Executive Education For Responsible Business

ECM Educa.
qxd:Layout 1 4/10/07 17:30 Page 1
Including 2007-08
Beyond Grey Pinstripes
business school ranking
Business education special report 2007 www.ethicalcorp.com
Executive education for

responsible business
It's a whole new world
Produced in association with the

ECM Educa.qxd:Layout 1 4/10/07 17:30 Page 2
Ethical Corporation • Education special report Contents 3
Contents
...not an oxymoron
7-9 Fashion St, London E1 6PX UK

Subscriptions: +44 (0) 20 7375 7575
Editorial: +44 (0) 20 7375 7561
4 Introduction Specialisation
Ethical Corporation is printed on Green Coat plus
paper, which comprises 80% recycled and 20%
European Academy of Business in Society 20 Boutique campuses
Forest Stewardship Council certified source material.
Small is beautiful
6 MBAs
Editor
Developing fully-rounded leaders 22 Bigger schools
John Russell
john.russell@ethicalcorp.com Mainstreaming ethics
Ethical Corporation writers Europe
Oliver Balch
8 Masters Executive education
Rajesh Chhabara
Nick Jones Focus on specialism
25 Decision-making
Lisa Roner
Learning from experience
10 Asian students
Production Editor
Ian Welsh Teaching the tigers p25 Lessons in leadership
27 Board directors
Advertising and sales Teaching for the top
Andrew Bold India
andrew.bold@ethicalcorp.com
13 Ethics in education
+44 (0) 20 7375 7188 29 Soft skills
US: 1800 814 3459 (ext. 310) Playing catch-up
For diverse and complex problems
Subscriptions
Hayley Stamp The student view
subs@ethicalcorp.com 30 Bob Stilliard, Ashridge
+44 (0) 20 7375 7575 14 Graduate recruitment Gaining the right new skills
What bosses look for
Design
Alex Chilton Design Ltd 31 Harvard Business School
alex@alex-chilton.co.uk 16 Graduate profile
+44 (0) 20 7348 6011 An MBA just the first step A student’s review
This supplement is published 18 Student activists

by Ethical Corporation. For 32 Business schools ranked
Looks good on the CV
more information on Ethical Beyond Grey Pinstripes 2007-2008
Corporation’s monthly magazine, 19 Dean profile
and other regular supplements, Andrew Pettigrew, Bath School 34 The last word
go to www.ethicalcorp.com p32 The latest list
of Management Business education’s future
4 Introduction Ethical Corporation • Education special report
21st century management
Learning to lead
By Gilbert Lenssen and Peter Lacy, European Academy of Business in Society

Today’s business leaders need skills that cover politics,
society and the environment. It is up to business schools
to provide these Training leads to competitive advantage
lobalisation continues to fuel unpar- between ESG leadership and financial The overarching question is: can they ulti-
G alleled economic growth, but its
opportunities have come with risks
performance. Companies with superior
policies outperformed the general stock
mately deliver the goods?
The forecast is optimistic, if uncertain. At
attached. Climate change, energy security, market by 25%, and their peers in 72% of the MBA and masters levels, corporate
pollution, poverty and water scarcity are cases. responsibility is moving consistently into
just some of the urgent challenges facing The companies and academics inter- mainstream disciplines through more inno-
today’s corporate and political leaders, and viewed in this special report state their vative approaches and courses. In parallel,
their communities. conviction that tomorrow’s leaders will EABIS has worked with the UN Global
Companies are now expected to share need social and political skills if they are to Compact to shape and launch the Principles
responsibility with governments for be successful. These skills will be needed for Responsible Management Education to
tackling issues that previously they would just as much, and in some cases even more, inspire international change.
have ignored in their primary pursuit of than traditional business competencies such Moreover, many EABIS member schools
profit. Confronting global problems from as accounting and finance. now work closely with multinational
HIV/Aids to human rights has become a Future managers and executives will companies to design tailored executive
way for big firms to repair reputations that have to integrate new factors, uncertainties programmes on ESG issues. Excellence in all
have declined sharply as annual revenues and views into their decision-making of these areas can become a competitive
have soared. process. They will need a different set of institutional advantage.
In a recent FT/Harris poll, almost 40% of tools to cope with complex operating envi-
UK respondents expressed zero admiration ronments. Global companies are reviewing Carpe diem
for senior executives in charge of major their human resources strategies and Associations such as Net Impact have
companies. An international majority of internal management development spread rapidly on campuses worldwide,
those surveyed said that globalisation had programmes to better address current reflecting increased student demand for
not been beneficial for their country. shortfalls. In this context, corporate univer- action. Encouragingly, social entrepreneur-
Companies now realise that they need sities as well as business schools have a ship is pushing its way into the curriculum,
new strategic and operational approaches growing and vital role. as young talented business executives look
to manage their role in society. Superior This presents an enormous challenge – to balance professional success with
performance in this regard can bring signif- and opportunity – for the entire field of personal responsibility.
icant competitive advantages and financial management development, both academic More widely, we are seeing corporate
reward. Failure to adapt can threaten the institutions and in-company training leaders cross over into business schools,
survival of the firm. providers. Companies are desperate for bringing practical insights and perspectives
more and better knowledge in the work- to complement traditional academic
Management shortfall force, with business schools its most strengths. Business schools are opening
Extractive industry firms such as BHP important supplier. themselves up to non-traditional collabora-
Billiton, Rio Tinto or Exxon say that the Companies must improve at identifying tions and partnerships – with business and
shortage of managers able to display sensi- these needs and communicating them to other stakeholders.
tivity to local demands in unstable operating business schools in particular. Without such Executive education programmes may
environments threatens to permanently exchanges, the content of executive educa- currently struggle to keep pace with corpo-
undermine large-scale investments. tion will never address their key priorities. A rate progress. However, academic reform and
In July a report from McKinsey, based on 2006 EABIS research report from Ashridge innovation are on an upward curve, which
interviews with almost 400 chief executives, proposed a framework for companies to do societal pressures will surely accelerate.
found that more than nine out of ten this, and do it better. This supplement is a timely initiative and
surveyed said their companies were Practical understanding is therefore reminder that change is indeed taking place
addressing more environmental, social and needed from faculty on these issues. In in executive education. Whether this
governance (ESG) issues than five years ago future business schools will have to look to change is sufficient, we leave to your indi-
to improve competitiveness. blend core faculty with reflective practi- vidual judgment.
Research from Goldman Sachs across six tioners, developing new career paths, We hope that you find this report a stim-
sectors has found a strong correlation knowledge models and teaching content. ulating, thought-provoking read. ■
6 US MBAs Ethical Corporation • Education special report
Business schools The US: home

of the MBA
Weaving ethics into business education
• The Masters of Business
Administration (MBA)
degree emerged in the
Future corporate leaders will need more rounded skills than their predecessors and the world’s US at the start of the last
top business schools are responding by offering courses in corporate responsibility, says Lisa Roner century, in response to
demand from companies
rom new hires and mid-level managers to the It is an outlook that is quickly becoming the rule
F c-suite – or top-level management chiefs – and
even board directors, ethics education is garnering
rather than the exception at business schools
around the globe.
that wanted precise
knowledge of how
to run a business.
an unprecedented level of attention in corporations Since the Enron scandal, most business schools
around the world. Leadership is taking on new have beefed up the teaching of ethics and related • The US remains the
meaning. Up and coming executives are being topics, often under the banner of leadership. Yale world’s biggest MBA
recruited as much for their “soft skills” in teamwork, has shaken up its programme to include ethics as market: over 1200
communication, sustainability, corporate responsi- part of every course, because it says it found a programmes are on
bility and ethics as they are for their financial and growing disconnect between how business is taught offer at business schools
strategic prowess. and how careers are developing. across the country.
In fact, a 2006 survey by the Graduate Manage- In Europe, INSEAD says its goal is to become a • But Europe is catching up
ment Admission Council found that 40% of “leadership institution” and IMD in Switzerland fast. The number of MBA
employers place a strong emphasis on such soft says it is retooling to focus on leadership qualities programmes in Europe
skills in the selection and hiring process. But a and international experience. grew from 181 in 1999
survey by recruitment firm Egon Zehnder reveals to 658 in 2006.
only 20% of international corporate executives Integrating curricula
believe an MBA prepares people for real life Many schools, including the University of
management. Michigan’s Ross School of Business, are incorpo-
To meet the growing demand for more well- rating immersion and simulation techniques in their
rounded leaders, business schools are responding programmes to give students hands-on experience
with a broad range of new programmes and at making ethical decisions long before they reach a
approaches to train current and future corporate corporate environment.
executives. According to recent research – sponsored by the
It is the responsibility of MBA programmes to Center for Business Ethics at Bentley College in
improve the practice of management one student at Waltham, Massachusetts, and the Ethics Resource
a time by helping each one maximise his or her Center in Washington DC – there has been a five-
Sustainability
potential for future leadership roles, says Sim Sitkin, fold increase in the number of stand-alone ethics management
the head of North Carolina-based Duke University’s courses at top-ranked business schools since 1998. is one of the
Center of Leadership and Ethics (COLE). Laura Hartman is a professor of business ethics
Students “must see every decision in the broader and legal studies at DePaul University, Chicago, and biggest business
ethical context”, and it is the obligation of MBA one of the researchers on the project. She says MBA opportunities
programmes to teach students to incorporate ethics programmes are also quickly migrating from issues-
and leadership into their roles in the workplace, he based, stand-alone courses to a more integrated
to come along
stresses. focus on individual and corporate ethics that in a long time
Ethical Corporation • Education special report US MBAs 7
includes topics such as corporate responsibility and “new type of innovative business leader ”. These
sustainability spread liberally throughout the graduates are both knowledgeable about traditional
What does an
curriculum. MBA subjects and “strategic about the social and
MBA involve?
Nearly 55% of schools say they offer such an environmental issues that are increasingly affecting
MBA courses are a business
integrated curriculum. At RSM Erasmus in businesses and their survival, value and ultimate
school’s signature offering.
Holland, a new programme called Living Manage- success”.
ment Assignment integrates six functional areas – Even small schools are having a big impact. The
Core modules typically cover:
finance, marketing, strategy, operations, human Presidio School of Management in San Francisco is
• accounting
resources and entrepreneurship – with ethics and one of a handful of schools offering sustainable or
• marketing
sustainability, on which 25% of the student’s grade “green” MBA programmes. Although by mid-2007 it
• finance
is based. boasted only 56 graduates, enrolment for Presidio’s
• strategy
Hartman and her colleagues surveyed the Finan- 2007/08 class was by that stage already around 200.
• operations
cial Times’ 50 top-ranked business schools, and of Presidio’s provost, Ron Nahser, says sustain-
the 44 that responded, more than 84% say they ability management is one of the biggest business
Other modules address the
require students to take courses that address one or opportunities to come along in a long time and
skills required of modern
all of these topics. Eleven of 44 require MBA demand is already high for the school’s students. In
global leaders:
students to study ethics in a stand-alone course, the first semester of 2007, more than 100 Presidio
• macroeconomics
while 52% of the schools surveyed say they require students worked on 30 projects for companies.
• international politics
that ethics be taught in some combination
with either corporate responsibility, sustainability New thinking at the top
Extra classes work on the
or both. A new laboratory for sustainable business has also
“soft skills” of future
The push is being supported by a high level of opened at MIT. The programme will use scientific
managers:
institutional backing in the form of centres for statistics and case studies to teach students about
• leadership
ethics, corporate responsibility and sustainability the effects of global warming, pollution and other
• personal development
alone or in combination, Hartman says. Nearly 66% environmental factors on business.
of the schools surveyed by the group have a centre Some schools are even offering dual degrees or
These help individuals
dedicated to at least one of the three topics. And concentrations in sustainability, including the
develop judgement and
many of those that do not have a centre, like the University of North Carolina’s Kenan-Flagler School
discover personal values to
Schulich School of Business at York University in of Business.
guide their graduate careers.
Toronto, still have strong programmes with Perhaps the most refreshing trend, Hartman
endowed chairs and professorships, she says. says, is the increasing interest among non-ethics
Kellie McElhaney, executive director of the faculty in integrating ethical discussions into their
Center for Responsible Business at the Haas School courses.
of Business at the University of California, Berkeley, The Association to Advance Collegiate Schools of
believes today’s business schools have the responsi- Business (AACSB), the leading accrediting body for
bility and are seizing the opportunity to create a business schools, she says, is offering sold-out
seminars on teaching business
ethics. More and more traditional
core subject faculty are clamouring
to be effective at introducing ethics, It is the obligation
corporate responsibility and sustain-
ability topics into their courses. of MBA
Michael Hoffman, executive programmes to
director of the Center for Business
Ethics at Bentley College, and a
teach students to
collaborator of Hartman’s, says the incorporate ethics
trend to integrate the three themes and leadership
throughout the curriculum will
help them become “habitual” and into their roles
“part of the thinking of a business in the workplace
executive”.
The developments at top-tier
schools, says John Fernades, presi-
dent and chief executive of the
AACSB, reflect trends unfolding
across the broader landscape of
business education, and he predicts Useful links:
that the focus on ethics is “sure to www.aacsb.edu
pay future dividends in the corpo- www.gmac.com/gmac
Graduates now have a better ethical understanding rate world”. ■ www.ethics.org
8 Europe Ethical Corporation • Education special report
Other section content:
10 Asian expansion
13 Indian students
Masters programmes
Flexible courses and more focused

teaching at Europe’s schools
Business schools that put corporate responsibility teaching at the core of their courses are now
at a competitive advantage. Oliver Balch explains why
hen Kaarina Dubee was looking around for a business schools are developing innovative masters Traditional
W masters course, she had one priority area in
mind. A project leader at Volvo, she wanted to
programmes. Traditional management education is
being supplemented with specialist courses on management
increase her understanding of corporate citizenship sustainability, corporate social responsibility, envi- education is being
strategy development and implementation. Her ronmental management and other emerging
search led her from her base in Sweden to the themes.
supplemented with
University of Bath in the UK. “Most business schools across Europe are specialist courses
Bath has been running an MSc in responsibility increasing the amount of coverage they give to on sustainability,
and business practice for a decade. Structured those areas,” says Jonathan Slack, chief executive of
around eight week-long workshops over two years, the UK’s Association of Business Schools. Those and other
the course draws on expertise developed across the leading the way tend to come from western and emerging themes
University’s graduate courses. northern Europe, he adds, although there are
Kaarina credits the course content with broad- notable exceptions.
ening her perspective. Given the curriculum titles,
that comes as no surprise. The timetable includes Change catalysts
subject areas such as “new economics”, “humanity So, what is driving the change? The primary factor
and enterprise”, “globalisation and the new context is undoubtedly the awareness among both
of business” and “self and world futures”. recruiting companies and students that social and
She also maintains that the practical bent of the environmental issues are of mounting importance.
course enabled her to start making concrete applica- “There is a clear commitment in the corporate
tions in her day-to-day job from the outset. Bath world to take social responsibility seriously and that
calls the approach “action research” – a process of in turn triggers greater interest in business
continuous, participative learning aimed at programmes that cover it,” Slack says.
increasing student awareness of their perspectives And business education is responding in kind.
and behaviour. The Association of Business Schools, for example,
last year drew up criteria for the teaching of corpo-
Innovative courses rate responsibility in the UK. The standards are now
“The MSc applies to the interaction between used to appraise providers of business management
different challenges because there are so many education.
things that you can’t solve within one frame of Expanding the focus to mainland Europe, the
mind at the moment,” explains director of studies push to integrate corporate responsibility into
Judi Marshall. graduate business teaching received a major boost
The University of Bath is not the exception it once in July. Under the Global Compact’s new Principles
was. Across Europe, more and more universities and for Responsible Management Education, academic
Ethical Corporation • Education special report Europe 9
Rethinking management education in the light

of today’s changing business world clearly presents
Snapshot:
faculty with an intellectual challenge. Moving the
Bologna
perception of business management as a value-less
Declaration
economic science to an inter-disciplinary social
Initially drawn up in 1999,
science represents an important first step.
the Bologna Declaration and
Practical hurdles also exist if corporate responsi-
subsequent communiqués
bility is to get onto more European masters courses.
now count 45 European
Finding the resources to develop programmes and
countries among their signa-
the faculty members to teach them is no small
tories. The initiative is
undertaking.
designed to improve the
Even for those business schools with experience
alignment of higher educa-
in the area, continual modifications are still required
tion systems across Europe,
to stay on top of what is a dynamic subject area.
thereby increasing student
Parisian business school HEC, for example, has
mobility and rationalising
been offering an MSc in sustainable development
the granting of degrees.
for several years now. It also integrates aspects of
The main change relates to
corporate responsibility and ethics into its award-
the length and structure of
winning MBA programme. During 2007/08,
masters courses. Instead of
students on HEC’s MBA will face a core 20-hour
the traditional, continental
module on sustainable business strategy.
European masters-only
“The market, both from the corporate side and
system (five years), Bologna
the participants’ side, is pushing us to develop more
introduces the bachelors
awareness and research in these areas,” explains
masters progression (four
Valerie Gauthier, associate dean of HEC’s MBA
plus one, or three plus two
programme. “Now it is how fast and how efficiently
years). All European students
you are doing it [integrating sustainability] that will
will henceforth graduate
make the difference.”
firstly with a bachelors
degree.
Flexible learning for today’s business school graduates Experience still counts
Graduates can subse-
A final word of caution should also be directed at
quently choose to continue
institutions have been given fresh impetus to incor- the balance between pre-experience and experi-
their studies in the same
porate “universal values” in curricula and research. enced graduates – those who have yet to enter the
subject at the same univer-
The way universities are structuring undergrad- workplace and those who have. To date, most
sity, change subject or
uate and graduate courses is also improving. Under sustainability-related masters courses in Europe
university nationally or
the Bologna Declaration, European universities and have attracted career professionals.
internationally, or go directly
business schools now have the flexibility to offer The Bologna Accords are now opening the door
into employment.
shorter, more specialised masters graduate courses. to recent graduates to continue their studies in
All signatories have agreed
The declaration – also known as the Bologna specific niche areas before entering the workplace.
that these changes will be
Accords – provides a motivation for curriculum Supporters of this approach argue that highly qual-
implemented by 2010. It is
innovation. By harmonising the length of under- ified pre-experience graduates are capable of
estimated that between 1.5
graduate and graduate degrees across Europe, learning how to flexibly apply their knowledge once
and two million Europeans
students should be granted greater mobility to they are in the workplace.
will graduate annually with
switch between universities. The detractors express less confidence. Kai
bachelors degrees once
Peters, chief executive of Ashridge Business School
Bologna has been fully
How to stand out in the UK, speaks for many when he expresses his
implemented.
As a result, higher education institutions are begin- concern that “CSR graduates” could be too young
ning to use corporate responsibility and related for the job.
subjects as a way of differentiating themselves and “For students coming out of university with only
thereby attracting students. corporate social responsibility on their foreheads,
However, it is important not to over-egg the [companies] wouldn’t know how to employ them,”
importance of the Bologna Accords. No mention is he argues.
made of specific subject areas, whether ethically- Europe’s turbulent masters scene has yet to
related or otherwise. settle. When it finally does, the competition will
Instead the accords should be seen as a “window begin. Around 12,000 courses are expected to flood
of opportunity”, according to Peter Lacy, executive the field of graduate management education
director at the European Academy of Business in alone. Corporations and students are waiting
Society (EABIS). “Because higher education in with their clipboards to judge the new courses
Europe has been thrown up in the air, there is a for their content quality, relevance and, above all,
chance to rearrange how it falls,” he says. imagination. ■
10 Europe Ethical Corporation • Education special report
Education offshore while average salaries were 52% above pre-MBA

levels.
Europe’s new According to OECD statistics, China is the largest
source of demand for postgraduate education
export industry abroad with 8% of the total, followed by South
Korea with 5% and India with 4%.
Educating the next generation of leaders in The UK is the second largest supplier of such
Asia’s booming economies is a priority for courses after the US. France, Germany and the
Europe’s business schools, says Nick Jones Netherlands are strengthening their positions,
having been temporarily eclipsed by English-
Chinese business
or years they have taught current and future speaking countries with modern MBA courses and leaders name
F executives to handle the disruptive effects of
globalisation on their industries. Now business
fewer restrictions on their higher education
providers.
talent shortage as
schools themselves must adapt to long-term global But European institutions are using a variety of the key constraint
trends that promise to separate winners from losers. means to catch up. An increasing number of courses on growth
Top of the agenda is how to attract prospective are taught in English, while some schools are
students from the vast talent pools of India and leading the way in the use of offshore campuses to
China – before rival schools get there first. reach the hottest segments of demand.
The market in providing higher education to Among the most established is INSEAD’s Singa-
foreign students is growing fast – and will continue pore campus, set up seven years ago. Hong Kong,
to grow. Malaysia, and Dubai and Qatar in the Gulf have also
In a 2004 report the British Council said that sought impressive European teaching brands as a
demand for UK higher education places could triple way to raise the skill level of their economies and
by 2020, growing by 6% each year. A study by
student recruiting firm IDP has forecast demand for
seven million students places in 2025, four times as
many as in 2000.
Underlying the trend is the demand for high-
level skills created by economic growth in Asian
countries with large populations.
In China, the need for mid-level and senior
managers to guide the expansion of domestic and
multinational firms is outstripping supply, leading
business leaders to name talent shortage as the key
constraint on growth.
Talent constraints are biting particularly hard in
India, where IT industry body Nasscom has warned
of a shortfall of IT workers by 2010. The resulting
spike in corporate sector wages has put top-end
salaries onto a level more familiar in New York
and London, making investment in a European
MBA a feasible proposition and causing a surge in
applications.
New melting pots

According to Stephan Chambers, head of the MBA
programme at Said Business School in Oxford, 80%
of those taking the course are from outside the UK.
Students divide about equally between Europe, Asia INSEAD’s ground breaking Singapore campus has proved a real success
and the Americas, and India is the fastest growing
source. become regional hubs for higher education.
“People want to come here because we’re one of Nigel Roome, who holds a chair in CSR at Solvay
the best schools in the business,” he says. “Our Business School, explains that his Brussels-based
student populations mimic those regions of the institute is highly international both in its intake
world that have good universities and booming and in its alumni’s post-graduation destinations
economies.” after they graduate. This creates a student body that
The school’s 225 one-year MBA students come brings a wide range of values into the classroom.
from 48 different countries around the world. Of “This is very nourishing in terms of teaching
the 2006 intake, 38% took a job in a new country on CSR,” he says. “Appreciation of business in a social
graduating – many choosing to stay in Europe – context is different in America from in Europe, just
Birmingham Business School
MSc Corporate Governance and

Corporate Responsibility
Being a sustainable company is about

more than just bottom line profits.
David Jackson, Company Secretary, BP plc
Increasingly, companies are judged on their behaviour within the

societies in which they operate. In addition, investor expectations
are more demanding than ever before, and the cost to companies
that ignore the benefits of good corporate governance is high.
The MSc Corporate Governance and Corporate As a student on the programme you will The use of case studies, events and
Responsibility offers an international perspective benefit from: guest speakers, allowing you to
on these two key areas which are of fundamental Teaching by leading international experts relate theory to practical situations
importance to businesses and society globally. in the field. They bring their expertise and Links with companies on a local,
knowledge to a programme which we believe national and international level
This programme is designed to provide a sound is leading edge in its coverage and content
understanding of corporate governance and The expertise and knowledge of the Centre Learn more
corporate responsibility from corporate, investor for Corporate Governance Research, which Tel: +44 (0)121 415 8273
and stakeholder perspectives. runs the programme. The centre has strong Fax: +44 (0)121 414 2263
international links, for example, working with Email: l.kirby@bham.ac.uk
This programme considers the key issues in organisations such as the United Nations www.business.bham.ac.uk
detail and is relevant for a wide variety of careers Conference on Trade and Development
in business and the investment sector, or for (UNCTAD) and the International Corporate
Governance Network (ICGN)
those considering a career in research.
Business Ethics
ÈK_\ :f\^\ Xmfnj \k_`ZXc Y\_Xm`fi Xj X XdXib glijl`

Xe[ XZbefnc\[^\j X cfe^&Xe[è Zfdd`kd\ek kf ^cfYXc ZfeZ\iej%É
— from the Mendoza College of Business Mission Statement
Featured Conferences and Workshops • Monthly Newsletter: Value Lines

• Business Education at Catholic Universities: Exploring the Role of • Pfizer Faculty Seminar in Ethics
Mission-Driven Business Schools. 7th International Conference
on Catholic Social Thought and Management Education, to be Comprehensive Ethics Curriculum & Courses
held at Notre Dame, June 11-13, 2008. Information available at • Required MBA course in Foundations of Ethics since 1967.
ethicalbusiness.nd.edu. Ethics courses are also required in the Executive MBA
• Muslim, Christian, and Jewish Views on the Creation of Wealth. curriculum since inception and undergraduate programs.
Interfaith conference on April 23-24, 2007 at Notre Dame. • Ethics Electives (one required): Accounting Ethics, Ethics in
Program and papers available at business.nd.edu/wealthcreation. Finance and Banking, Globalization and Ethics, International
• Peace Through Commerce: Partnership as the New Paradigm. Business Ethics, Leadership and Ethics, Marketing Ethics,
Conference held in November, 2006. Book forthcoming from and Spirituality and Business.
the conference, Responsible Corporate Citizenship and the Ideals • Business Ethics Field Project course at both the MBA
of the U.N. Global Compact, edited by Oliver F. Williams, and undergraduate levels and extensive involvement in
Director of the Center for Ethics and Religious Values in Community Service.
Business at Notre Dame.
Recognitions /Accomplishments
Annual Events and Activities • Ranked 5th in World in Preparing MBAs for Social and
• Berges Lecture Series in Business Ethics (six) Environmental Stewardship by Aspen Institute (AI) and
• Cahill Lecture on Ethical Business (one) World Resources Institute (WRI), 2005
• Hesburgh Award for Sustained Contribution and • Ranked by BusinessWeek and the Wall Street Journal for
Leadership in Business Ethics Excellence in Ethics
• Ethics Week • Highest 5 Star Rating for Faculty Research by AI and WRI
Notre Dame Institute for Ethical Business Worldwide

Notre Dame Center for Ethics and Religious Values in Business
255 Mendoza College of Business • University of Notre Dame • Notre Dame, IN 46556 USA
1- 574-631-6072 • www.ethicalbusiness.nd.edu
Ethical Corporation • Education special report Europe/India 13
as it differs within the nation states of Europe and in CSR and social entre-
the emerging forms of capitalism found in India and preneurship, the launch
China.” of a mandatory new
With Asian firms making progressively greater course on how climate
inroads on western markets, Roome says that the change will affect
presence of their next-generation leaders in classes companies, sectors and
he teaches – such as an MBA option on governance countries is more central
and corporate social responsibility – makes for inter- to the curriculum.
esting debate. “I’m not convinced
He says: “As we move from Chinese companies that teaching CSR
being suppliers of components to being global should be a big separate
brands, we will see a shift of orientation from cost initiative,” Chambers
and function to brand characteristics, which will says. “We are about
potentially include issues of responsibility.” teaching people to think
At Said Business School, meanwhile, Stephan rigorously about organi-
Chambers prefers to downplay the role of specialist sations. We’re not about
ethics courses. teaching our students to
“Doing good business is about being smart, and break rules and accrue
being smart is about making sure that you don’t costs, but to do the Oxford’s Said Business School has 80% overseas students
create costs that you have to account for later, opposite.”
whether those are political, social or environ- As growth motors ahead in Asia’s largest
mental,” he says. economies, it will be the students themselves who
While Said MBA students can choose options in decide which approach to global challenges is best. ■
Indian schools learn from western case studies and theories. The newly formed Indian School of Business averaged
Ethics and success system has successfully produced world-class

managers, many of them at the helm of global organ-
around $135,000, while the highest offer stood at a cool
$269,000 by an Indian IT company. At IIM-Calcutta, the
aren’t mixing isations.
About 80% of IIM graduates join multinational
highest offer of $250,000 was made by a leading
investment banker to two students for posts in New
companies. In recent years, consulting firms and York.
In contrast to the trend in the US financial institutions – both less known for CSR initia-
and Europe, corporate responsibility tives – have been the top recruiters offering dizzying
is still off the agenda for aspiring salaries.
executives at India’s business schools. Curricula of top business schools including the six
Rajesh Chhabara reports IIMs do not include corporate responsibility as a
subject. IIM-Ahmedabad offers management ethics as
urvival in India’s corporate jungle is not based on an elective and often finds no takers.
S being nice – a lesson the country’s job-hunting
business school graduates often learn at interview.
Vidyanand Jha, a professor at IIM-Calcutta, says:
“Companies are not looking for CSR skills while hiring
“Our campus recruitment history shows that candi- fresh MBAs.”
dates who sound ethical, upright and This message applies to students in other parts of
principle-oriented during interviews mostly get Asia. A recruiter at a global bank in Singapore who was
rejected. Companies consider them unfit for the corpo- searching for a CSR head explains: “This is essentially
rate world,” confides a professor at a top business an NGO job within the corporate setting to look after
school in India. That neatly sums up the state of corpo- our community work.”
rate responsibility in the country.
Corporate responsibility has yet to find a place in Salaries count
India’s booming management education sector, which Ricardo Lim, assistant dean at the Asian Institute of
has over 1,250 approved schools teaching 125,000 full Management, Manila, in the Philippines, says: “I don’t Eventual salary is the top priority
time students and a further 100,000 on distance think recruiters come talking about triple bottom line.
learning courses. They are still looking for conventional skills in manage- With rewards like this available to students without
Six elite schools, the Indian Institutes of Manage- ment, finance and operations.” any grounding in corporate responsibility, it is little
ment (IIMs), are hot favourites of global corporate Students and parents are driven by the brand wonder schools are reluctant to teach the subject.
recruiters. name and ranking of the school rather than the Biju Varkkey, a professor at IIM-Ahmedabad, esti-
Modelled on US business schools, IIMs continue to curriculum offered. A school’s brand is valued by the mates that it will be another three to four years before
focus on increasing shareholder value. They use salary its graduates receive. Indian business schools start taking an interest in
management books written by American authors and International salaries offered to graduates of the corporate responsibility. ■
14 The student view Ethical Corporation • Education special report
16 Successful
graduates
18 Campaigning counts
Career opportunities
Giving recruiters what they want

Demand for social and environmental expertise is growing and evolving. A diverse array of
postgraduate courses is helping people find the roles they seek and providing companies with
the talent they need, explains Nick Jones
ne type of web page gets more hits than almost education course titled “Leading Sustainably”.
O any of the thousands of sites devoted to corpo-
rate responsibility: job notice-boards. The search for
Full-time, specialist programmes have increased
their intake at institutions such as Nottingham and
What employers
look for
new motivation and challenges is bringing an Warwick. At Birkbeck College, which specialises in
increasing number of job hunters to this competitive evening courses for London professionals, Employers have high
sub sector. sustained demand has led to a growing number of expectations of corporate
Acre Recruitment, an agency that focuses on options covering CSR, the environment and corpo- responsibility graduates.
sustainability-related jobs, watches emerging trends rate governance.
• Basic business skills are
in the job market very closely. The MA in responsibility and business practice at
taken for granted.
“In general there are more candidates wanting to Bath has just increased its intake to 33 a year, after
get into CSR than jobs available,” says Acre’s many years of a 24-student limit, according to • Leadership ability is much
director, Tom Leathes. “However there are emerging course tutor Peter Reason. sought after.
sectors where the reverse is true, such as ethical • Personality traits –
supply chains and climate change.” Popular and relevant integrity, strength of
In-house corporate responsibility teams, Jeremy Moon, director of Nottingham Business character, charisma – all
specialist consultancies and dedicated NGO posi- School’s International Centre on Corporate Social rank highly.
tions managing corporate partnerships have fuelled Responsibility, says the school is committed to
Acre’s growth since it was founded in 2003. The job providing courses that are relevant to the real world • Cultural awareness and
market continues to expand, while also becoming of management. creativity to deal with the
more complex. Nottingham offers two dedicated corporate triple bottom line are
“Where CSR used to be quite a general sector, it responsibility postgraduate programmes: an MA in highly relevant for global
is now becoming much more specialised into its CSR and an MBA. Six academics and 12 PhD companies in challenging
constituent parts,” says Leathes. “The candidates students do teaching and research. A key part of the environments.
that do best are those with a focus in a certain area.” programmes is an internship system that gives
For business schools and universities, the chal- students actual work experience.
lenge is to respond with courses that equip students Moon believes the breadth of skills that corporate
with most sought-after skills, providing differenti- responsibility students acquire is an asset in the job
ated offerings that build on each institution’s market. He says: “Some who have gone into main-
strengths. stream functions that do not relate directly to CSR
In the UK, Said Business School in Oxford has have nonetheless been told that their CSR degree
introduced social enterprise courses to its MBA made them attractive.” As an example he highlights
programme, using dedicated researchers at the a recent masters graduate now working in the
Skoll Centre for Social Entrepreneurship. Henley marketing department of a multinational food
Management College has started an executive company.
Ethical Corporation • Education special report The student view 15
tered Institute of Marketing] have become standard Many individuals

in that industry, but as yet none of the CSR-related
courses have yet reached that level of acceptance,”
have found that
he says. “If a candidate has achieved fantastic results postgraduate
in a previous CSR role, this is likely to hold more study tips the
weight than a qualification alone,” he adds. “But the
two together provide an extremely attractive back- balance in their
ground for companies.” favour
The right skills
Key factors set the best candidates apart: a
successful track record in industry, strong commer-
cial skills, mastery of any technical knowledge for
the job in hand, and being a good communicator.
But, as the directors of CSR courses are keen to
point out, many individuals have found that post-
graduate study tips the balance in their favour.
The good news for corporate responsibility grad-
uates is that as business becomes more sophisticated
in managing its social and environmental impacts,
Well-structured course content is vital companies will need candidates with greater tech-
nical expertise.
But people who are thinking of taking a specialist Climate change managers, for example, are now
course should first take a hard look at what they will in high demand, commanding salaries around
get out of it, says Leathes. $180,000. No doubt these sums will soon be higher.
“Marketing qualifications such as CIM [Char- Now that’s something worth studying for. ■
Certificate Programs for corporate citizenship

and community involvement professionals
With 22 years of experience as a leading educator of

community involvement and corporate citizenship
professionals, we offer the only certificate programs
in these areas in North America.
Choose the Certificate that best fits your professional
needs:
• Certificate in Corporate Community Involvement
• Certificate in Advanced Corporate Community
Involvement
• Certificate in Corporate Citizenship Management
Learn more at www.bcccc.net

“Certification in the area of Corporate Responsibility
from a leading educational institution such as
Boston College.”
- Qualification listed in a PepsiCo. job description
Graduate profile
Putting values into practice
For the co-founders of EcoAct, studying for an MBA inspired them

to start their own business – and made them realise the benefits
of ethical management values. John Russell reports
hen Gerald Maradan enrolled Maradan is convinced he would

W on an MBA programme at
HEC Paris business school in
not now be running his own
company were it not for attending
September 2004 he knew he wanted HEC. The business skills learnt and
to start his own business. But the contacts made on the course were An HEC MBA energised Maradan and Fornas
idea of sustainable development invaluable. He says: “Without
had never occurred to him. doing an MBA I don’t know how I meetings and six one-on-one
Three years later, Maradan, 33, could’ve found good people to meetings. Each is held at the Ritz
and fellow HEC graduate Thierry create the company with me.” Paris. TEC on Campus chairman
Fornas, 38, are busy running Gary Brinderson, chief executive of
EcoAct. This Paris-based start-up Confidence and success his self-named construction firm,
oversees social and environmental But he says an MBA is about more oversees the discussion.
programmes for companies than just networking or learning Maradan remembers: “For
including GE, Coca-Cola and EDF. business basics like finance and Thierry, that course was really
EcoAct began as an MBA project marketing. For Maradan, the course important. It was there he discov-
submitted for a school competition. gave him the confidence to become ered entrepreneurship could be an
Teams of students had six months to a successful business leader.
“It felt that we option for him.”
make detailed business plans for Both EcoAct founders can were really at
new ventures. remember moments on the HEC the beginning Personal development
Maradan and Fornas had a course that were key to persuading Although Maradan had always
simple idea: to broker partnerships them to go into business. of something known he wanted to start a
between companies and non- For Maradan, it was attending new” business, it was a hi-tech company
governmental organisations, sessions on the school’s Visions of he wanted to found, not an ethical
enabling them to meet goals set out Leadership programme. firm like EcoAct.
in corporate sustainability policies. Each week a chief executive is A weeklong seminar on sustain-
Their idea may have failed to invited to HEC to tell MBA students able development in mid-2005
win the competition, but HEC the secrets of their success. Each is changed his mind, he says. Repre-
professors backed the pair. The asked to focus on the un-teachable sentatives from companies and
school gave them a room on its aspects of leadership such as values, consultancies made a series of
Paris campus to use as an office for relationships and judgement. presentations to students on how
a year after they graduated. Fellow Maradan remembers meeting being ethical could be turned into
international classmates were Didier Pineau-Valencienne, the commercial opportunities.
enlisted to work for the company former chief executive of electronics Looking back, Maradan says: “It
around the world, setting up firm Schneider, who said that “big felt that we were really at the begin-
projects. managers are not exceptional ning of something new. I had a
people” and that anyone with feeling the hi-tech business, the
Spreading the message enough courage and will power business I knew very well, was not
Today, EcoAct runs projects that could start their own firm. booming anymore.” The seminar,
include carbon offsetting in Fornas’s moment of insight he says, showed that sustainable
Argentina, clean technology devel- came on the school’s elite leader- development could be that new
opment in Burkina Faso and ship programme – The Executive business.
reforestation work in France. Committee on Campus – a student Ultimately, says Maradan, the
In early 2007, the company version of the original TEC, a US real value of an MBA is the chance
opened an office in Brazil, headed programme started 50 years ago. it offers managers to escape the
by another HEC graduate, Eduardo The programme involves monthly daily office grind and reconsider
de Freitas. Maradan and Fornas are meetings for chief executives to their career options.
currently looking at opening a discuss leadership. For the founders of EcoAct, their
branch in India, to be run by a Twelve select participants on the MBA break was one that was
further classmate. HEC programme attend six group extremely well timed. ■
'LEPPIRKMRK XLI [E] ]SY XLMRO ERH EGX

%W WSGMEP IRZMVSRQIRXEP ERH IXLMGEP MWWYIW WYGL EW GPMQEXI GLERKI [SVPH TSZIVX] ERH IRIVK] JYXYVIW LEZI QSZIH
YT XLI TYFPMG EKIRHE XLI UYIWXMSR SJ ªVIWTSRWMFMPMX]« MR XLI GSRXI\X SJ FYWMRIWW TVEGXMGI MW RS[ E QENSV XSTMG JSV
HIFEXI 8LI 17G MR 6IWTSRWMFMPMX] ERH &YWMRIWW 4VEGXMGI MW ER MRRSZEXMZI X[S]IEV TEVXXMQI QEREKIQIRX HIKVII
[LMGL I\TPSVIW XLI GSQTPI\ VIPEXMSRWLMTW MRZSPZIH ERH LIPTW TEVXMGMTERXW HIZIPST XLIMV [SVOMRK TVEGXMGI MR XLMW ÍPH
-J ]SY EVI GSRGIVRIH EFSYX GSVTSVEXI VIWTSRWMFMPMX] WYWXEMREFMPMX] WSGMEP NYWXMGI ERH XLI VSPI SJ FYWMRIWW MR WSGMIX] XLMW GSYPH
FI XLI GSYVWI JSV ]SY 2I\X IRXV] 1EVGL
)QEMP QWGVFT$QEREKIQIRXFEXLEGYO
8IP
[[[FEXLEGYOGEVTTQWG
Campus activism
Protesting improves
your prospects
Campus students are agitating for business
to clean up its act. No surprise there,
then – except these days it’s management
students who are leading the calls.
Lisa Roner explains why
et Impact, the San-Francisco-headquartered

N business student organisation, is on a mission
to change the world. Its bright-spark members are
busy building a network of new leaders committed
to using the power of business to address social and
environmental challenges.
The group is certainly being credited with
having an impact on individual campuses, their
communities and broader society.
Many business school deans, when asked about
trends at their institutions, highlight student
interest as one of the key drivers of curriculum It pays to choose the right cause
changes and course developments, says Laura
Hartman, a professor of business ethics and legal an 80% cut in carbon emissions by 2050.
studies at DePaul University, North Carolina. Net Impact members are passionate about social
Stanford’s Graduate School of Business, for and environmental issues and say they should be
instance, has redesigned its curriculum to empha- important considerations for business schools,
sise issues linked to the environment and corporate students’ career goals and the private sector in
responsibility, in large part based on student input, general.
much of it from Net Impact members In a survey by Net Impact of more than 2,000
Hartman says many deans also mention student current MBA students at 87 different business
clubs – and Net Impact specifically – as a sponsor or schools, 90% say business leaders should factor
driver of activities and special events related to social and environmental effects into their business
ethics, corporate responsibility and sustainability. decisions and 60% believe doing so can be prof-
itable. Eighty-one per cent of those surveyed think
Widespread impact companies should work toward the betterment of
Seventy-two per cent of the Financial Times’ top 50 society, but only 18% believe most companies
global business schools have active Net Impact already are.
chapters, Hartman says. With more than 120 As Michael Stepanek, the MBA programme
chapters around the world and partnerships with a director at the Kenan-Flagler Business School,
variety of profit and non-profit organisations, the University of North Carolina, observes: “When you
groups are involved in a wide range of activities. take intelligent, ambitious, team-oriented students
Most recently, Net Impact chapters across the and combine these abilities with a heightened sense
US have taken a strong interest in a grassroots of social consciousness, you are left with a future Useful links:
climate change campaign called Step It Up that business leader capable of influencing significant www.netimpact.org
is calling for the US Congress to take action for and real change.” ■ http://stepitup2007.org
Give your CR report the recognition your hard work deserves!

With Ethical Corporation you can get your Corporate Responsibility report in front of the biggest names in the CR industry.
■ A full page advert in Ethical Corporation magazine

■ The distribution of your report at one of our conferences
■ An advert on the most visited CR news site in the world, www.ethicalcorp.com
■ An advert in our fortnightly e-newsletter, read by 50,000+ per month For further information email andrew.bold@ethicalcorp.com
Ethical Corporation • Education special report Dean profile 19
Andrew Pettigrew, Bath School of Management
Management education’s
big tent approach
As head of Bath School of Management, Andrew Pettigrew wants
to build a broad church for the study of responsible business.
John Russell peers inside
or Andrew Pettigrew, dean of Ambitious to deepen the study

F University of Bath School of
Management, the study of business
of how companies adapt to
changing environments, Pettigrew
in society is a passion and a necessity. feels he has gone to the right place.
After 40 years in a distinguished Bath is one of the top 30 European It’s business in society not CR, says Pettigrew
career that has included spells at business schools, according to the
Yale, Harvard and London Business Financial Times. More important is masters and 60% of MBA students
School, Pettigrew is clear on the big its reputation for pioneering work come from outside the UK.
issue facing research teams today. on business in society, thanks to Comparative research is one way to
“If I was starting today at the long-serving faculty member Judi develop resources for teaching
beginning of my career, business in Marshall who started teaching the
Successful students about international
society would be the theme that I subject in the 1990s. business schools business. The aim, explains Petti-
would pick up,” he says. “It’s the must combine grew, is “to show the students, if
most forward-looking, fascinating Practical lessons they didn’t know it already, that
intellectual area with enormous 2007 has seen the school celebrate rigorous context matters”. One current
policy and practical implications. the tenth anniversary of its award- academic research project examines Guang Xi
And it’s not going to go away.” winning masters course, the MSc in networks in China and how
Pettigrew joined Bath as dean in responsibility and business practice.
training with western companies must adapt to
2003 from Warwick Business School, The part-time, modular course is work-based that country’s rules of business
where he headed the Centre of designed for students working in learning conduct.
Corporate Strategy and Change. large companies, government Pettigrew wants Bath to be a
Through his career he has studied departments and consultancies. “broad church” for inter-discipli-
how organisations have adapted to Participants are encouraged to nary study. “We tend to be driven
change by reforming their own transfer lessons from the classroom here more by themes than just
characters, structure and strategy – to their workplaces. “A lot of the disciplines,” he says. Business in
something clearly relevant to learning comes from intervening, society and international business
companies today as they react to from action, in their own organisa- are two of the school’s main focal
challenges such as climate change. tion,” observes Pettigrew. Bath MSc in points.
He prefers to talk of business in Successful business schools must responsibility Bath aims to expose students to
society rather than corporate combine rigorous academic training and business questions of responsible business
responsibility, a term Pettigrew feels with work-based learning, says practice throughout their course of study.
is too narrow to address the many Pettigrew. At undergraduate level, How companies can manage
• Although not
changes affecting how modern all students work for a year in climate change, for example, is
dubbed an executive
companies do business. Five words industry. Most take placements in examined in the light of organisa-
education course,
frame his thinking on the subject – City of London investment banks tional behaviour, looking at what
this programme is
power, legitimacy, responsibility, while others work for multina- cultural obstacles make it difficult
aimed at managers
governance and regulation. tionals including Danone and for companies to reduce emissions
currently working in
Bath’s dean wants to expand Unilever. at offices or plants.
business or the
academic research programmes to Many students go abroad to And, just as future business
public sector.
include questions of corporate work in cities including Shanghai, leaders will be expected to work all
power and legitimacy, which he Mumbai, Paris and New York. • 24 students a year. over the globe, so they will need a
regrets are “extraordinarily” rarely “We’re really trying to pick great • Part-time study over business school willing to think
discussed in business schools. A people with a global mindset,” he two years. beyond traditional disciplines.
company like BP, for example, is explains. “Companies are asking for • The course is based Such open-mindedness has
equivalent to the 18th richest nation graduates who are socially and on a series of eight created a rich vein for the study of
in the world in economic terms. But politically aware,” he adds. intensive residential business in society. Pettigrew says:
the puzzle of what role it should Like all European business workshops of five “The people here are much more
play in capacity building in Angola schools, Bath is already a global days each. willing to cross boundaries… it’s in
remains untouched by academics. organisation. Around 40% of the bloodstream here.” ■
20 Specialisation Ethical Corporation • Education special report
22 Mainstream CSR
Ethical specialists
Small schools stand out
As the market for MBAs gets ever more crowded, sustainability and other progressive business
ideas are helping smaller business schools emerge from the crowd. Oliver Balch investigates
hether it is product marketing or core finance, Some small schools are going even further,
W MBA students at Daniels College of Business,
at the University of Denver in the US, are taught to
however, offering MBAs that are focused entirely on
sustainability-related issues. Malboro College is one
Companies and
students have
look at things differently from the norm. When they of the latest to jump on the bandwagon. The come to see the
return to the world of work, profit maximisation is Vermont-based graduate centre is promoting a new,
expected to be just one on a list of their new priorities. accredited MBA in Managing for Sustainability. importance of
A quarter of the two-year MBA course is directed “An increasing number of graduates are looking balancing social
towards “values-based” issues, says marketing to change their careers into the sustainability area,”
professor and former dean Bruce Hutton. Daniels says George Kao, admissions director at the Presidio
and environmental
College first redesigned its curriculum in the early School of Management, a pioneer in the sustain- goals with
1990s, when there was a move from 25 standard ability-only MBA. economic
subjects to seven integrated courses, with titles such Presidio currently has more than 200 students,
as Values in Action and The Essence of Enterprise. four-fifths of whom work in the for-profit sector. To objectives
“We wanted to put economic prosperity in the further differentiate itself, the San Francisco-based
context of social equity and environmental school has a well-developed summer programme
integrity,” Hutton explains. designed to offer its students in-house experience
The decision paid off. Over the last 15 years on sustainability issues.
companies and students have come to see the impor-
tance of balancing social and environmental goals Flexibility and motivation
with economic objectives. In turn, Daniels College Specialist MBA courses tend to attract professionals
has become known for its specialism in areas such as that are working or wanting to work in sustain-
business ethics, innovation and globalisation ability-related jobs. Sach Baumer is a case in point.
An environmental consulting engineer by training,
Creative careers he enrolled on the Presidio MBA with a view to
More and more small business schools are looking “making a difference” on issues such as pollution
to follow the same path. Recent years have seen an control and waste reuse.
explosion in MBA providers promising to equip Smaller business schools often have more organ-
their students in sustainability, social innovation isational flexibility and greater market motivation to
and similar emerging themes. adopt sustainability than their larger counterparts.
As a marketing tool, the focus on non-traditional In this respect, many are rightly earning a reputa-
subjects makes sense. Not only does it help them tion for excellence and innovation in the teaching of
differentiate themselves from large business schools, social and environment management.
but it also taps into the growing interest among MBA Students, however, should be conscious of their
students for creative, values-based careers. own marketability. There is a world of difference
Ethical Corporation • Education special report Specialisation 21
between graduating with management skills that sustainability or corporate responsibility. The latter
integrate stakeholder thinking, for example, and might land you a niche job but it is highly unlikely
hitting the milk round with a masters course in pure to get you into the chief executive’s chair. ■
CASE STUDY
School: Washington State University, Vancouver. Location: Vancouver, Canada MBA course: Stakeholder-Focused Leadership for Sustained Business Success
At best, most MBA students graduate with a vague sense of what stakeholder theory means. Not so at
Washington State University. Thanks to a recent curriculum turnaround at the Vancouver-based graduate
school, students are trained to think about the importance of stakeholder expectations in each and every
one of their modules.
The recent decision to structure its MBA curriculum around key stakeholders reflects what is happening
in the business world, according to WSU management professor Jerry Goodstein. But it was also motivated
by a desire to set the university’s MBA apart. “We sensed that the competition for MBA students was going
to increase so we wanted to think of a way to differentiate ourselves,” Goodstein admits.
Initial feedback has been positive. The university is promoting the course heavily to business leaders and
alumni, both of whom see business merit in its “executive level” approach. Potential students are also excited
by what they see as a “different” programme. In addition, WSU’s course is winning plaudits from MBA
specialists such as the Aspen Institute and Net Impact, helping to build on its reputation and profile.
Going forward, Goodstein feels the market can only grow as companies increasingly search out MBA
graduates that understand how stakeholders impact long-term business success. “It is our belief that in time
students will also plug into what companies are looking for,” he says.
Vancouver: sea, mountains and an ethical business school www.vancouver.wsu.edu
³ "UILDING
SUSTAINABILITY
THROUGH INNOVATION CREATIVITY ´
Vlerick Leuven Gent Management School has developed
special expertise around Governance & Corporate Social
Responsibility through research. We translate this knowledge
into educational programmes and publications.
You can come to us for:

> Training programmes in Governance & CSR
> Applied and fundamental research on Governance & CSR
> Management advice on Governance & CSR
> Networking activities
Céline Louche, Professor in CSR
-ORE INFO ON WWWVLERICKBEGOGOV
the Autonomous Management School of

Ghent University and Katholieke Universiteit Leuven
22 Specialisation Ethical Corporation • Education special report
Ethics centres
Keeping ethics
mainstream, not
cut adrift
With increasing resources being invested
in corporate responsibility, business schools
need to be careful that the subject is a central
teaching focus, and not ghettoised, says
Oliver Balch
s with all good stories, the tale behind the devel-

A opment of the Centre for Sustainable Global
Enterprise at Cornell University’s Johnson School of
Management has a short and a long version.
The short version centres on Samuel Johnson,
former chief executive of the family-owned SC
Johnson. Upset that the business school bearing his Specialists focus on issues like environmental change
name had come out poorly in a ranking on sustain-
ability, he decided to endow a centre and a chaired of the Business Roundtable Institute for Corporate
professorship “to ramp things up”, as faculty Ethics at the University of Virginia.
member Mark Millstein puts it. The leaders of such centres are not blind to these
The longer story, on the other hand, dates back risks. Much comes down to the physical nature of
several decades. It relates to the growing awareness the centres. Many are housed in designated build-
in business academia of the limitations inherent to ings with nominated employees and a tailored
pure agency theory. As externalities such as climate research programme. Others are more like virtual
change and business ethics increasingly colour the networks, grouping together faculty from across Business ethics
decision-making landscape, so must business campus that have an interest in social, environ- continues to
schools determine how to equip tomorrow’s mental and ethical issues.
business leaders. Cornell’s Centre for Sustainable Global Enter-
operate on the
The answer for many has been to set up a prise is a mixture of the two. With a skeleton staff of margins of most
specialist centre. Starting with the Ashridge Centre three full-time researchers, it draws on other experts MBA courses
for Business and Society in the UK and finishing from the business school and the wider university.
with the Yale Centre for Business and Environment The centre’s internal network, for example,
in the US, the Aspen Institute has a list of 351 such includes faculty members from Cornell’s schools for
institutes around the world. art and architecture, hotel management, industrial
labour relations, agriculture and life sciences, engi-
Isolation risks neering and human ecology.
As well as being a good source of potential funding, “We motivate them to ask good research ques-
such centres generate high-level research, raise tions in their own areas that relate to the innovation
awareness among faculty and introduce external agenda for sustainability,” Mark Millstein says.
experts with fresh perspectives onto campus. Building these cross-disciplinary research links
But specialist centres have their problems too. into the teaching programme is a second key step.
The chief danger, critics maintain, is their potential While some business schools have adopted pure
to “ghettoise” social and environmental issues sustainability-related MBAs, most have resisted the
rather than integrating them into mainstream temptation to teach social and environmental
management education. management in isolation.
Business ethics provides the classic example. A “The way I approach this is not as an issue of
recognised discipline in its own right for at least corporate social responsibility, but about smart
three decades, business ethicists now boast an business,” says Doug Hoffman, professor in sustain-
impressive range of research centres and academic able enterprise at the Erb Institute.
journals. Yet the subject continues to operate on the The Erb Institute feeds into the mainstream MBA
margins of most MBA courses. course at Michigan University’s Ross School of
“The risk [for specialist centres] is placing corporate Business. Students graduate from the three-year
social responsibility and sustainability issues into a silo course with the opportunity of obtaining both an
and making them distinct from the other business MBA and an MSc.
functions,” argues Dean Krehmeyer, executive director Hoffman argues that the institute’s focus on
Ethical Corporation • Education special report Specialisation 23
environmental issues helps prepare students for

future business challenges that traditional MBA
subjects do not cover. “It is not a different value
statement,” he says. “It is a different lens to add onto
your other lenses so as to keep your eye on the ball
of what is important to business.”
Integrating social and environmental issues into
core MBA disciplines such as strategy, finance,
accounting and marketing is not easy. But it is essen-
tial for the subject’s lasting credibility.
And specialist centres are helping to make that
happen, not least in the area of social entrepreneur-
ship. The University of California’s Davis Centre for
Entrepreneurship and Stanford University’s Centre
for Social Innovation, for example, have done much
to advance business thinking around the market
opportunities of sustainability.
Two-way learning
Not that the traffic is all one way. Specialist centres
focusing on disciplines such as accountancy,
finance, social psychology and marketing have Cross-campus expertise at Cornell
done much to advance academic understanding of
social and environmental impacts on business. At present, “sustainability” and “corporate
“Corporate responsibility issues are getting more responsibility” are often used as convenient catch-
traction because they are being linked in with alls for a range of different disciplinary areas.
faculty research on issues such as behavioural “Subjects such as the environment, ethics, green
economics and occupational psychology,” says supply chains and social enterprise … may seem
Mary Gentile, an independent consultant to several like they all fall under the CSR umbrella, but they
leading business schools. are all interesting topics worthy of a separate
Specialist centres on social and environmental conversation,” argues Rich Leimsider, senior A focus on
business issues still have at least two important programme associate at the Aspen Institute. environmental
hurdles to climb, however. The first relates to disci- Proving the link with the future human resource
plinary boundaries. As faculty and student interest needs of businesses represents a second important
issues helps
in these non-traditional aspects of business strategy step. Business schools have long been accused of prepare students
and behaviour continue to develop, greater clarity churning out “robots”, graduates that lack initiative for future business
will be needed. and creative thinking.
Focusing on the social challenges
and environmental agenda
not only prepares students
for future business chal-
lenges, but also trains them
to use their imagination
and to use their business
skills flexibly.
So, for those afraid of
specialist centres leading to
disciplinary ghettoisation,
there is hope. It is to be
found in the structure of
corporate and academic
life. Few “CSR jobs”, as
such, exist in corporations
and fewer still in business
schools. Career interest,
if nothing else, should
keep specialists from
making themselves too
comfortable in their ivory
Integrated cross-disciplinary courses are smart business towers. ■
Transform vision
into strategy.
You are an agent for social change. You have the ideas. Come to Stanford Executive
Education for the insights and strategic frameworks to transform your ideas into
innovation and to drive more powerful results for your organization.
• Executive Program in Social Entrepreneurship June 23 – 30, 2008

• Executive Program for Philanthropy Leaders July 27 – August 2, 2008
• Business Strategies for Environmental Sustainability September 14 – 20, 2008
< O < : L K @ M < < ; L : 8K @ F E
nnn%^jY%jkXe]fi[%\[l&Zj`&k\XZ_è^&\o\[%_kdc Change Lives. Change Organizations. Change the World.

Ethical Corporation • Education special report Executive education 25
27 Boardroom basics
29 Broad church
30 Better leaders
31 Harvard reviewed
Integrating ethics
Learning through doing – even

at the top
Role-play, simulation and action learning are the latest buzzwords in executive education,
as schools give students a taste of tough decision-making. Lisa Roner investigates What is
executive
niversity executive education programmes are Discovery Learning, agrees. He says many universi- education?
U rapidly changing to meet the needs of today’s
companies and executives. As business seeks a
ties are adding business simulations to their
executive education programmes in response. • A short-course, corporate
greater return on its investment and executives look At the University of San Francisco’s School of responsibility executive
for more streamlined learning experiences, business Business and Management, classroom simulations education programme
schools are responding with innovative new are designed to give working managers the typically costs $4,000.
approaches integrating ethics into their executive problem-solving skills and experience necessary to • An executive MBA
education courses. “effectively manoeuvre in today’s complex business programme costs over
Craig Smith, a senior fellow in marketing and world”. By using interdisciplinary teaching team $30,000.
ethics at London Business School, says that the pres- approaches, the school’s faculty can role model the
• Participants are typically
sures on companies, especially large multinationals, kinds of discussions and interactions that occur in
senior managers, aged
to be socially and environmentally responsible are corporate boardrooms, allowing students to think
between 35 and 40.
here to stay. Although he believes corporate respon- like senior managers.
sibility used to be in the “public affairs ghetto”, he In fact, simulation approaches to ethics educa- • Short-courses last
says that is changing, with businesses giving it more tion that allow students to learn by doing are now anywhere from a couple
attention all of the time. being broadly applied throughout traditional MBA of days to a few weeks.
And as businesses place more emphasis on the and executive education courses. • Executive masters
soft skills of leadership, executive education One cutting edge approach being developed by programmes last a year.
providers are looking for effective and efficient the Aspen Institute and the Yale School of Manage- Executive MBAs two years.
ways of integrating business in society issues into ment involves students in “what if ” scenarios to
• Most programmes are
both open enrolment and tailored programmes. give them first hand experience to address “value
bespoke, or tailored to
dilemmas”. According to Mary Gentile, Aspen’s
the needs of participants.
Beyond the classroom researcher director for the “giving voice to values”
A small number of
Bob Stilliard, the chair of Unicon, the International curriculum development initiative, the approach
general management
University Consortium for Executive Education, uses scripts and action plans to give students expe-
programmes are
and the director of executive education at Ashridge rience at voicing their values effectively and acting
available.
Business School in the UK, says one key trend is the on them.
increasing demand for customisation of and The programme, which has been piloted in a
involvement in learning experiences. variety of MBA and executive education settings,
Corporate clients expect a much broader range of allows students to test and become comfortable
learning methodologies, stretching beyond the with their own values “voice” before encountering
classroom, and a high degree of relevance, Stilliard ethical challenges in the workplace. Gentile says the
says. Chris Musselwhite, chief executive and approach is not about whether to act on your
founder of the leadership development consultancy values, but about how to do so.
26 Executive education Ethical Corporation • Education special report
Mitchell Neubert, Chavanne chair of Christian

ethics in business at Baylor University’s Hankamer
School of Business in Texas says exposing students
to ethical models and questions and deliberating
ethical dilemmas through role-playing is highly
effective in teaching students to understand and
appreciate ethics.
By concentrating on developing strong leader-
ship skills among current and future managers,
ethical business practices are more likely to become
part of company-wide culture, says David Blake,
chairman of the Ethical Business Leadership Task
Force for the business honorary group Beta Gamma
Sigma and a professor of business at the University
of California, Irvine.
Games that offer executive education students
real-time lessons in ethics are another “simulation”
tool being employed by business schools.
Computer-based games plunge students head first
into thorny business situations and provide a
sophisticated model of play.
The Laboratory of Sustainable Business at MIT’s
Sloan School of Management is using a simulation
game – Fish Banks Ltd – to teach students about the
effects of global warming, pollution and other envi-
ronmental factors on business.
According to James Chisolm, co-founder of simu- Computer-based simulation exercises give students realistic experience
lation design company ExperiencePoint, the real
value of the games is that they provide a shared London Business School has had a required Exposing students
experience and common language to discuss issues business ethics and corporate responsibility course
like ethics. for its full-time MBA students for ten years, but to ethical models
added it to the executive MBA in 2003, Smith says. and questions,
Global leadership The challenge, however, in integrating ethics and
Leadership, particularly in a global context, and social responsibility more completely into business
and deliberating
diversity, according to Stilliard, are key areas of education is the lack of case studies for basic courses ethical dilemmas
interest for many executive education students. like finance, organisational behaviour and strategy, through role-
HEC School of Management in France is Smith says. But a European Academy of Business in
launching a unique leadership programme in the Society project, for which Smith is the academic playing is highly
global context through an executive education part- leader, is working with European business schools effective
nership with cotton producers in Senegal. Students, to develop as many as a dozen case studies that will
especially executive MBA students concentrating on fit core business classes.
sustainable business, will work at the local level in Companies want schools to cover corporate
different villages to understand how to adapt oper- responsibility more thoroughly, Smith says, and
ational models for future business development to their support is shown by sponsorship of EABIS
local contexts and cultures. from the likes of IBM, Johnson & Johnson, Unilever,
According to the Fletcher School of Law and Microsoft and Shell. “They need MBA students who
Diplomacy, many companies are looking to boost appreciate how corporate responsibility and ethics
their executives’ knowledge of international politics, figure into all parts of the business,” he says.
culture and business. To meet the demand, many Effectively integrating ethics into executive
schools, including Northwestern University’s education is not about preaching right and wrong,
Kellogg School of Management, based in Illinois, Smith says, but is a matter of helping students under-
have launched executive MBA programmes in loca- stand how ethical issues arise in business and giving
tions like Hong Kong, Frankfurt and Tel Aviv. In them the tools necessary to see the big picture.
2006, in fact, 62% of Executive MBA Council Karen Morley, associate dean of executive educa-
member programmes required an international trip. tion at Melbourne Business School’s Mt Eliza Centre
Craig Smith says every subject, from economics for executive education says companies want Useful links:
to operations, needs to deal to some degree with programmes that build learning into action. And so, www.uniconexed.org
social and environmental impacts. Corporate innovative business schools around the world are www.betagammasigma.org
responsibility, he says, is the missing piece of the taking strong steps in the right direction when it www.eabis.org
puzzle in a lot of courses. comes to integrating ethics into executive education. ■ www.emba.org
Top-level programmes pressure to improve management skills and leader- Most business
ship development to avoid being the next front
CEOs in the page ethics scandal.
And many companies are starting at the top by
schools report
increased interest
classroom enrolling their directors in executive education
programmes to brush up on their skills.
among companies
Even chief executives are taking time out to go in soft skills,
back to college, as interest in executive educa- Director education including ethics
tion booms across the board. Lisa Roner reports In the wake of corporate scandals and Sarbanes-
Oxley, stakeholders are demanding more
and integrity
espite a downturn during the widespread accountability from corporate boards. Business prowess
D economic slump that followed the September
2001 terrorist attacks on the US, and the elimination
schools are reforming existing programmes and
launching new ones to meet the needs of their
of more than one million jobs worldwide this newest executive education students.
decade by large corporations, demand for executive Institutional Shareholder Services is a provider
education is on the upswing. of proxy voting and corporate governance guidance
In a survey by the International University for more than 35,000 companies. It says that among
Consortium for Executive Education of 43 univer- 5,400 US companies, the number sending board
sity-based executive education programmes, 84% of members to educational programmes had increased
respondents report revenue gains in 2006, with 43% from just 7% in 2004 to 24% by October 2006.
logging increases of at least 10%. Of those surveyed, Maureen McNichols,
78% report growth in customised courses in 2006, director of the Stanford
while 70% say their open enrolment programmes Directors’ Forum, says about
grew. 55 corporate directors attend
Iese in Spain reports that although customised its ISS-accredited course
programmes are becoming increasingly popular, annually to learn about chief
there is still strong growth in its open enrolment executive selection and
programmes, especially overseas. The school now succession, litigation risks,
teaches its renowned advanced management financial reporting and exec-
programme in Germany, Brazil and Poland and utive compensation.
other open enrolment programmes in Africa, China McNichols says thanks to
and South America. increasing demand the
Executive MBA programmes are seeing an course is being offered twice
increase in applications even though fewer compa- annually, and began with
nies are footing the bill for their employees. with the 2007-08 academic
According to the Executive MBA Council, 32% of year.
students paid their own way in 2006, convinced that Wharton Business School
an MBA will advance their careers. at the University of Pennsyl- Pay attention, captains of industry
vania says it is launching a
Teaching soft skills new course for first-time corporate directors that
Non-degree executive education programmes are will cover everything from how to read a balance
still popular, however. Companies face increasingly sheet to ethical obligations. The school is also
complex and competitive global business markets offering similar programmes to directors in China
that require highly trained and effective leaders, and India.
says Stephen Burnett, associate dean for executive Continuous learning has become a vital part of
education at the Kellogg School of Management at many company’s retention strategies, says Beth
Northwestern University, Illinois. Stoops, head of corporate learning at Thunderbird.
Most business schools report increased interest Graeme Gherashe, director of executive
among companies in soft skills, including ethics and programmes at the Australian Graduate School of
integrity prowess. Michael Hoffman, executive Management, agrees and says employers want to
director of the Center for Business Ethics at Bentley up-skill, develop and retain their most talented and
College in Massachusetts, says the growth in motivated people. Leadership and sustainability
business ethics education over the past ten years has rank among the top concerns of AGSM’s business
been driven by tougher regulations and scrutiny in clients, Gherashe says.
the press. The demand has driven the development of new
After the collapse of Enron, Hoffman says, higher programmes like Stanford’s Business Strategies for
education realised it had not done enough to inte- Environmental Sustainability, aimed at sustain-
grate ethics, sustainability and corporate ability practitioners. According to the school, the
responsibility into the business curriculum. And course will explore what it means to turn sustain-
companies around the world are feeling the able business practices into competitive advantage.
Duke Corporate Education’s marketing director complexity and level of scrutiny of their business
Gordon Armstrong says large multinational corpo- operations and include the industrial and manufac-
rations are also turning to business schools for turing sector (27%), finance and banking (14%) and
education and training to run operations in devel- mining/oil/chemicals/pharmaceuticals (12%).
oping countries. The oil and mining sector in The global focus of such sectors is driving
particular, he says, needs to manage complex social, demand for schools with an internationally diverse
economic and cultural factors with increased faculty and a global outlook. Peter Degnan, execu-
dexterity and local sensitivity to protect operations tive director of Wharton’s executive education
and investments. programmes, says there is significant growth in the
Sustainable business practices, says William need for leadership training, particularly in devel-
Barnett, faculty director of the course at Stanford, oping countries, and a better understanding of
must be based on “rational activity that includes not western business practices.
only a profit motive, but also concerns for the envi- Della Bradshaw, business education editor at the
ronmental impact of what we do”. Financial Times, says executive education providers, Educated execs take a lot away
including the London School of Business, have seen from the right programme
Thinking and acting growing demand for programmes that include
The educational model offered by business schools, socio-politics and cultural awareness. The school’s
Armstrong says, “brings out the discussion” and global mix of students has also been a magnet for
helps companies build in-house capability and international participants, says Nirmalya Kumar,
expertise to find their own solutions to complex faculty director for its executive education
ethical and social challenges. The sustainable programmes.
business practices course is an approach to training And the interest in executive education
future leaders to think and act rationally. programmes focused on ethics and corporate Useful links:
It is a challenge that is catching the attention of a responsibility will continue to grow, predicts Craig www.uniconexed.org
variety of businesses. The top buyers of customised Smith, a marketing and ethics professor at London www.emba.org
executive education programmes reflect the Business School. ■ www.issproxy.com
Executive education for CR, sustainability

and community affairs managers
Short, practical programmes to develop essential

knowledge and skills for success.
Integrating Corporate Responsibility
This practical 3 day residential programme for CR and sustainability
managers develops skills and knowledge for integrating CR and driving
change within organisations.
Managing Corporate Community Investment
This practical 3 day residential programme for community affairs
managers develops skills and knowledge for effectively managing
corporate community investment programmes.
In both programmes you will be supported by experienced Ashridge
faculty, practitioners from leading companies and a diverse peer group
while you work on issues you are currently facing in your organisation.
For more information about our expertise in executive development, research and consultancy,
please visit www.ashridge.org.uk/acbas or call Matthew Gitsham on +44 (0)1442 841479. Registered as Ashridge (Bonar Law Memorial) Trust
Charity number 311096
Ashridge is a signatory to the UN Principles for Responsible Management Education.
Future leaders Force for the business honorary society Beta

Gamma Sigma and a professor at the University of
Develop an California, Irvine.
Blake says schools must establish the tone,
internationalist provide the tools and teach a business culture
where ethical behaviour is insisted upon and prac-
mentality ticed at every level within an organisation. Only
then, he says, will ethics be ingrained into the
Tomorrow’s business leaders will have to work corporate fabric of the total marketplace.
in diverse cultures and handle complex global
Some business
problems. Business schools can prepare them Improving ethical IQ schools are
and teach the soft skills they will need, says Exposing students to ethical models and questions, launching entire
Lisa Roner deliberating over ethical dilemmas and interacting
with faculty and practitioners who model ethical programmes
s business goes global, there is a growing need leadership can raise a student’s “ethical IQ”, says dedicated to the
A to build the international capabilities of key
employees and to sharpen their understanding of
Mitchell Neubert, the Chavanne chair of Christian
ethics in business at Baylor. soft skills required
different parts of the world. Business schools, there- At the University of Michigan’s Ross School of by globalisation
fore, face a greater need to expose their students to Business, students are exposed during their initial
new markets, countries and cultures. orientation to “leadership rotations” that include
Boundaries between countries are not as specific examinations of globalisation, diversity, integrity
or relevant as they once were, says Gary Carini, and social responsibility. Susan Ashford, the
associate dean for graduate business programmes at Michael and Susan Jandernoa professor of organisa-
the Hankamer School of Business, Baylor Univer- tional behaviour and human resource management
sity, Texas. If those “conversations” are not brought at Michigan, says that it is important symbolically to
into the classroom, he says, a real disservice is done set boundaries of issues that will be covered.
to students.
Companies increasingly want more than simple
management refresher courses, as they seek to boost
executives’ knowledge of the international politics,
culture and business context in which they must
operate, says Stephen Bosworth, dean of the
Fletcher School of Law and Diplomacy, part of Tufts
University, Massachusetts.
Nurturing soft skills

Tony Buono, coordinator of the Bentley Alliance for
Ethics and Social Responsibility says it is difficult to
talk about business without now putting it in an
international context. The same is increasingly true of
business ethics and corporate responsibility, he says.
Many companies are seeking to upgrade execu-
tives’ soft skills to equip them to approach business
smartly.
The globalisation of business means companies
must address the needs and requirements of an
increasingly diverse group of clients, shareholders The next leaders need the right new skills
and employees. And that’s where so-called soft
skills like leadership, being a team player, empathy Another important aspect of Ross’s programmes
and communication become critical. is introducing students to the “global opportunity”
Business schools are responding with new and represented by their own peers in class.
updated programmes that include an increased “The class is probably the most global commu-
focus on ethics. Some are even launching entire nity they’ve ever been in up to this point in their
programmes dedicated to the soft skills required by lives,” Ashford says. Learning to seize the opportu-
globalisation. nities that are represented by their peer community,
“Excellent leadership, coupled with moral good she says, is an important step toward becoming a
sense and core values, is central to incorporating global leader.
ethical behaviour throughout the corporation, One role playing exercise the students partici-
which should be our goal,” says David Blake, pate in asks them to come together at a mock global
chairman of the Ethical Business Leadership Task summit for non-profits and attempt to put together
a new effort to drive good works. To launch their students at Ross via the school’s “multidisciplinary It is important
project, students must meet in a cocktail-like setting action projects”. The programme is integrated into
for 10 minutes to find resources such as who speaks the core curriculum and provides an opportunity
to respect local
French, who is an engineer, and who is an expert for teams of four to six students to earn credit while circumstances
on China. working full-time – domestically or internationally – while adapting
The process pushes students to recognise and with companies and non-profit organisations.
value their own global resources and complexity, Many of the projects require students to travel standard
Ashford says. extensively and provide opportunities for “global business
action learning projects” as part of their coursework.
Varying experience Ashford says it is a “pretty extraordinary global
approaches to
A diverse mix in the academic staff can also be a real mindset building experience”. the reality of
plus by attracting a more diverse student popula- Business schools, she says, have a dual charge of developing
tion and better preparing students for a diverse preparing students to be ethical in their lives that
society and workplace, suggests the KPMG Founda- must start with being ethical in the academic countries
tion’s president, Bernard Milano. Greater diversity, setting. It relies on developing strong course struc-
he stresses, improves the quality of education ture and “really pushing the values that we stand
by preparing students to deal with the comprehen- for and stand by in the school programme”.
sive set of issues waiting for them in the business Building these soft skill values will better prepare Useful links:
environment. today’s students to become tomorrow’s executives, www.betagammasigma.org
An international mindset is also taught to as businesses grow increasingly global. ■ www.kpmgfoundation.org
Bob Stilliard, Ashridge Business School driving us towards being responsive to an industry
Re-defining skills actually calling for us to design educational experi-

ences that tie corporate responsibility and ethics into
for business programmes,” Stilliard says.
In collaboration with the European Academy of
leaders Business in Society, Ashridge set out to understand the
hurdles of translating concerns for ethics, sustainability
Better research into what makes and corporate responsibility into practice. The project
a successful leader is good news sought to identify leadership qualities that were
for managers who want training, important for the translation.
Bob Stilliard, the head of executive
programmes at Ashridge Business Soft wiring
School, tells Lisa Roner Stilliard says that after interviews with more than 100
executives, the team identified the core abilities
ob Stilliard is chair of the International University needed for such leadership.
B Consortium for Executive Education and director of
executive education at Ashridge Business School in the
The first, he says, is the ability to think systemically
– to be able to understand all of the inter-relation-
UK. So, he has a vested interest in understanding just ships across organisations. Another is to be able to
what companies need and want from their invest- embrace diversity and manage risk in an intuitive way.
ments in executive education. Embracing diversity, Stilliard says, is particularly
Stilliard says the ethics, sustainability and corpo- important because leaders who are translating these
rate responsibility aspects of executive education are concepts into action need to be able to develop
currently moving from needing a “push” by education processes that make it easy for ideas to be cross-
providers to spark interest towards being “pulled” or fertilised. Also important, he says, is to have leaders
requested by clients. that are able to understand the impact of local Open leadership style is important, says Stilliard
Even with the growing awareness and main- decisions and how they relate to the global picture.
streaming of responsible business topics, it has been He also stresses the importance of being very open This kind of “soft wiring” really comes, he says,
rare until very recently to find companies or individual in leadership style. through developing attitudes and behaviours that
executives actively seeking out education in these “Having very meaningful dialogue with people, largely come through education.
areas, he says. Issues like BP’s refinery woes in Texas engaging in an appreciative way and seeking out and Today, Ashridge teaches these principles primarily
bring an ethics and responsibility focus into sessions on valuing the views of others are really important,” through customised programmes in the context of
strategy. Stilliard says. “Lastly, effective leaders in this area must strategic leadership. But Stilliard senses a groundswell
But he says Ashridge is beginning to see companies have a high degree of emotional awareness – to of research and other inputs “that appeal to the
recognising that conducting business in a responsible understand the link between behaviour, thoughts and rational”. In time he expects such work to reorient the
and sustainable way makes good economic sense. emotions, rather than a purely rational business standard business education agenda on a more
“Research and, to a certain extent, practice is now perspective.” responsible footing. ■
Student testimonial
Intensity and inspiration

on a course for pioneers
An executive education programme at Harvard gave
Richard Hamilton an experience he will never forget
– and invaluable insights to take back to the office
n October 2005, I had the privi- digest and analyse a great deal of
I lege of participating in the first
dedicated corporate responsibility
information.
And because we were actually at
programme at Harvard Business Harvard, we were invariably taught
School. by the very same academic that had Harvard deploys its brightest minds on business programmes
The programme promised three written the case study and had
days intensive training “providing personal knowledge of the And the academics were supported
business leaders with knowledge problems and solutions presented. by the presence of top-flight
and practical tools and frameworks We could actually ask Rosabeth business leaders from Nike and
for integrating social responsibility Moss Kanter what really went on at Timberland.
as part of their corporate strategy”. IBM, or Marc Epstein what was Companies Secondly, the participants – this
Upon arrival at Harvard there really behind decisions taken by that understand was a truly global gathering.
was a palpable sense of excitement Bank of America. Having been on other programmes
on the part of both participants and
the changes at leading international business
the faculty. It soon became clear Hard work in stakeholder schools, it was clear that every
that there was a reason for this. The There were literally hundreds of expectations participant was evidently engaged
faculty had, we were told, been pages of pre-reading, but it was and was there for a reason.
thinking about these issues for over critical to do the preparation in will come out
two decades, and only recently had order to maximise the value of the on top Structured support
they come to feel that they – collec- three days. With hindsight, the Thirdly, the quality of the support.
tively – had a distinctive narrative course was really at least twice as The support team was exceptional,
around the corporate responsibility long as that, when you consider the and made every one of us feel part
agenda. pre-reading and preparation of the university for those three
Their narrative – or my take on it involved. days. We were not made to feel like
– was that responsible business is The other interesting dimension “executive education fodder”, there
interlinked with corporate strategy, was the “peer group consultation”. to bolster the revenue. We lived
and companies that understand the We began each day by convening in on the business school campus
changes in stakeholder expectations small groups at 7.30am with one of and were given all the facilities
will come out on top. The whole us outlining a particular challenge and technology afforded to the
premise was focused on the chal- we were facing in our working MBA students, and free rein to
lenges faced by business leaders lives. I picked the issue of how I explore the campus and the entire
and the fact that senior decision was going to set about identifying university.
makers find themselves with the key value-at-stake issues to Richard Hamilton studied There is also a lasting benefit. I
conflicting demands on their atten- include in a forthcoming corporate on the “Corporate Social am still in regular touch with
tion, time and resources more than responsibility report given the Responsibility: Strategies to people I met, from Morgan Stanley
ever before. As a result, CSR has plethora of issues facing us at the Create Business and Social to the Royal Bank of Scotland via
become crucial to good business time, and effectively had a master- Value” programme at the Kennedy School of Govern-
practice. class with peers to work through Harvard Business School ment at Harvard University itself.
Being Harvard, the education the issue. from 23-26 October 2005. And when I was working on corpo-
experience was shaped by the Reflecting on the course 18 After completing the rate strategy a few months later, I
school’s cross-functional approach months later, there were three programme, he was actually went back to Harvard to
to general management and in things that made the experience appointed a director work it through with some of the
particular the case study method. distinctive. of corporate citizenship faculty, who were generous with
I should confess that even now I Firstly, the quality of the faculty. at KPMG International in their time and who gave me some
am not wholly convinced by the Harvard spared no expense and October 2006. Hamilton invaluable insights.
case study method. I cannot help deployed their best and brightest to joined KPMG after three Kash Rangan, the distinguished
but think there is a quite a lot of speak to us. Michael Porter, Jim years as assistant director marketing professor who held the
post-event rationalisation. But it Austin and Rosabeth Moss Kanter for corporate responsibility three days together, called us
certainly forces you to absorb, were all generous with their time. at Barclays. pioneers. I rather think we were. ■
32 Course ranking Ethical Corporation • Education special report
social and environmental issues into their courses

Beyond Grey and assesses across four criteria:
Pinstripes 2007-08 • Student Opportunity (25%): measures

the number of courses with social and
– the top 100 environmental content.

• Student Exposure (25%): indicates the
business schools percentage of course time dedicated to
considering social and environmental issues.
he latest Beyond Grey Pinstripes ranking, • Content (25%): reflects the degree to which
T published in October 2007 by the Aspen
Institute Center for Business Education, picks out
courses illustrate the value of integrating
social and environmental considerations into
the top 100 schools among the hundreds business decisions.
of MBA programs across six continents invited to • Research (25%): is indicative of the number
participate in the survey. of relevant articles published in leading
The ranking seeks out schools that integrate peer-reviewed management journals.
School Overall Rank Opportunity Exposure Content Research Country

Stanford University 1 1 11 2 3 United States
2007 and 2005
The University of Michigan 2 10 27 4 1 United States compared
York University 3 2 6 17 5 Canada – Grey Pinstripes
University of California, Berkeley 4 4 32 1 5 United States results analysis
University of Notre Dame 5 5 15 17 9 United States
Columbia University 6 13 13 7 16 United States
Cornell University 7 6 24 11 20 United States The number of elective
Duquesne University 8 21 1 27 29 United States courses per school that
Yale University 9 3 18 5 69 United States
feature some social/
Instituto de Empresa 10 8 5 7 52 Spain
New York University 11 9 20 17 16 United States environmental content has
The University of North Carolina at Chapel Hill 12 19 55 3 4 United States increased by nearly 50%.
The George Washington University 13 6 29 14 22 United States 2005: 12 courses per school
ESADE Business School 14 10 16 5 52 Spain
2007: 17 courses per school
Erasmus University Rotterdam 15 17 7 33 13 Netherlands
University of Calgary 16 38 17 17 13 Canada
Tecnológico de Monterrey -Campus Monterrey- 17 16 10 27 29 Mexico
The number of elective
The University of New Mexico 18 32 4 52 20 United States
Brandeis University 19 38 2 14 69 United States courses per school that are
University of Colorado at Boulder 20 23 14 33 25 United States largely dedicated to
University of Western Ontario 21 27 52 27 9 Canada social/environmental issues
Portland State University 22 49 33 9 25 United States has increased by 20%.
University of British Columbia 23 32 43 33 13 Canada
2005: 5 courses per school
University of Virginia 24 38 79 23 5 United States
Dartmouth College 25 15 48 23 35 United States 2006: 6 courses per school
Duke University 26 23 74 33 9 United States
Carnegie Mellon University 27 32 8 58 35 United States
The University of Nottingham 28 43 68 58 2 United Kingdom Only 5% of the faculty at
University of California, Davis 29 29 46 33 24 United States these schools published
Wake Forest University 30 13 41 27 52 United States academic research on social
Babson College 31 23 69 9 43 United States or environmental topics in
Simmons College 32 28 12 44 69 United States
University of Wisconsin-Madison 33 38 50 14 35 United States
leading journals.
University of South Florida St. Petersburg 34 56 3 58 52 United States 401 authors
University of Jyväskylä 35 38 31 17 52 Finland 8491 total faculty
University of San Diego 36 47 22 27 52 United States
San Francisco State University 37 29 44 17 52 United States
Emory University 38 29 40 44 35 United States The number of schools
Dalhousie University 39 12 82 23 52 Canada
participating in the ranking
Monterey Institute of International Studies 40 26 35 13 81 United States
Copenhagen Business School 41 54 58 44 22 Denmark has increased 22%.
Asian Institute of Management 42 21 21 33 81 Philippines 2005: 91 schools
INSEAD 43 45 47 44 35 France in 14 countries
Thunderbird, The Garvin School of International Management 44 60 51 33 29 United States
2007: 111 schools
McGill University 45 36 26 58 52 Canada
Boston College 46 63 59 66 9 United States in 18 countries
University of Denver 47 56 37 23 69 United States
Illinois Institute of Technology 48 45 38 11 81 United States
Vanderbilt University 49 43 66 52 25 United States
Pepperdine University 50 20 23 52 81 United States
Ethical Corporation • Education special report Course ranking 33
The proportion of schools requiring content in core courses The proportion of schools requiring content in core courses on
regarding general social or environmental content (including how mainstream business can address social or environmental
business, nonprofit, or personal ethics) has improved in some issues remains low.
business disciplines, but not others.
2005 2007 2005 2007

Accounting 25% 41% Accounting 2% 5%
Economics 27% 37% Economics 2% 9%
Finance 22% 29% Finance 0% 1%
Management 40% 51% Management 14% 9%
Marketing 27% 41% Marketing 2% 9%
Operations management 30% 29% Operations Management 5% 3%
Organisational behaviour 44% 45% Organizational Behavior 1% 1%
Strategy 27% 45% Strategy 1% 5%
School Overall Rank Opportunity Exposure Content Research Country

University of South Carolina 51 49 56 33 43 United States The percentage of schools in
IMD - International Institute for Management Development 52 49 9 52 81 Switzerland our survey that REQUIRE
University of Alberta 53 63 75 58 16 Canada students to take a course
Boston University 54 60 65 33 35 United States dedicated to business and
Bentley College 55 52 80 66 16 United States
society issues has increased
Cranfield School of Management 56 72 42 52 35 United Kingdom
Case Western Reserve University 57 36 19 58 81 United States dramatically over time:
Willamette University 58 18 28 66 81 United States 2007: 63%
Concordia University 59 47 39 81 43 Canada 2005: 54%
University of Bath 60 72 45 93 8 United Kingdom
2003: 45%
University of Geneva 61 35 25 66 81 Switzerland
Loyola University Chicago 62 75 53 27 69 United States 2001: 34%
University of Oxford 63 60 71 33 69 United Kingdom
HEC School of Management - Paris 64 68 91 44 29 France
Wilfrid Laurier University 65 56 60 81 43 Canada The most popular place to
University of Navarra 66 56 54 81 52 Spain find courses with business
Rice University 67 54 100 44 43 United States
and society content is NOT
North Carolina State University 68 52 36 93 43 United States
Georgia Institute of Technology 69 68 64 66 43 United States the CSR/ethics department.
University of Stellenbosch 70 68 49 66 69 South Africa The top disciplines, in order,
Massachusetts Institute of Technology 71 67 99 44 43 United States teaching about social/
University of Pittsburgh 72 78 77 81 25 United States
environmental issues are:
Georgetown University 73 74 95 33 52 United States
Tulane University 74 68 83 66 52 United States • management
IESA (Instituto de Estudios Sup. De Administracion) 75 63 61 58 81 Venezuela • marketing
Washington State University 76 75 86 66 52 United States • strategy
Seton Hall University 77 82 30 81 81 United States • finance
The University of Vermont 78 75 63 58 81 United States
• CSR/business ethics
Fundacao Getulio Vargas, Rio de Janeiro 79 95 34 66 81 Brazil
Rhodes University 80 85 73 44 81 South Africa
Iowa State University 81 66 72 93 52 United States
Baruch College-The City University of New York 82 82 81 93 29 United States
The University of Arizona 83 85 92 66 52 United States
Ashridge 84 100 57 81 69 United Kingdom
Lamar University 85 78 84 66 81 United States
The University of Texas at Dallas 86 95 103 81 35 United States
Western Washington University 87 85 62 93 69 United States
National University of Singapore 88 80 93 93 43 Singapore
Oregon State University 89 91 87 66 81 United States
AUDENCIA Nantes 90 85 70 93 69 France
Curtin University of Technology 91 85 78 81 81 Australia
Washington University in St. Louis 92 82 89 66 81 United States
University of California, Los Angeles 93 80 105 81 69 United States
Michigan Technological University 94 95 76 81 81 United States
Universidad de Los Andes 95 91 85 81 81 Columbia
University of Cape Town 96 91 104 52 81 South Africa
University of Florida 97 100 88 81 81 United States
Durham University 98 85 110 93 29 United Kingdom
EADA - Escuela de Alta Dirección y Administración 99 91 108 66 81 Spain For more information go to
University of San Francisco 100 95 106 66 81 United States www.beyondgreypinstripes.org
34 The last word Ethical Corporation • Education special report
Evolution and revolution
Adapting to a new
corporate world
Business schools now have a huge opportunity to provide the tailored
sustainability programmes that the corporate world will increasingly
need, argue Polly Courtice and Wayne Visser
he seeds of a future vision for had shifted from teaching the

T business education on corporate
responsibility and sustainability can
science of management to teaching
the science of making money.
perhaps be found in current weak- The explosion of information
nesses in the way these topics are technology and the emergence of Complex challenges for business leaders
taught in business schools. There serious social and environmental
are four broad areas where problems in the 1990s marked yet urgent global challenges facing
improvement is urgently required. another shift in business, this time business and society. Expose
towards a more global perspective. them more deliberately and
• Appreciating how significantly In fact, both business and business creatively to the depth and range
the role of business in society educational institutions are still of knowledge that exists in its
has changed over the past grappling with how best to operate diverse faculties and subject
century. in this more complex, intercon- areas, be it anthropology and
nected world. The most common philosophy or climate science
• Challenging the desirability
response has been to simply add and demographic studies.
and sustainability of the
functions like IT, health and safety, • Improve the ability of executives
prevailing shareholder-driven
environment and public relations.
Business
business paradigm. to think far more systemically
educational and to understand the connec-
• Reaching across the knowledge Develop real leadership
silos and encouraging an
institutions are tivity between business and the
However, this reflects a serious wider social and ecological
interdisciplinary approach failure to appreciate fully the inter- still grappling context in which they operate.
to tackling the world’s most dependencies of the challenges with how best Use a variety of strategic
pressing challenges. facing business and society, from thinking tools – scenario
climate change and poverty to
to operate in
• Recognising the importance of planning, life-cycle analysis and
engaging not just the minds, but biodiversity loss and corruption. It a complex, product and policy road
also the hearts (and some would also represents a failure on the part interconnected mapping to help them.
say the souls) of business leaders. of companies and business schools
world • Heighten the emotional intelli-
to recognise how fundamentally
gence of executives through
The flagship educational expectations of the role of business
more use of experiential learning,
product of business schools – the in society have changed.
action research and multi-
MBA – was created as a direct The result is that many compa-
perspective dialogues on complex
response to the prevailing nies find themselves making public
moral and ethical dilemmas.
Taylorism and Fordism of the early commitments to take action on
20th century. This gives clear and social, ethical and environmental • Challenge the prevailing world
important insights into the way in issues, ahead of their actual views and business models
which management education was capacity to deliver on them. of executives by providing
conceived – and is still promoted by There is a great opportunity for opportunities for interaction
some – namely as the science of universities (rather than only with individuals, organisations
business administration. business schools) to return to their and situations outside of their
As the multinational era dawned early 20th century role of developing dominant fields of experience.
in the second half of the 20th effective leadership by providing
century, the increasing scale and diverse theoretical and applied There are a growing number of
complexity of business operations knowledge to fuel innovation in progressive companies and forward-
was matched in business schools by business models and social progress. thinking educational institutions that
increasing functional specialisation Specifically, the providers of Polly Courtice is director and have already begun to forge the way.
and the introduction of new disci- business education will need to: Wayne Visser is research The more effectively we can learn
plines focused on markets, director at the University of from the failures of the past, the
customers and competitors. • Deepen the understanding of Cambridge Programme for more likely we are to deliver learning
By the 1980s, business education leaders of the complex and Industry. successes in the future. ■
Nottingham University Business School
International Centre for Corporate Social Responsibility Leading CSR Research & Teaching
Study for a PhD, MA or MBA in

Corporate Social Responsibility
Master contemporary issues in CSR, Business Ethics, Sustainability, Accountability and
Governance at the world renowned International Centre for Corporate Social Responsibility.
• Be part of a leading centre for CSR research

• Join programmes that are research led and practically orientated
• Experience our innovative approach to CSR education
The ICCSR is based at Nottingham University Business School.
• The only UK business school in the Aspen Institute's most recent 'Beyond Grey Pinstripes' ranking.
• A top ten UK business School: 7th in the 2007 Times Good University Guide.
• Among the few UK business schools ranked in the 2007 Financial Times global top 100 MBA.
• Ranked in the world's top 100 by the Economist Intelligence Unit (Which MBA?) 2006.
• Britain's 'University of the Year 2006/07' in the Times Higher Awards.
Scholarships and bursaries are available for all programmes.
Tel: +44 (0)115 846 7426

E-mail: iccsr@nottingham.ac.uk Apply online:
www.nottingham.ac.uk/business/iccsr pgapps.nottingham.ac.uk

Executive Education For Responsible Business

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Executive Education For Responsible Business

Uploaded by

Copyright:

Available Formats

ECM Educa.

qxd:Layout 1 4/10/07 17:30 Page 1

Business education special report 2007 www.ethicalcorp.com

Executive education for

Produced in association with the

Ethical Corporation • Education special report Contents 3

7-9 Fashion St, London E1 6PX UK

This supplement is published 18 Student activists

4 Introduction Ethical Corporation • Education special report

21st century management

By Gilbert Lenssen and Peter Lacy, European Academy of Business in Society

6 US MBAs Ethical Corporation • Education special report

Business schools The US: home

Ethical Corporation • Education special report US MBAs 7

8 Europe Ethical Corporation • Education special report

Other section content:

Flexible courses and more focused

Ethical Corporation • Education special report Europe 9

Rethinking management education in the light

10 Europe Ethical Corporation • Education special report

Education offshore while average salaries were 52% above pre-MBA

New melting pots

Birmingham Business School

MSc Corporate Governance and

Being a sustainable company is about

Increasingly, companies are judged on their behaviour within the

ÈK_\ :f\^\ Xmfnj \k_`ZXc Y\_Xm`fi Xj X XdXib glijl`

Featured Conferences and Workshops • Monthly Newsletter: Value Lines

Notre Dame Institute for Ethical Business Worldwide

Ethical Corporation • Education special report Europe/India 13

Ethics and success system has successfully produced world-class

14 The student view Ethical Corporation • Education special report

Other section content:

Giving recruiters what they want

Ethical Corporation • Education special report The student view 15

tered Institute of Marketing] have become standard Many individuals

Certificate Programs for corporate citizenship

With 22 years of experience as a leading educator of

Learn more at www.bcccc.net

16 The student view Ethical Corporation • Education special report

Putting values into practice

For the co-founders of EcoAct, studying for an MBA inspired them

hen Gerald Maradan enrolled Maradan is convinced he would

'LEPPIRKMRK XLI [E] ]SY XLMRO ERH EGX

18 The student view Ethical Corporation • Education special report

et Impact, the San-Francisco-headquartered

Give your CR report the recognition your hard work deserves!

■ A full page advert in Ethical Corporation magazine

Ethical Corporation • Education special report Dean profile 19

Andrew Pettigrew, Bath School of Management

or Andrew Pettigrew, dean of Ambitious to deepen the study

20 Specialisation Ethical Corporation • Education special report

Other section content:

Small schools stand out

Ethical Corporation • Education special report Specialisation 21

You can come to us for:

-ORE INFO ON WWWVLERICKBEGOGOV

the Autonomous Management School of

22 Specialisation Ethical Corporation • Education special report

s with all good stories, the tale behind the devel-

Ethical Corporation • Education special report Specialisation 23

environmental issues helps prepare students for

• Executive Program in Social Entrepreneurship June 23 – 30, 2008

ÈK_\ :f\^\ Xmfnj \k_`ZXc Y\_Xm`fi Xj X XdXib glijl`

-ORE INFO ON WWWVLERICKBEGOGOV