Fuqua School of Business at Duke University). The panel was hugely supportive of the 50+20 vision with each member contributing their perspective of why this vision is relevant.

There was also a 2 hour round-table session reserved for Deans from across China and a follow-on session attended by a further 50 Deans introducing and discussing the book. On each occasion the feedback and response received was very positive and encouraging.

Perhaps one of the highlights of my trip was to learn that Prof. Yang from the Peking University and General Secretary of the MBA Council of China representing over 200 Business Schools in the region decided to make copies of the book available to all its member institutions.

Copies of the translation may be ordered through the Peking University Press.

I look forward to continuing the conversation on transforming management education in Asia when Hong Kong Polytechnic University hosts the 50+20 Renewing Business Education in Asia Conference on 17 July.


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Dreaming up the university of the future at the OIKOS Future Lab 2013

90 students from nearly all chapters from around the world met in St Gallen for a two-day session to inquire how to place OIKOS in the future of management education. I was invited as one of a number of thought leaders from around the world to trigger their creative process. What a delightful experience it was!

The other thought leaders were Max Oliva of the HUB Global and Teamlabs, Martin Cadée of The Journey Network and Knowmads, Traian Bruma who created CROS a student-led university in Romania and Rasmus Johnsen teaching philosophy at CBS in Copenhagen. What an amazing assembly of experience and creative vision in the emerging space of the future of management education.

After a first day spent getting together onto the Journey and applying the Impact Canvas, inspired by the Osterwalder Business Model Generation Canvas, to various concrete projects within the OIKOS framework, day two was dedicated to co-creation. OIKOS is the largest sustainability-focused student organization world-wide with chapters on all continents. We facilitated the initial part of the co-creative process of the students which involved painting a picture of the future of the business school in 2 phases.

Phase 1 consisted of a first group of students of drawing together a picture of what such a university could or should look like. Phase 2 consisted of a second team inheriting the drawing and determining what role OIKOS might want to play in such a scenario. The discussions which accompanied the creative painting exercise were both fascinating and revealing. While we typically think that we need to first know what to point, thus starting with a lengthy debate that ends with a few hasty scribbles on a nearly empty page, our first group immediately attempted to visualize each idea they had about the future university on paper without fully understanding what was emerging or what the final picture might be. About half-way through, one part of team 1 who had worked mostly on one side of the drawing explained what they had ended up painting and vice-versa. The team exchanged places and enhanced the designs of their friends. What emerged what a comprehensive picture which shows the future university as an open space embedded in both society and the environment thus showing the larger planetary context, while also showing the journey of an individual student working on his quest (what do I want to do in future) in his own time, working both in the collaborative open space with facilitative professors, business professionals and thought leaders as well as within reflective spaces, moving back and forth between practical experiences in society (hospitals, businesses, etc.), creating their own individual curriculum in the process (see image 1).

Phase 2 started with an immensely grateful new student team who was amazed by the creative piece of art the first team had drawn up for them. Their analysis of the picture opened the debate on what such a future university could be and what role OIKOS might want to play in there. The second team was nearly afraid to destroy the beautiful foundation work of the first team. Again, rather than trying to first finding the solution, they launched in daring to create a huge infinity loop all across the 3 posters indicating that OIKOS could be the connecting enablers supporting the student in her journey from society, the environment and the university and along her individual learning journey. The open space of the university ended up being the crossing over of the two lines which was drawn up into a green heart. The team furthermore highlighted the planetary context the first team had hinted at by filling in a blue background to the entire picture immensely strengthening the message and providing a common space which symbolized the potential of OIKOS as a universal platform of learning (see image 2).

What impressed me most is how effortlessly this creative process went along and how painting thoughts actually helped to develop thinking. We tend to think it works the other way around. We were accompanied by an amazing artist Klaus Elle who provided the visual track (as compared to the sound track) of what was going on. His ability to summarize sessions with one telling image must have seriously inspired us all!


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Breaking Down the Wall Between Academia and Practice

Our current scientific heritage has driven us to fractionate knowledge and a deepened understanding within specific areas or disciplines. It has also led us to a society and organizations structured by functions rather than issues or challenges. For any school of the future it will be of fundamental importance to break these man-made and inherited barriers between interdependent and interconnected areas of knowledge and of society.

In order to effectively develop future-relevant research and establish the basis for practice-relevant education, the management school of the future will tear down the currently existing, yet unnecessary, walls between business and management practitioners and researchers. New research and educational priorities will demand the removal of current barriers between academics and practitioners, allowing free movement in both directions, e.g.:

  • A professor takes 2-years off [1] to work in a start-up in Somalia, or
  • An entrepreneur spends a 2-year executives-in-residence [2] sabbatical to digest and distill his professional experience

Business leaders, entrepreneurs, directors of NGOs, consultants and activists will be encouraged to join the management school for one or more years to digest and distill their experience as research from the work place.

More than anything, the management school of the future needs a comprehensive mix of educators and researchers with a wealth of experiences and backgrounds. Moving back and forth between reflective work at a management school and work in the action frontier of business and other organizational work is a critical success factor of ensuring high relevance of the faculty in their role as lead-learners in the educational and research process.

[1]           Kennedy School of Government, Harvard University

[2]            IMD, Lausanne


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Designing a university for the new millennium

Here is an inspiring model of desining a university for the new millennium.

The model described here has no silos (i.e. no departments), a circular building,  no faculty ranks, same teaching load for all, no lecturing or professing – only tutoring, classrooms built for roundtable discussions, curriculum setup to promote trans-disciplinary, question-driven and experiential learning etc. etc.

 

Following 35 years on the faculty of Columbia University in New York, more than half of that time as Chair of the Department of Astronomy and Astrophysics, Dr. Helfand developed a deep understanding of the problems of traditional universities. Seizing an opportunity to redesign higher education from scratch, he has served as a Founding Tutor and, since 2008, as President and Vice Chancellor of Quest University Canada. He is also President of the American Astronomical Society, the professional society for astronomers, astrophysicists, planetary scientists and solar physicists in North America.


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Business and management schools must educate leaders in any organization

While business remains a key focus of future management education, we must embrace leaders in any other organization as well. Borders between for-profit and not-for-profit organizations are blurring, the emergence of “social entrepreneurship” is a good example of this. Government and non-government organizations are challenged to become a lot more professional in their strategies and operational implementation.

More to the point, enabling managers and leaders to understand and embrace the idea of serving the Common Good requires an inclusive approach to education, involving stakeholders beyond business to allow dialogues that have not yet taken place. Developing such leaders is a high order and requires a fundamental paradigm shift in the goal of management education: from assuring that graduates know about leadership to ensure that they are being leaders. Awakening and developing the human being in the leader and the leader in the human being becomes the central purpose and starting point of management 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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Issue-centered learning

One of the core pillars of management education for the future is to turn current functional-based, single discipline teaching into issue-centered, trans-disciplinary learning. The development of a question-based, creativity-focused approach that enables critical and divergent thinking is an integral part of this.

Future learning environments will be established both inside a classroom and as collaborative learning platforms for action learning and research (collaboratories) in business and other organizations as well as in communities. The choice among all of these different learning settings depends on what stage a student or participant is in the journey towards mastery. As such different settings are needed for acquire awareness and actionable knowledge than we need for guided practice and independent application.

Embedding business and management education in its larger context is an important way to ensure that students perceive the necessity of engaging multiple disciplines and develop the skills required to successfully apply knowledge. Historically, some business schools have attempted to do this through the case study method. Increasingly, innovative business schools are complementing the case method with action learning projects and in this sense are following the lead of medical schools, and also engineering schools that require field-based, engineering capstone projects.

Through learning and skills development that is conducted within a context selected both for its potential learning value and for its potentially positive impact on the problem being addressed, the role and purpose of business, the state of the planet, and awareness of existing and emerging societal issues is dramatically enhanced. Teaching disciplines in isolation may be an efficient way to transfer knowledge, but it misses the opportunity to develop in students and participants deep understanding of when and how to apply knowledge, and the skill to do so effectively.  Disciplinary expertise is a necessary but insufficient condition for success. It must be complemented by deep understanding and leadership skills if students are going to develop the competencies required to solve complex multi-disciplinary problems.

Issue-centered learning is organized around existing and emerging societal and environmental global issues (i.e. water, health, poverty, climate, pollution, migration, energy, renewable resources) on a global and local scale and ensures that students develop the following characteristics, skills and competencies that complements the functional knowledge they learn and enables them to become leaders for a sustainable future:

  • A global, holistic, long-term and visionary perspective
  • Clarity, focus and intensity of commitment
  • Highly motivated to do good; to do the right thing (ethical thinking translated into action)
  • Highly evolved capacity for creative, critical, holistic, ethical and systemic thinking and decision-making
  • Ability to navigate through uncertainty, ambiguity, setbacks, challenges and problems
  • Action and results oriented. Self-starter with a high need for achievement.
  • Patient (with respect to staying the course) AND Impatient (with respect to being driven to achieve results as fast as possible)
  • Highly skilled in learning by doing; adapting; making and learning from mistakes quickly and inexpensively
  • Integrative; skilled at boundary spanning
  • Skillful in figuring out root causes; determining critical success factors; and focusing on what is most important

An issue-centered education integrates disciplinary knowledge (finance, marketing, strategy, HR) when appropriate in the learning journey of attempting to resolving a specific issue (water, migration, climate change, poverty, etc.).  Conventional wisdom is challenges by uncovering underlying assumptions of the dominant discourse – in any domain. We need to develop innovators who will question the status-quo and challenge current assumptions. Issues-centered learning is critical for ensuring that graduates are able to embrace the larger context within which their organizations operate.