Gen Z students are more career-focused than ever

Gen z emerging business leaders and prospective students.

Changing career aspirations and attitudes to traditional work patterns – will gen Z’s collective experience of Covid-19 drive a new paradigm of learning and working? Parves Khan offers insights into global research from INTO University Partnerships

Gen Z – those born sometime in the mid-1990s through to 2012 – make up 30% of the global population and now represent the largest share of the prospective international student pool. By 2025, they will make up just over a quarter of the global workforce.

In the aftermath of the global pandemic, this new generation of international students will confront new challenges. In INTO University Partnerships’ 2021 survey of just under 1,200 members of gen Z, we found that the pandemic has emboldened them to double down on their efforts to support their future career success. But not necessarily in the traditional sense. This isn’t a generation looking for a nine to five working life. The experience of lockdown has made this generation re-evaluate what really matters.

Changing aspirations

55% of respondents – who are either starting their first year or planning on studying abroad and who hail from 93 countries across Latin America, Eastern Europe, the Middle East, Africa and Asia-Pacific – report that the pandemic has changed the type of career they were aspiring too (it’s changed it ‘a lot’ for 26% and ‘a little’ for 29%). 

The biggest change in aspirations has been on attitudes to traditional work patterns. 49% of gen Z respondents report that they will be looking for a future career that offers a better work-life balance and a further 36% want complete flexibility in how they work. The pandemic has also unleashed an entrepreneurial spirit among gen Z, with almost half (45%) aspiring to start their own business sometime after graduating. In addition, a quarter say that they’re now thinking about a different job role and an equal proportion are thinking about working in a different sector.

More than just getting a degree: gen Z’s social consciousness

The disruption to education caused by the pandemic hasn’t dented the passion for learning among international gen Z students. Among respondents, 90% say they care passionately/care a lot about learning and they see their international education as inextricably linked to their future success; 84% feel that going overseas for their education will give them a competitive advantage in their future career; and 66% believe that they can be more successful in their home country with an overseas education, but more see their international education as opening doors to working abroad – 84% would like to work overseas one day.

While they look to education as a path to future career success – learning is much more than this. Among respondents, 90% see an overseas university education as key to preparing them with the skills they need to be successful in life in general and an equal proportion also feel the knowledge, skills and experience gained will enable them one day to personally ‘make the world a better place’.

The latter is reflective of a strong social consciousness we see among members of gen Z. Issues like equality and sustainability have long been on their radar — both individually and collectively. But during the pandemic – a period punctuated by civil strife, social division, and severe climate events – concerns with a number of social issues intensified and have left an indelible mark on how members of gen Z see the world and how they judge brands.

Looking forwards not backwards

The devastating impact of the pandemic curtailed many activities for gen Z international students, but not their drive or their desire to get on with their lives. The findings support an earlier survey we carried out this year among offer holders which found that despite numerous challenges, students are anxious to return to campus, and the demand for global education is stronger than ever. 

Gen Z international students can broadly be divided into two camps, those feeling hopeful but somewhat anxious about their future (48%) and those feeling optimistic and excited (43%). Only 7% say they are feeling worried and stressed about the future. This readiness to move forward with their lives is evidence of the resilience of this generation.

This pandemic has been testing for all generations, but not least for one coping with these unprecedented challenges at a pivotal stage in their lives, with many transitioning from childhood to adulthood. They’ve had to a lot to contend with on their young shoulders. Studies show this has taken its toll on their mental health, but our survey findings echo others in revealing that the crisis has also engendered the development of vital life skills, such as self-motivation, adaptability and emotional intelligence in our young people – skills that will stand them in good stead for the rest of their lives.

Get ready for gen Z

The pandemic has made gen Z take a step back and re-evaluate their educational goals and future careers. They are starting their journey with a different set of expectations.

Now that members of gen Z account for the largest share of the prospective international student pool, it is critical to understand the lens through which they see the world. We hope the insights from our research will spark new ideas and conversations that will help higher education institutions foster a deeper connection with members of gen Z. Let’s get ready for gen Z – they are coming.

Parves Khan is Vice President of Market Research and Insight at INTO University Partnerships. Previously, she led global research and insight at Pearson and has run her own research consultancy. She holds a PhD in European Union integration from the University of Bristol.

Changing times call for changing approaches at Business School

Person thinking about change and sustainability.

Nicolas Sauviat, winner of the BGA Future Leaders Case Competition 2020, calls on Business Schools to ensure cases reflect the changing world of business and help enable a generation of leaders that seek ‘meaning’ in their careers. Interview by Tim Banerjee Dhoul

Case studies are a great way to teach the practical application of business knowledge, but must be kept up to date with changing times and the world’s growing focus on sustainability, according to Nicolas Sauviat, winner of the BGA Future Leaders Case Competition 2020. 

The competition invited students and graduates from Business Schools in the BGA network – of which there are now 162 spread across 39 countries – to submit their report and recommendations on a sustainability conundrum facing Nespresso France.  

A master’s graduate of Aston Business School, Sauviat won with a hybrid proposal in support of both inhouse and public recycling initiatives that speaks to the importance he places in recognising the shifting dynamics of business, and of keeping an open mind. 

In this interview with Business Impact, he offers his thoughts on the value of the case study method and the importance of pursuing purpose in both a professional and personal capacity. 

He also outlines why the central selling point of a Business School programme, for him, is its ‘uniqueness’ and ‘how it brings something new and responds to a changing world effectively’.

Can you tell me a little bit about yourself and your professional and personal background?

I come from a family of four children and grew up in Limoges, a medium-sized city in France known for its porcelain and cows. I studied corporate law at the University of Limoges before turning to international business thanks to a partnership with the University of Oklahoma. There, I discovered the thrill of being abroad and have been travelling ever since. 

I worked for businesses and NGOs in Spain, finished my studies in international business at Aston University and flew to Hong Kong to promote cross-sector collaborations and disrupting business models at Shared Value Project Hong Kong – a non-profit organisation striving to build uncommon partnerships for the UN SDGs. Most recently, I joined the World Benchmarking Alliance, an international organisation which develops transformative benchmarks that compare key companies’ performance on the SDGs.

The BGA Future Leaders Case Competition 2020 asked entrants to analyse four options available to the CEO of Nespresso France in relation to addressing the problem of single-serve aluminium capsules that are deemed wasteful and damaging to the environment. Which option would you have implemented, if you were the Nespresso France CEO, and why?

I would implement a hybrid solution between ‘setting up a proprietary recycling system’ and ‘sponsoring a complete overhaul of the country’s recycling system’, as I recommended in my entry. This is for two main reasons: impact maximisation and risk mitigation. 

While investing in the French recycling system is clearly superior in terms of both impact and ROI, Nespresso needs to complement the public system with its own private system until the former reaches sufficient capacity. 

The move would allow Nespresso France to adapt to the new business environment where interdependence, collaboration for innovation and proactiveness on purpose are increasingly crucial to success. I added to this combination my own (fifth) option for Nespresso to become a B Corp. The B Corp certification brings depth and transparency to this sustainability commitment. 

Nespresso’s innovative dual recycling model would be highlighted by a unique positioning based on transparency and collaboration. If applied, this plan would result in two thirds of the cups to be recycled by 2024 and 100% of the French population to have access to proper recycling options for the aluminium capsules. It would also provide an estimated 3% additional growth on the 2020-2023 period across Nespresso France’s operations. 

You are an international business MSc graduate of Aston Business School. Did your experience of this programme help in your approach to the BGA Future Leaders Case Competition?

My time at Aston was fundamental to my developing the skills needed in the BGA case competition. It honed my analytical reasoning and business strategy skills, which were both key to solving the case study. It also broadened my horizons, especially thanks to the palpable entrepreneurial atmosphere at the university. The many societies available, notably Enactus, were a fantastic way to get hands-on experience, for example. 

While at Aston, I learned the importance of having a well-thought strategy, and, more importantly, to act on it and not be afraid to adapt it according to ongoing circumstances – as reflected in my submission. The MSc in International Business was therefore a crucial step in my professional and personal development. I gained professional experience and made lifelong friends there. It is a time I will cherish for the rest of my time. 

Do you think the case study method is an effective way to learn about business and management?

I think it is extremely important to look at real-life examples to get a deeper understanding of business. To gain effective knowledge, you need both a healthy dose of theory and a matching dose of relevant analysis grounded in reality. The case study method is therefore a great way to implement the knowledge acquired in the classroom and to examine the world’s complexities. 

That being said, the way to succeed yesterday is not necessarily the same as would be needed today. Times constantly change – especially with sustainability issues which were systematically ignored before. ‘Business as usual’ cannot work anymore. These relatively new aspects to doing business offer great opportunities – such as sustainable businesses gaining an edge over their competitors – but do require creativity to solve. They reflect the new paradigms we live in, which the case study method needs to acknowledge.

If you were to return to Business School later in your career (e.g., to study an MBA or other executive-level programme), would use of the case study method be something you would look for in the Business School at which you would want to study?

I would definitely look for the practical applications of the knowledge taught. The use of the case study method would be one aspect of that and I would expect each ‘theory’ class to be matched with implementation studies. 

I would pay extra attention to how ‘recent’ case studies are used in the programme and how sustainability is included in every aspect of it. I would also look for how the case study is effectively used – is there an emphasis on one good solution or a debate on its complexities? 

The use of case studies needs to reflect the challenging problems of the world we live in and foster creativity on how to solve them.

What other factors might be important to you, if you were ever to return to Business School to study further?

If I ever were to return to Business School, I would look at its reputation and rankings but, more importantly, the uniqueness of the degree. It is crucial to see how it brings something new and responds to a changing world effectively. 

The ‘why’ needs to be at the centre and the programme must show its current relevance. You cannot study business the way it’s been done so far, focusing on only the old profit dimension of business. It is only one dimension among many others – for instance, people, planet and purpose.
As the ones enabling the next generation of business leaders, Business Schools have to show the way forward and be trailblazers in sustainability.

Can you tell me a little about a favourite course/module, assignment or professor, from your time at Business School?

I can talk a bit about my favourite professor: Kaz Kirollos. He was the head of both the entrepreneurship and the international business programmes and knew his way around in both [Kirollos is now at Warwick Business School]. 

Kirollos embodies the successful mixing of theory and practice. He would explain the theory and its limits before diving into case studies and debates in the classroom. He knew that there was no ‘right’ answer in business but that there are instead shifting dynamics which require an inquisitive and open mind. I guess his entrepreneurship experience was especially important in that aspect as he emphasised a trial-and-error approach to business – something that really resonated with me.  

Your past experience is full of activities relating to work with a social impact. Are ‘purpose’ and ‘impact’ things that you will continue to seek in your future career? If so, why?

‘Impact’ and ‘purpose’ are definitely things that I will continue to seek in my future career. I think I come from a generation looking for meaningful work – not just work as a means to survive. As a generation, we are also aware that we are the last ones who will be able to make a strong impact on many global issues, such as climate change. 

It is significant that we just entered the UN’s Decade of Action. In this way, while NGOs and non-profits certainly have a role to play, the private sector needs to step up in order to bring forth a sustainable future. This is not from a charity point of view. Aligning profit with purpose is beneficial to both society and businesses – creating both economic and societal value. Companies need to understand that, in the age of stakeholder capitalism, purpose is the new competitive advantage. 

While at Business School, you worked on an entrepreneurial project for a product that produces mosquito-repellent blankets in African countries, with the platform, Enactus. What did this experience teach you about the realities of business?  

Being a project leader at Enactus taught me much, especially about constantly failing! Making a project move forward is but a long succession of failures and delays. Once an obstacle is removed, another pops up. In this way, being part of this student-led organisation really developed my entrepreneurial skills, which are required for any business. It also showed me the difficulty of finding the right contacts and business partners, especially in an international setting. 

Furthermore, it showed me how hard it is to implement cross-sector collaboration. The companies we reached out to were really unsure about working with a team of students – which is understandable – and kept going back and forth even with the whole university backing us. There was also a lot of discussion around the project even though we were only mimicking an already tested and proven method. As a result, conducting proper business in Ghana took us much longer than we expected – a common result for most international projects.

Do you think socially oriented leaders can have a bigger impact at the helm of a small startup or within a large multinational organisation?

This is a very tough question, to which there is no definitive answer. Both are needed to drive impact. What is certain is that the private sector has a crucial role to play to bring forth a more sustainable future. Without the private sector, we won’t achieve the SDGs. The private sector needs to bring much-needed scalability to sustainability. Its capacity to solve problems profitably and at scale is indeed key (the earned profits being reinvested to generate more profit). 

On the one hand, multinationals can have a bigger impact given their sheer size, influence and resources. They are, however, much harder to move for socially oriented leaders. On the other hand, startups are much more nimble and can offer innovative scalable solutions. I personally really enjoyed my time in a startup as you really feel you are making a difference. Socially oriented leaders can have a strong impact in both. The true defining element is, in my opinion, cross-sector partnerships to involve all stakeholders in the process and to create maximum impact from every initiative.

Nicolas Sauviat is a sustainability professional with an academic background in both law and international business. He is passionate about cross-sector collaboration for the SDGs and advocates for aligning profit with purpose. His experience has spanned the US, Europe and Asia, working for organisations ranging from NGOs to businesses.

This article is taken from Business Impact’s print magazine (edition: May-July 2021).

Sustainable banking in Paraguay – find out more and enter the BGA Future Leaders Case Competition 2022 for a chance to win a $3,000 USD cash prize.

 

How far are business schools from achieving diversity and equality?

Abstract illustration of two duo-tone coloured hands touching the side of the palms symbolising diversity and inclusion.

How far are business schools from achieving diversity and equality?

Abstract illustration of two duo-tone coloured hands touching the side of the palms symbolising diversity and inclusion.
Abstract illustration of two duo-tone coloured hands touching the side of the palms symbolising diversity and inclusion.

In order to advance fair and equal business practices, graduates of business education – and future leaders – must represent demographics as diverse as their future customers and communities. But, challenges remain to develop cultures that are inclusive across race, gender, sexual orientation, disability, religion, social class and nationality.

A session at the AMBA & BGA Global Conference 2021 brought together speakers representing the winning business schools in the ‘Best Culture, Diversity and Inclusion Initiative’ category of the AMBA & BGA Excellence Awards 2021. They shared examples of their strategies to nurture cultures defined by diversity and equality in their schools and beyond.

Business school initiatives in Australia, Spain and the UK

Celia de Anca, Deputy Dean for Ethics, Diversity and Inclusion at IE Business School, outlined the LGBT+@Work initiative, which delves into marginalised populations and new perspectives. De Anca also shared her thoughts on collaboration and conversation, in terms of achieving female equality.

Imperial College Business School, meanwhile, has recently launched a year-long equality, diversity and inclusion (EDI) course entitled ‘Working in Diverse Organisations’. Jöel McConnell, the school’s Executive Director of Marketing, Recruitment and Admissions, explained that this offers EDI learnings and toolkits to help students to become diverse-aware employees and leaders, able to optimise differences and create more effective organisations. He added that this is one of the first steps in Imperial College Business School’s efforts to embrace of diversity in all its forms.

Nicolas McGuigan, Director of Equity, Diversity and Social Inclusion at Monash Business School, announced its new course, specifically geared towards indigenous Australian people. The Master of Indigenous Business Leadership is a cross-disciplinary programme, complemented by a tailored offering in design thinking, together with units in law and public policy.

McGuigan also talked about his school’s Queering Accounting diversity initiative. Through numerous educational, research, and industry activities, Queering Accounting is said to have enhanced the school’s culture of dignity and respect, enriching the experience of staff and students and helping to foster social justice, with the input of key stakeholders.

Moving the conversation forwards

During the session, panellists were able to share granular insights and examples. However, given the numerous challenges to achieving genuine diversity in business education, they were keen to leave the audience with three important takeaways to help guide discussions moving forward, acknowledging that translating intellectual debates into corporate policy is difficult to get right.

1. It is important to have discussions about belonging and individuality when thinking about diversity and inclusion.

2. Belonging is about both institutional belonging (and how to foster a sense of it) and belonging to groups that may be identified by protected characteristics (such as age, race, sex, sexual orientation, religion, gender reassignment, relationship status, pregnancy and maternity, and religion and belief).

3. There should be an ongoing intellectual and philosophical debate within universities about equality, diversity and inclusion. These discussions should help inform the policies that public- and private-sector organisations put into place. 

Speakers: Celia de Anca, Deputy Dean for Ethics, Diversity and Inclusion, IE Business School, Spain

Jöel McConnell, Executive Director of Marketing, Recruitment and Admissions, Imperial College Business School, UK

Nicolas McGuigan, Director of Equity, Diversity and Social Inclusion, Monash Business School, Australia

This article originally appeared in the print edition (July 2021) of Ambition, magazine of the Association of MBAs (AMBA).

Read more Business Impact articles related to diversity:

Download the latest edition of the Business Impact magazine

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Tim Banerjee Dhoul

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Adding drops to the ocean of change

Hands cupping the earth that is shaped like a giant water droplet. Adding drops to the ocean of change.

Adding drops to the ocean of change

Hands cupping the earth that is shaped like a giant water droplet. Adding drops to the ocean of change.
Hands cupping the earth that is shaped like a giant water droplet. Adding drops to the ocean of change.

In the third decade of the 21st century, raising awareness of climate change – its causes and its effects – is still a central concern for society, and it is an area in which business schools can lead.

Oreva Atanya, Manager of the Lagos Business School Sustainability Centre at Pan-Atlantic University, sent out some words of caution for business schools in a session at the AMBA & BGA Global Conference 2021. ‘Even with our multiple programme streams, including the executive MBA and the full-time MBA’, schools are only directly influencing a limited number of people,’ she said, adding that these people will come up against different perceptions and interpretations of the problem, and varying priorities.   

Awareness and agents of social change

‘People have other problems,’ agreed Julianna Paola Ramírez Lozano, Director of Sustainability at CENTRUM PUCP. ‘With social issues, corruption, and all the other problems, climate change is on another level.’

Ramírez Lozano told attendees that her dream is for everyone in the world to read Bill Gates’ book How to Avoid a Climate Disaster, because the key is to understand the problem. Business schools must seize their opportunity to raise awareness, she argued, not least because ‘the media and a lot of government organisations don’t speak about this problem’. MBA students can then have an impact in their communities. ‘I believe that our students are agents of the social change,’ she said.

Awareness is also one of four ‘virtues’ that should be prioritised for the future (alongside empathy, prudence and courage), according to Jako Volschenk, Head of MBA Programmes at the University of Stellenbosch Business School. ‘MBA programmes must raise the awareness of students. I think the number one problem is that people aren’t aware of what climate change is, who’s causing it, and so on,’ he said. 

Talking of empathy, he added that ‘most of us in business schools are, by world standards, super rich, but we have to take on the role as stewards of society’. Prudence relates to ‘the idea that you know when you have enough, you stop. There’s not enough for everyone to live an extremely wealthy life’. And emphasising courage, he said: ‘We have to teach students to take on leadership and say, “we can do something and we want to do something”.’

Consistency with values in business school operations

Meanwhile, Louis Hébert, Director of MBA and EMBA programmes at HEC Montréal, highlighted the importance of looking at a business school’s operations as well as its programmes and teaching. Not only does this increase awareness but it also adds credibility to a school’s other outputs in this area.

‘We felt that it was also essential for us to be an example if we really wanted to have an impact in our society and communicate the importance of climate change,’ he said.

‘We needed to run the business school in a way that was consistent with our belief in the urgency of climate change, so that has led us to introduce a variety of initiatives addressing those issues in the way that we manage the business school.’ He added that the school has since been able to cut its carbon footprint by half.

In one example, Hébert described how a relationship with a local NGO had enabled 250 out of the 300 computers discarded each year to be given to primary and secondary schools, at home and overseas. ‘We were reducing the amount of waste but also helping other educational institutions,’ he said.

Voices of change emanating from the world’s business schools can have a significant impact, in terms of enhancing people’s understanding of global issues and inspiring people to take action. Atanya concluded: ‘There’s something we say in Africa: little drops of water make a mighty ocean.’

Orevaoghene Irene Atanya; Manager, Lagos Business School Sustainability Centre, Pan-Atlantic University, Nigeria
Louis Hébert; Director of MBA and EMBA programmes, HEC Montréal, Canada
Julianna Paola Ramírez Lozano; Director of Sustainability, CENTRUM PUCP, Peru
Jako Volschenk; Head of MBA Programmes, University of Stellenbosch Business School, South Africa

This article originally appeared in the print edition (July 2021) of Ambition, magazine of the Association of MBAs (AMBA).

Read more Business Impact articles related to sustainability:

Download the latest edition of the Business Impact magazine

Want your business school to feature in
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Tim Banerjee Dhoul

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Why students should be given more control of Business School rankings

Illustration of people measuring the performance of work with bar and pie charts and a line graph. This is symbolic to ranking.

With growing demands for lifelong learning and greater diversity in the way people study, Business School rankings will have to adapt to match the changing landscape, says CarringtonCrisp’s Andrew Crisp

Pick your ranking, any ranking you like – there’s one to suit everyone. At least that’s how it feels at times. There are rankings for universities and Business Schools, rankings by region or country, rankings by subject, rankings by research performance, rankings by sustainability, even rankings by car parking space on campus (allegedly). However, it feels that many of these rankings are missing their fundamental purpose, which is providing useful information to prospective students.

Ask students what they want from a ranking, as the latest version of the CarringtonCrisp study The Business of Branding did, and on first view there are few surprises. Most important is the percentage of students employed within six months of graduation, followed by salary increase of graduates within a few years of graduation and percentage of students having an internship of more than one month during their degree. Slightly further back are employer ratings of the School and the number of high-quality research papers published by School faculty.

Measuring employment is not easy

All of these seem sensible measures, and these do often feature in many existing rankings. However, think for a moment about that first option, the percentage of students employed within six months of graduation. The result relies on data from graduates being reported on time to their university. It takes no account of the economic conditions in a country where a university is based and different graduation times around the world could mean some data is six months older than other data when it is published.

And then how do you define ‘employed’? More and more graduates may be working for themselves in some part of the ‘gig’ economy, some will have set up their own business and many will have gone on to further study for a particular career such as law, medicine or teaching. Measuring employment is not easy.

However, assuming that a reasonable set of definitions can be agreed on and there is acceptance that the data being collected from different institutions is comparable, then a ranking might be possible. There is no doubt that creating a ranking is a difficult task if it is to be widely accepted as valid and valuable.

Little consensus on what matters most

There may however be another problem, one that few rankings seem to be accounting for.  Although the percentage of students employed within six months of graduation was the top choice of students in The Business of Branding study, it was only chosen by 21% of respondents. Indeed, the top five different options chosen by respondents in the study were all selected by between 16% and 21% suggesting that there is little agreement even among those that rankings are aimed at.

When thinking about how your Business School is ranked by external organisations, please indicate what you think should be the most important information?

Percentage of students employed within six months of graduation 21%
Percentage of students having an internship/placement of more than one month during their degree 19%
Salary increase of graduates within a few years of graduation 19%
Employers ratings of the School 18%
Number of high-quality research papers published by School faculty 16%
Impact of the School in its local community 15%
Number and value of scholarships provided to students from underprivileged backgrounds 15%
Percentage of students having an international study experience during their degree 14%
Percentage of women studying on business degrees 13%
Percentage of female faculty teaching on business degrees 12%
Incorporation of the UN Sustainable Development Goals into the curriculum and the operation of the School 12%
Percentage of international students 12%

Source: The Business of Branding

Personalisation would give students more control

Rankings are undoubtedly going to be part of the higher education landscape for the foreseeable future, but a better experience for prospective students is surely possible.  Technology offers the opportunity to personalise the rankings experience and give more control to the key audiences they are aimed at.

No doubt rankings organisations and the institutions and individuals that provide that data will want to keep some of it confidential. However, it should be possible to make rankings more interactive so that prospective students can decide for themselves what is important and adjust weightings given to certain pieces of data.

A rankings organisation may have a sense of what they think is important and publish accordingly, but if an individual can go online and then create their own ranking from the same data, you increase the value of the information for the target audience. U-Multirank has attempted such a solution, but there are limited data points, some data is absent, not all universities take part, and not all data points are those that seem important to students.

With growing demands for lifelong learning, greater diversity in the way people study and a wider range of qualifications delivered in higher education, rankings will have to adapt to match the changing landscape, both in terms of providers and learners.

Individual personalisation of rankings would mean Business Schools and universities were better able to pursue their own mission rather than the same narrow group of rankings indicators decided by publishers. It would be the important end users of rankings – prospective students, with their diverse, imaginative and creative perspectives – that shaped the priorities for higher education.

Andrew Crisp is the Co-Founder of CarringtonCrisp, known for its work with Business Schools and universities around the world. Prior to setting up CarringtonCrisp, Andrew led the agency team that carried out a London Business School rebrand. He also worked as the Employment Correspondent for The European newspaper.

Delve further into the topic of rankings on Business Impact: read an article on how rankings can effect positive change in the industry by University of Bath School of Management Professor, Andrew Crane; and access AMBA & BGA’s own research into MBA rankings.

Can AI drones yield cleaner agricultural production and more ethical practices?

A tractor watering crops with a sprinkler system on a sunny day. This is symbolic to agricultural production.

How the use of pesticides exacerbates other barriers to cleaner agricultural production and why data-collecting AI drones offer a potential solution. Research from the UK’s University of Bradford School of Management

A changing agricultural business environment and the need to improve agricultural value chains, together with calls for more resource-efficient practices and sustainable approaches has meant that business and management research is just as vital for the agricultural sector as agronomic and other agricultural science-based research. 

The pressing need to boost agricultural productivity

There is a pressing need for food producers, technologists, academics, and policymakers to identify innovative, effective, and sustainable approaches to boost agricultural productivity for the immediate future, for a sustainable food supply chain. With the global population expected to grow to 9.7 billion by 2050, pressure on food systems – and particularly on the agriculture sector – is increasing daily. Only a 70% increase in food production would be enough to feed this global population sufficiently. The Covid-19 pandemic has worsened the situation. A labour shortage caused by health concerns and lockdown measures, including the closure of international borders, has caused inevitable disruptions to both the production and movement of agriculture and food produce globally.

These conditions have led to inflation and this has made nutritious food, or even food itself, unaffordable to some people, causing hunger to more than 130 million people across the globe. This makes goal number two of the UN SDGs – to end hunger – all the more difficult to attain.

In some parts of the world, Covid-19 has also led to an increase of unethical agricultural practices, such as the overuse of chemicals in farming and suppression of labour, to meet growing demand in difficult times. Addressing this requires a detailed understanding of how innovative solutions can be incorporated into the agricultural supply chains, particularly within production, to achieve ethical, sustainable and socially viable food production.

Despite a host of state-of-the-art developments in agriculture, such as automation and smart farming, many challenges in the agricultural supply chain remain and there is still a lack of practical solutions.

Barriers to cleaner agricultural production

Our research explored key agricultural challenges and how industry 4.0 technologies, such as AI drones, may be the solution to these challenges.

What are the barriers that impact cleaner agricultural production? We identified a host of agricultural challenges which play a role in diminishing and disrupting agricultural yields. These include the following:

  • Illegal deforestation
  • Lack of efficient practices
  • Lack of accurate predictions for seasonal output
  • Theft and sabotage
  • Inaccurate seeding methods
  • Unproductive workers
  • Pesticides application and hazards
  • Workers health and safety risks
  • Movement of produce within supply chain
  • Pollution
  • Poor soil conditions
  • Plant disease

Existing research in this field has highlighted the intertwined nature of these challenges, so a fundamental element of our research was to see whether the identified challenges were interrelated. This revealed that ‘unproductive workers’ and ‘pesticides application and hazards’ contribute towards at least 10 further challenges in the context of Cleaner Agricultural Production (CAP), including the above-listed challenges of ‘pollution’, ‘lack of accurate predictions for seasonal output’, and ‘plant disease’ (i.e. spread of) as well as workers’ health and safety, a factor that subsequently affects the movement of agricultural produce in the food supply chain.

In other words, we found that in order to overcome challenges impeding the sustainability of food supply chain, while managing worker productivity, food producers and farmers must minimise the hazards resulting through pesticide application and exposure.

Unravelling agricultural challenges

For insights into how Industry 4.0 technologies can support clean and ethical agricultural production, we applied the the Ellen MacArthur Foundation’s ReSOLVE framework and its six actions of Regenerate, Share, Optimise, Loop, Virtualise and Exchange.

Based on this framework, our research suggests that AI drones may offer a number of opportunities to unravel agricultural challenges, provide sustainable solutions and promote ethically conscious agricultural practices by addressing the ‘farm structure’, ‘food security’ and ‘environmental impact’ concerns, as depicted in the figure below:

Source: Drones ReSOLVE framework application from a 2021 paper in the ‘Journal of Cleaner Production’, co-authored by this article’s authors.

AI drones in agriculture

Prior studies have highlighted how industry 4.0 technologies, such as AI drones, can help minimise plant disease rates, using drone sensors that enable early detection.

Drone sensors can also help optimise the use of pesticides, for their ability to apply a precise amount of the required pesticide to specifically selected plants. By providing real data which can inform any decision to apply pesticides to a targeted crop, the drone is not just useful for the reduction of waste and pollution and the optimisation of economies of scales with regards to pesticide use and application, but also for facilitating the production of a healthier food produce – which is, of course, a more ethical practice befitting the health and safety framework.

Furthermore, AI drones are able to capture valuable data, such as temperature, moistness of soil leaf, level of precipitation and wind speed – data which is essential in keeping track of plant health and giving an indication of the amount of marketable produce.

The possibilities presented by AI-driven drones in capturing vast quantities of field data, in detecting diseases and in monitoring crops simply cannot be ignored, especially given the role of pesticide application in other barriers to the movement of cleaner agricultural production within the supply chain.

Because excessive pesticide hazards have an adverse impact on cleaner agricultural production, as well as on the movement of goods within the supply chain, it is vital for both agricultural producers and policymakers to explore ways to minimise their use and exposure. Equally, it is imperative that farmers and operational agricultural workers are aware of the underlying and interrelated role of excessive pesticide hazards in barriers afflicting the agricultural supply chain.

 

 

Dr Kamran Mahroof (left) is an Assistant Professor in Supply Chain Analytics and Programme Leader for the MSc in Applied Artificial Intelligence and Data Analytics at the School of Management, University of Bradford, UK.

Dr Amizan Omar (right) is an Associate Professor in Strategic Management at the School of Management, University of Bradford, UK.

A brighter future: culture, diversity and inclusion

Here is a large, diverse crowd of business working professionals socially distancing standing outside dressed in smart attire. Business Impact article for A brighter future: culture, diversity and inclusion.

A brighter future: culture, diversity and inclusion

Here is a large, diverse crowd of business working professionals socially distancing standing outside dressed in smart attire. Business Impact article for A brighter future: culture, diversity and inclusion.
Here is a large, diverse crowd of business working professionals socially distancing standing outside dressed in smart attire. Business Impact article for A brighter future: culture, diversity and inclusion.

As the world looks to emerge from the Covid-19 pandemic, a ‘crisis environment’ in which creative ideas and innovations have flourished also presents business school leaders with an opportunity to direct their organisations to make seismic changes in diversity and inclusion (D&I). Through direct action and a ripple effect, they can improve the economic opportunities for underrepresented segments of society.  

As such, a session at the AMBA & BGA Festival of Excellence explored options for enhancing and developing diversity strategies in business education, drawing on insight from experts in the field and those who have developed D&I initiatives in international corporate organisations – with inspiring results.

Peter MacDonald, panel chair and Director of Business School Services at Advent Group, explained that there has been a large body of research showing that people want to feel that they are a ‘part of something’, citing demonstrable business benefits in terms of performance in relation to this. 

With that in mind, how can organisations today fast-track moves towards a more inclusive and diverse culture? What more could and should business schools be doing in terms of curriculum development around these points? 

Defining inclusive leadership 

Sheree Atcheson, Board Member at Women Who Code, explained: ‘Business schools can define what inclusive leadership looks like before people go out into different businesses or start their own businesses. I think this opportunity should not be wasted. [Business schools] have an opportunity to embed inclusive principles and leadership techniques, so we aren’t continually having the same problems in trying to retrospectively train leaders on what it means to run an organisation inclusively, what it means to measure inclusion as well as diversity, and so on. 

‘The purpose of measurement is you can check if initiatives are working for you and going in the right direction, or if they are not. The key part of this for business schools is the role modelling of this behaviour.’ 

Taking the conversation further, Paul Sesay, CEO and Founder of Inclusive Companies, added: ‘A lot of organisations go wrong because they think that one shoe fits all. D&I is unique to an individual organisation – you can’t cut and paste initiatives. From an inclusion perspective, you have to look at the HR processes that are unique to your leadership culture before you can really move forward with inclusion. It has to come from the very top as well, from the CEO downwards to the operational staff. 

‘You’ve got to look at the culture within the organisation in order to make change and you’ve got to have difficult conversations to know what needs to be done. You may think that your culture is a certain way but when you dig into the lived experiences of individuals at work, it’s often completely different.’

Embedding learning about difference into core curricula 

Looking more specifically at the topic of diversity within business schools, Stephen Frost, CEO and Founder of Frost Included, explained: ‘It is a core part of leadership that we learn about difference, and that we learn about how to manage difference and how to learn from difference in order to empathise. That isn’t just a soft skill, it’s critically important for customer service, marketing, negotiation, and strategy. So, it’s about embedding this, not as a separate module, but as a core part of curriculum design. 

‘This also forms part of the values that are upheld by the School itself. On the one hand, there are some obvious things, like supporting D&I and dealing with psychological safety. But it’s also about making sure that it’s clear to everyone that it’s OK to have the debate. Sometimes we have to create safe spaces where people can fail, where they can use the wrong language and where they can ask questions – where they are educated and not simply belittled.’

Closing a lively debate, Juan Pablo Otero, CSR expert and D&I activist, proffered that D&I is not just about presence, but also representation: ‘Sometimes, we think that if we have someone with disabilities in our organisation we are OK, or if we have someone from another race or country then we are okay, but at the end only 5% of the organisation is part of a minority,’ he said. ‘We need to set goals and measure what we are in the beginning and where we want to get to. In that way, we will see our little steps.

‘We all expect big changes. What we have been living through in the last year, has shown us that we are all vulnerable. When we go back to the office, we won’t be the same as we were last year. We are going to be more sensible. This pandemic has shown us that we are so different, but we are living through the same experience across the world. This period has shown us that the only way we can solve problems is by working together. One of the advantages of the situation we are living through is that it has revealed a lot about inclusion because we have been involved in teamwork and working with all people.’ 

Chair: Peter MacDonald, Director of Business School Services, Advent Group

Panellists: Sheree Atcheson, Board Member, Women Who Code; Stephen Frost, Chief Executive Officer and Founder, Frost Included; Juan Pablo Otero, CSR and sustainability expert, and D&I activist; Paul Sesay, CEO and Founder, Inclusive Companies

This article was originally published in the print edition (April 2021) of Ambition, magazine of the Association of MBAs (AMBA).

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Understanding the media industry’s brave new worlds

A dark Sci-fi landscape of mountains on an unknown world with two moons on a night horizon symbolises brave new worlds.

Understanding the media industry’s brave new worlds

A dark Sci-fi landscape of mountains on an unknown world with two moons on a night horizon symbolises brave new worlds.
A dark Sci-fi landscape of mountains on an unknown world with two moons on a night horizon symbolises brave new worlds.

‘Like one of the outer moons of our solar system; exotic, constantly evolving, febrile, white hot, relentlessly volcanic…’ The National Film and Television School’s Alex Connock outlines the importance of understanding today’s media landscape and developing confidence in all of its commercial forms

Question: What do Facebook, Snapchat, TikTok, YouTube, Fortnite and Netflix all have in common? Answer: none of them even existed in the year 2000. 

Go back a couple more years and you can add Amazon (founded in 1994, at the very start of the internet) and Google (1998) to that list. What this means is that many of the companies that determine the rhythm and the content of our daily lives are extraordinarily new. That’s indicative of a media landscape, a content footprint across all our lives, that has been in a state of constant agitation. In fact, the media business is like one of the outer moons of our solar system; exotic, constantly evolving, febrile, white hot, relentlessly volcanic… and a place you definitely want to go.

‘No matter what people tell you, words and ideas can change the world,’ said comedian, Robin Williams, which is why media is the industry of which everyone knows the products (shows and songs) and everyone has an opinion. That makes it a joy to be in. Content spending in 2020 (a Covid year, by the way) was $149 billion USD in the US, growing at a staggering 16% year on year. Meanwhile, in Asia it was growing even faster in the same year, at 19%, and in Africa, at 46%. This means that, over time, the content creation industry is getting bigger, less west-centric, and more imaginatively global. 

From screen and audio to social media: how media has changed

Segment the media business down into its constituent categories – and you can see how radical the changes have been, and how challenging it is to fully own the space. 

Screen has seen the invention of streaming platforms to supplant the pre-eminence of the broadcast powerhouses like CBS or ITV which had defined the latter part of the 20th century, and radically upend their business models. Now, AI (specifically, machine learning) layered onto home screen platforms, such as Netflix, Amazon or Disney +, provide personalisation to user tastes at a globalised, but individual, level. The shows you are served, and the order in which you are served them, is completely unique. YouTubehas come out of nowhere to become the principle media channel for many young peoples’ lives. Meanwhile, the production technologies of video games, like Fortnite, are lending the ability to create whole new worlds in virtual studios to shows like The Mandalorian. Finally, the cinema itself has been in decline in the west (although not in China).

Audio has changed just as much. Chris Martin from Coldplay said: ‘No one really knows where songs come from’, but those involved in making them do need to know where the money comes from. Artists used to make their money from record and CD sales. Then came downloads, illegal at first, which decimated record company incomes and put the whole business model of music in jeopardy. Streamers, specifically Spotify, provided a new hope of firm revenues, but artists and record companies remain locked in alternative interpretations of who is due what.  Meanwhile, radio has been edged out by the breakthrough model of podcasting. 

In the 20th century, humanity made it to the moon – but it didn’t invent social media.  That took until the early 21st century, but now (in the west, that is) Facebook, Instagram, TikTok, Twitter, LinkedIn and other platforms are the pre-eminent media businesses in every respect except that they don’t consider themselves media businesses, because they don’t want to accept editorial responsibility for the content that is uploaded. Their production model is radically new in that it is outsourced to users. Their revenue model is driven by the personalisation and AI algorithms that make digital marketing the most powerful business tool of the era. And this is only the beginning of an era in which computer vision (another form of AI) will radically shift how we choose and interface with our entertainment.

Then there are video games – arguably the biggest and fastest-growing media sector on earth right now. One company, Riot Games, which makes League of Legends, has more than 400 job vacancies at the time of writing, such is the speed of its growth and demand for talent. There are e-sports teams and leagues too, each hungry for skilled workers. There are also business tools, like Substack, driving monetisation into blogging, hitherto a business for the penniless. And then there are traditional segments like book publishing (a sector whose demise was called way too early and which is now showing strong growth) theatre, events, festivals, music touring (Ed Sheeran, earned $700m USD on his last tour) commercials, documentaries… Oh, and sports. The soccer (football) teams, Barcelona and Manchester United, are media businesses, and best understood as such. 

Specialist skills required to thrive

Put simply, the media is of a greater breadth and scale than at any time in history.  This creative sector requires specialist skills and knowledge that can help you thrive in the industries within. As it’s primarily a gig economy with short-term, contract-driven employment, even cellists and dancers need to know enough about business to thrive. Meanwhile, those who want to design or run businesses, from animation to gaming, need to understand the multiple, complex models which drive them. Many of the text books that would tell you how to do that are so far out of date they still talk about TV advertising oligopolies and CDs. A better perspective would be that of writer, Charlie Fink, on the coming impact of augmented reality: ‘The world is about to be painted with data’.

The skills you need now, in the 2020s, are quite precise. You need to understand digital marketing – because that’s what drives sales from Broadway producers to an organic Instagrammer. You need to understand the drivers of idea creation, and how to copyright and sell those ideas – whether they are TV formats like the smash-hit US show Survivor (now in its 21st year) or the Korean megahit The Masked Singer. You need to understand accounting and finance, from the cash flow behind a streaming hit, like Chernobyl or Money Heist, to the monetisation technologies that will work in metaverse gaming concepts. You need to know how to deal with an agent, how to present a business plan, how to organise production of merchandising around your children’s animation, or how to sell advertising for a podcast. These days, even restaurants are media businesses: they make shows for Netflix and Apple TV.

Everyone in the media needs to know their worth and make sure they get paid.  ‘Chaplin’s no negotiator,’ said studio boss Sam Goldwyn of the notoriously business like silent movie star. ‘He just knows he can’t take anything less.’

There is an opportunity in business education to make sure graduates go out into the market knowing not to take anything less. Our specialist MA in Creative Business at the National Film and Television School (NFTS) maps the landscape by introducing students to a range and depth of media guests that would be impossible for a generalist education. It allows aspirant businesspeople to work with animators on product development, to deep-dive into a media sector – from the contemporary horror films of Jordan Peele and specialist Instagram commercials production for e-commerce to developing a business plan and pitching it to venture capitalists specialised in the industry. 

At the end of that, graduates emerge with an understanding of the media and a confidence in all of its commercial forms, such that they can specialise in one field, but have an informed perspective on all the others. Screenwriter, William Goldman famously wrote: ‘In Hollywood, no one knows anything.’ Only someone with proper inside knowledge could say something that smart.

Alex Connock is Head of Department of the Creative Business MA at the National Film and Television School (NFTS) in Beaconsfield, Buckinghamshire, UK.

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Why Business Schools need to be more than just digital

A person standing in a red curved abstract architectural space, 3D rendering. This is symbolic to being more than just digital.

Many traditional universities have been playing catchup, trying to ensure students get their money’s worth via Zoom. But being digitally adept is not all that is needed, says Dilshad Sheikh, Dean of the Faculty of Business at Arden University

The past 18 months have taught the business world a lot. Companies need to be receptive and responsive to the trends and demands of consumers, to the point where they need to keep one eye on the present and the other on the future in order to survive. This means management students –  the business leaders of tomorrow – need to be taught how best to survive in a volatile market, alongside the current advances in technology being implemented on a commercial and corporate scale.

Home to innovation, universities have traditionally witnessed avid researchers turning outlandish hypotheses into standout ideas, while simultaneously being renowned for their slowness at adopting innovative tech themselves for their students’ benefit. The past year has forced longstanding universities that pride themselves on their history and red bricks to embrace tech, and now many, if not most, higher education institutions offer online learning. But are they truly doing enough? In short, the answer is ‘not really, no’.

Here’s how Business Schools should be changing to address the needs and demands of the business leaders of the future.

How tech will change how we learn

There’s no such thing as a traditional student anymore. It is more common for a student, especially now that more people are studying from home, to balance work, family and school on a day-to-day basis, instead of being on campus full time with a sole focus on going to lectures. Many businesses have found their employees enjoy the flexibility that comes with remote working. Universities ought to respond to that.

Students value a personalised and collaborative relationship with their university that gives them confidence that their educational interests are taken into account, according to a 2017 report from Universities UK. So, just as flexible working is becoming more and more popular, flexible learning that is tailored for each undergraduate’s needs and wants should be an option too.

Students at Arden University, for example, can pause their studies if they have other priorities – such as a busy quarter at work – and resume when their diaries free up again. This level of flexibility that tech brings to the table allows students to fit their degrees around their personal responsibilities outside of studying.

Digital learning will need even more transformation

When stuck in the four walls of their home, these technological advancements can place a student in situations they would not normally get the chance to be in until after they have graduated. A 2019 study has shown that even though students feel they learned more through traditional lectures, they learn more when taking part in so-called ‘active-learning strategies’ that are designed to get students to participate in the learning process. It produces better educational outcomes at virtually all levels.

We are experiencing the Fourth Industrial Revolution, and the distinctions between technologies, physical, digital and biological spheres are getting blurrier by the day. Many students have digital skills, even if they are as basic as opening a Word document. As a result, more and more students expect their university to also widely adopt new digital technologies like virtual and augmented reality, AI, or the Internet of Things (IoT).

Digital simulations, for example, that allow students to be the owner of a company for a day, will not only give students confidence in the real world, but will also equip them with the knowledge to solve the problems they may face. They are free to make mistakes in the simulation, that will bear no detrimental impact, but the experience will teach them valuable lessons.

The market wants Business Schools to move beyond simple degrees that often focus more on theory than practice as their primary product. More agile, lower-priced, digital credentialed ‘packages of learning’ are valued by employers — an essential cog in the constantly spinning digital economy. ‘Upskilling’ is not a business buzzword, it is vital to keep pace with technological advances and introducing assessments that mirror this demand is essential.

Business Schools need to look beyond essays and exams. Assessing students on their digital capability, getting them to kickstart their own social media campaign or asking them to find novel solutions for a present-day business problem will push students much more than a 10,000-word dissertation.

Jobs of the future should define courses

The World Economic Forum estimated that by 2022, the core skills required to perform most roles will, on average, change by 42%.

‘Increasingly, a career for life is an artefact of the past, and this traditional mindset of ‘learn, do, retire’ can no longer provide a future-proof approach. As automation and work converge, skills gaps are set to change at a faster pace and at a greater volume – leading to both talent shortages and job redundancies,’ states the report.  

To remain relevant and employable, workers are faced with the need to re-evaluate and update their skillsets and educators face pressure to update the focus of their courses and offerings. Consequently, there is a pressing need for courses to relay the skills that individuals often acquire throughout their life and educators need to start looking towards the future and work backwards.

The importance of being relevant and responsive to both the present and the future is a demand that education institutions must meet. As many as 85% of students think universities should be able to make changes to a course while students are learning. In fact, many employers have previously grown tired of waiting for universities to catch up. Microsoft, Linux and other employers have already teamed up with online education platforms to provide education that is not only much easier than brick-and-mortar programmes, but also more up to date and easier to distribute to vast numbers of students simultaneously.

Business leaders have expressed doubts about students acquiring the skills they look for in employees before, adding to the importance of courses that not only engage students and connect them to the real world, but that are also relevant to today’s business realities.

Universities should provide learners with the skills and knowledge they need for a very different future, as one recent study has shown. Having modules focussing on the impact of Covid-19 in the business sphere is much more useful to a student’s potential employer than them memorising the theoretical practices of responsible business, for example. 

Industry experts of today need to teach the experts of tomorrow

Another tradition that needs refining to match current demand is how academics often teach lectures. These PhD professionals will have the answers to many questions as they have dedicated their career to the industry, but what they often lack is real-life experience.

Industry professionals, however, tend to have more comprehensive knowledge of the inner workings of the professional world, including the markets, systems and processes, which will be invaluable for students.

Bringing unique value to the classroom, industry professionals provide fresh insights – something which can be difficult to come across anywhere else. It will give opportunities to connect students to the outside world, allowing them to network and grow professional relationships before they have even graduated.

Without face-to-face workshops and in-person interactions, some students have been short-changed into paying a lot of money to view a simple PowerPoint slide that may precede a Zoom lecture struggling to captivate its audience thanks to weak wifi connection. Business Schools need to do better to ensure that the leaders of tomorrow can do more than just connect and listen blindly to a disengaging Zoom call. Graduates need to be well equipped for life outside graduation and it will take more than just digital learning to achieve this.

Dilshad Sheikh is Dean of the Faculty of Business at Arden University, a UK-based provider of flexible, online and blended learning.
Dilshad’s recent research interests have focused on diversity in leadership and management in higher education. She is also a mentor for various initiatives and engages with audiences across sectors to encourage more females, especially those from minority ethnic backgrounds, to attain senior leadership roles.

Making an impact: corporate social responsibility

A close-up photograph of a single water droplet about to hit a pool of water; pool of water is causing a circular ripple motion. Water, in this case, signifies sustainability. Business Impact article for Making an impact: corporate social responsibility.

Making an impact: corporate social responsibility

A close-up photograph of a single water droplet about to hit a pool of water; pool of water is causing a circular ripple motion. Water, in this case, signifies sustainability. Business Impact article for Making an impact: corporate social responsibility.
A close-up photograph of a single water droplet about to hit a pool of water; pool of water is causing a circular ripple motion. Water, in this case, signifies sustainability. Business Impact article for Making an impact: corporate social responsibility.

A new way to do business with social impact is emerging – purposeful, ethical and sustainable. This approach, with a focus on business as a ‘force for good’, disrupts established thinking around traditional profit-based models, but is this model viable?

With the most forward-thinking organisations actively putting people, the environment, and positive impact first to achieve a fairer society and a more sustainable economy, there is evidence that pursuing a ‘force for good’ business model can be more successful than a profit-driven approach. 

There is also a growing consensus that business leaders have a responsibility not only to shareholders, but also to wider society – customers, employees, suppliers, communities, and the environment.

What does this mean for business education? A session of the AMBA & BGA Festival of Excellence gathered CSR experts for a debate on the subject of positive impact, innovation, sustainability, and responsible management. 

Topics under discussion included: the challenges surrounding the role of Business Schools; how sustainability and social impact could and should be integrated into every MBA programme; how MBA students can learn the key skills required to become forward-thinking leaders; and how the sector can challenge the business models that have resulted in the unintended consequences of today. The following paragraphs are just a selection of highlights from this panel debate.  

Measurable impact

Pavlina Proteou, Founder and CEO of BeyondCSR, started the conversation: ‘The challenge, in part, is that lots of corporations still view sustainability as a PR activity, rather than a core activity. It should be CEO level; it should be the umbrella strategy – the only strategy, actually,’ she said, before adding: ‘When you have CSR and you have that budget, you can use it to come out with a positive measurable impact, because impact has to be measured; it’s not just adopting initiatives and corporate philanthropies. CSR is there to progress and accelerate sustainability strategies, but it has to be part of the core business development, not a marketing division. 

‘This is how you make impact, and social impact is part of sustainability. We talk about sustainable development and social impact as if they are two different things but it’s one thing. If you have concrete sustainable strategies, then you can make measurable social impact and environmental impact. 

‘One of the problems is that corporations feel it’s like ticking a box. There are game-changing companies, but if the approach is only ticking a box, you’ll never have the desired outcome.’ 

Echoing calls for a reset

James Gomme, a Director at the World Business Council for Sustainable Development, added: ‘In the long term, businesses will only be successful if they are operating sustainably. All governments are moving in that direction and societal expectations are moving very strongly in that direction as well. 

‘There were calls at the World Economic Forum for a complete reset of our capitalist model, of the way financial markets work and the way financial markets value sustainable business behaviour. 

‘I would encourage Business Schools to start to echo that and to incorporate sustainability-related topics into the class on financial accounting, the class on strategy, the class on HR-related discussions, and so on. 

‘It is a topic that touches everything you do as a business. Purpose should be something that runs through all of these different functions and those functions should be in support of that purpose.’

Being held to account

Celia Ouellette, Founder and CEO of the Responsible Business Initiative for Justice, noted that there is a clear link between diversity, CSR and social justice, against a backdrop defined by unrest. 

‘Diversity should be the bedrock of good teams,’ she asserted, before pointing to her experience of leading and running a non-profit organisation: ‘The strength of our team lies in the diversity of experience, culture, ethnicity of our organisation, as well as the diversity of its agenda. You need to continually look at each aspect of an MBA programme through these lenses. It will create more sustainable businesses in the long run. 

‘You can create businesses that are less risky and more future-proof. I think that “cancel culture” is just one symptom of what will come when businesses don’t align their purpose and values with the people that they are employing, or that they are selling to. 

‘One of the things that businesses will really need to face is how they’re being held to account, particularly post-Covid-19.’ 

Chair: Andrew Main Wilson, CEO, AMBA & BGA

Panellists: James Gomme, Director, World Business Council for Sustainable Development; Celia Ouellette, Founder and CEO, Responsible Business Initiative for Justice; Pavlina Proteou, Founder and CEO, BeyondCSR

Read more Business Impact articles related to corporate social responsibility:

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Creative and ambitious people that can help businesses shape and deliver their CSR agendas are in demand, says Lakshmi Woodings. Discover what careers in CSR involve and the skills you’ll need to succeed

Read More »

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