A Survey of Sustainable MBA Programs (Draft) ppt

The top 30 schools on the FT Global MBA Rankings as of 2010 as per: http://rankings.ft.com/businessschoolrankings/global-mba-rankings viewed May 11, 2010: 1 London Business School UK 2

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A Survey of Sustainable MBA

Programs (Draft)

Doshisha Business School, Doshisha University,

Kyoto, Japan Mathew Ferguson (1st year MBA Candidate) pyj0307@mail3.doshisha.ac.jp Supervisor: Dr K Yamaguchi kaoyamag@mail.doshisha.ac.jp

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Abstract

This is the first paper on the issue of Sustainable MBA programs offered throughout the world at certain schools selected on the basis of criteria chosen by the author Six schools from Australia, Canada, and the United States have been described to illustrate the present situation of Sustainable MBAs in the world Only schools with specific programs specialized in green management and sustainability were chosen to study

The purpose of this paper is to track the status of Sustainable MBA programs to lay the foundation for a global framework where institutions from different countries can come together to share ideas and research to further enhance sustainable business models Seven business school programs are highlighted in this paper, including Doshisha Business

School`s Sustainable Business and Modeling specialization with Green

MBA Certificate In addition, attention is given to the Association for the Advancement of Sustainability in Higher Education which showcases

various other sustainable MBA programs and certificate programs These

programs are identified as ―Sustainable‖ or ―Green‖, however with collaborative research and global acceptance of the concepts being developed at the institutions mentioned in this paper, there is opportunity for general business models of today – concerning with only economic profits - to be replaced with more sophisticated models to incorporate societal and environmental factors into the models

Contents

1.1 - Business School Rankings 3

1.2 – Financial Times MBA Rankings 3

1.3 –Beyond Grey Pinstripes MBA Rankings 6

1.4 – Wikipedia Listed Sustainable MBA Programs 8

1.5 – Comment on the rankings 9

2.1 – Selected Schools 9

3.1 – The Association for the Advancement of Sustainability in Higher Education (AASHE) 22

4.1 – The Green MBA Certificate at Doshisha University Graduate School of Business (Doshisha Business School) 23

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1.1 - Business School Rankings

Business school rankings send a signal to prospective students as to what kind of return that a student may receive on their investment of time, energy, and resources into pursuing an MBA education Well known rankings are produced annually by the Financial Times, Business Week, and the Economist While each publication has a different methodology and weighting scheme, these rankings are focused in the

areas of salary and career growth The Financial Times Global MBA Top 100 ranking is used in this paper

as it is easily accessible to a prospective student and represents one measurement of MBA quality Recent

publications such as Rethinking the M.B.A.: Business Education at a Crossroads by Harvard scholars

Srikant M Datar, David A Garvin , and Patrick G Cullen, are shedding much needed light on the

current state of business education and their contribution to the ―business as usual‖ models currently in use by corporations and institutions Because of the recent call by business to put a greater emphasis on society and environmental preservation, this paper also makes reference to an alternative ranking scheme

of business schools produced by the Aspen Institute, called Beyond Grey Pinstripes: The Global 100 This

ranking is based on sustainability integration intoan MBA program and adds yet another dimension to measure the quality of a business program, proving a trend of business practices moving toward a

sustainable path

1.2 – Financial Times MBA Rankings

Financial Time (FT) Rankings

The FT Rankings are a widely watched ranking of MBA programs offered through the world It offers insight as to which schools offer the greatest salary earning probability as a fresh graduate in addition to the type of increase in salary a typical graduate from one of the ranked schools had based on historical averages Schools ranked from the United States are required to be accredited with an accredation body

and schools outside of the United States are preferred to be accredited in order to be ranked

The purpose of including this particular ranking is to display a list of the top 30 MBA programs in the world as measured by a traditional means The criteria and weighting below is also important to

understand under what these programs represent as per the Financial Times To avoid misrepresenting the criteria and its respective weight in the rankings, the following table key is taken directly from:

http://rankings.ft.com/pdf/key/global-mba-rankings.pdf (viewed May 11, 2010):

Financial Times Global MBA 2010: Table Key

 Audit year Indicates the most recent year that KPMG audited a business school, applying

specified audit procedures relating to selected data provided for the Financial Times MBA

ranking

 Salary today: The average alumni salary three years after graduation (The 2010 ranking

surveyed the MBA class that graduated in 2006) This figure includes alumni salary data for the current year and the one or two preceding years, where available The figure is NOT used in the ranking

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 Weighted salary (20%) The average alumni salary today with adjustment for salary variations between industry sectors This figure includes data for the current year and the one or two

preceding years where available

 Salary percentage increase (20%) The percentage increase in average alumni salary from before the MBA to today as a percentage of the pre-MBA salary This figure includes data for the current year and the one or two preceding years where available

 Value for money (3%) This is calculated using the salary earned by alumni today, course length, fees and other costs, including the opportunity cost of not working for the duration of the course

 Career progress (3%) This is calculated according to changes in the level of seniority and the size of the company alumni are working in now versus before their MBA Data for the current year and the one or two preceding years are included where available

 Aims achieved (3%) The extent to which alumni fulfilled their goals or reasons for doing an MBA

 Placement success (2%) Alumni who used the careers service at their business school were asked to rank its effectiveness in their job search This figure includes data for the current year and the one or two preceding years where available

 Employed at three months (2%) The percentage of the most recent graduating class that had found employment or accepted a job offer within three months of graduation The figure in brackets is the percentage of the class for which the school was able to provide employment data

 Alumni recommend (2%) Alumni were asked to name three business schools from which they would recruit MBA graduates The ranking is calculated according to the votes for each school Data for the current year and the one or two preceding years are included where available

 Women faculty (2%) Percentage of female faculty

 Women students (2%) Percentage of female students

 Women board (1%) Percentage of female members of the advisory board

 International faculty (4%) Percentage of faculty whose citizenship differs from their country of employment

 International students (4%) Percentage of students whose citizenship differs from the country

in which they are studying

 International board (2%) Percentage of the board whose citizenship differs from the country in which the business school is based

 International mobility (6%) This is calculated according to whether alumni worked in different countries before the MBA, on graduation and also where they are employed today

 International experience (2%) Weighted average of four criteria that measure international exposure during the MBA programme

 Languages (2%) Number of extra languages required on completion of the MBA Where a proportion of students requires a further language due to an additional diploma, that figure is included in the calculations but not presented in the final table

 Faculty with doctorates (5%) Percentage of faculty with a doctoral degree

 FT doctoral rank (5%) This is calculated according to the number of doctoral graduates from each business school during the past three years Additional points are given if these doctoral graduates took up faculty positions at one of the top 50 full-time MBA schools of 2009

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 FT research rank (10%) This is calculated according to the number of faculty publications in 40 academic and practitioner journals Points are awarded to the business school at which the author

is currently employed The total is weighted for faculty size

The top 30 schools on the FT Global MBA Rankings as of 2010 as per:

http://rankings.ft.com/businessschoolrankings/global-mba-rankings (viewed May 11, 2010):

1 London Business School (UK)

2 University of Pennsylvania: Wharton - Major in Environmental and Risk Management

(USA)

3 Harvard Business School (USA)

4 Stanford University Graduate School of Business (USA)

5 INSEAD (France/Singapore)

6 Columbia Business School (USA)

6 Instituto de Empresa (IE) Business School (Spain)

8 Massachusetts Institute of Technology (MIT) Sloan School of Management (USA)

9 University of Chicago: Booth (USA)

9 Hong Kong University of Science and Technology (HKUST) Business School (Hong

Kong)

11 Instituto de Estudios Superiores de la Empresa (IESE) Business School (Spain)

12 Indian School of Business (India)

13 New York University: Stern (USA)

13 Dartmouth College: Tuck - Special Interest in Non-profit & Sustainability Management

(USA)

15 International Institute for Management Development (IMD) (Switzerland)

16 Yale School of Management (USA)

16 University of Oxford: Said (UK)

18 École des Hautes Études Commerciales de Paris (HEC Paris) (France)

19 Escuela Superior de Administración y Dirección de Empresas (ESADE) (Spain)

20 Duke University: Fuqua - Concentration in Social Entrepreneurship (USA)

21 University of Cambridge: Judge (UK)

22 China Europe International Business School (CEIBS) (China)

22 Northwestern University: Kellogg (USA)

24 Lancaster University Management School (UK)

25 Rotterdam School of Management, Erasmus University (Holland)

26 Cranfield School of Management (UK)

27 Nanyang Business School (Singapore)

28 Chinese University of Hong Kong (Hong Kong)

28 University of Michigan: Ross (USA)

28 University of California at Berkley: Haas (USA)

These rankings have traditionally been dominated by American business schools where the MBA model was created, however recently there have been more Asian and European business school taking the top

30 spots of the rankings

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1.3 –Beyond Grey Pinstripes MBA Rankings

Beyond Grey Pinstripes

The Beyond Grey Pinstripe ranking of global MBA programs is an alternative ranking system that judge‘s schools based on their integration of social, environmental, and ethical methods and issues into their programs This ranking is relatively new in comparison to the conventional rankings and uses a different scheme of grading global business schools Only full-time, in person schools are invited to participate in this ranking 590 schools were invited to participate with 149 schools opting to participate in the ranking

process The rankings are based on survey results from each school about their respective MBA

coursework, Faculty Research, and Institutional support at the school

To avoid any misunderstanding about the criteria of the ranking, the below criteria description are taken directly from: http://www.beyondgreypinstripes.org/about/methodology.cfm (viewed May 11, 2010)

 “MBA Coursework: This section focuses on core and elective courses that include social,

environmental or ethical topics (Aspen uses the umbrella term social impact management.) To clarify the context, submission of either supporting syllabi, course descriptions or a URL link was required, with syllabi preferred The schools were also asked what percentage of each of the courses submitted contained some "relevant" content—i.e individual class sessions or modules

on pertinent topics The survey also asked schools to indicate the department, instructor, number

of MBA students enrolled in each course, credit hours for each course, and total school

enrollment

 Faculty Research: Schools were asked to submit an Excel spreadsheet containing all scholarly articles written by faculty members that address social, environmental or ethical topics in peer-reviewed, business journals in calendar years 2007 and 2008

 Institutional support at the school: Institutions were asked to report exemplary non-curricular activities and programs that specifically address social impact management and environmental management Information was requested about external speakers, internships and consulting programs, clubs and groups, career development services, university institutes and centers, joint degrees, specializations, and other relevant activities All of this information is available for comparison and review in the database Information on Institutional Support is not used in

calculating the rank of each school.‖

There are four areas that the rankings use to score each schools performance – Availability of Relative

courses, Student Exposure, Relevant c on For-Profit Impact and Faculty Research as per:

http://www.beyondgreypinstripes.org/about/methodology.cfm (viewed May 11, 2010)

 ―Availability of Relevant Courses counts the number of courses offered that contain social,

environmental or ethical content How much opportunity do students have to take courses with

this content?

 Student Exposure measures teaching hours and student enrollment in these courses To what

extent are students actually exposed to such content? The formula for each course is [(percent of

course time dedicated to such issues) x (course credits / total degree credits) x (course enrollment / total school enrollment)] Thus, all things equal, longer courses, or dedicated courses, or courses with higher enrollments (whether required or simply popular electives) will be worth more in our calculations

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 Relevant Courses on For-Profit Impact is a simple count of the number of courses that not only demonstrate their relevance to the survey (see ―Availability of Relevant Courses‖ above), but specifically address the intersection of social and environmental issues in mainstream, for-profit

business Do any of the courses being taught on campus explicitly discuss how business can be an

engine for improving social and environmental conditions? This metric reflects the focus of

Aspen CBE on how business plays a role in society For example, course content that focused on the non-profit sector or on a philosophical approach to ethics would get credit in the ―Availability

of Relevant Courses‖ metric, but would likely not get credit in this metric However, a Finance course that addresses models for pricing the cost of carbon would likely get credit for this metric

 Faculty Research counts the number of scholarly articles containing some degree of social,

environmental or ethical content being published in peer-reviewed, business journals To what

extent do professors on campus explore these issues in their own research? Research Fellows

reviewed all article titles and abstracts using similar criteria to the ―Availability of Relevant Courses‖ metric.‖

Beyond Grey Pinstripes: The Global 100 (top 30) rankings

(http://www.beyondgreypinstripes.org/rankings/index.cfm [viewed May 11, 2010]

1 York University: Schulich (Canada)

2 University of Michigan: Ross (USA)

3 Yale School of Management (USA)

4 Stanford University Graduate School of Business (USA)

5 University of Notre Dame: Mendoza (USA)

6 University of California at Berkley: Haas (USA)

7 Rotterdam School of Management, Erasmus University (Holland)

8 New York University: Stern (USA)

9 Instituto de Empresa (IE) Business School (Spain)

10 Columbia Business School (USA)

11 University of Virginia: Darden (USA)

12 Cornell University: Johnson (USA)

13 George Washington University School of Business (USA)

14 University of North Carolina: Kenan-Flagler (USA)

15 Simmons College: Simmons School of Management (USA)

16 Duke University: Fuqua - Concentration in Social Entrepreneurship (USA)

17 University of Wisconsin-Madison: Wisconsin School of Business (USA)

18 Duquesne University: Donahue (USA)

19 University of New Mexico: Anderson (USA)

20 University of Denver: Daniels (USA)

21 University of San Diego: School of Business Administration (USA)

22 Loyola University Chicago: Graduate School of Business (USA)

23 The University of Nottingham: Nottingham University Business School (UK)

24 Ohio State University: Fisher (USA)

25 Portland State University: School of Business Administration (USA)

26 Babson College: Olin (USA)

27 Griffith University: Griffith Business School (Australia)

28 INSEAD (France/Singapore)

29 San Francisco State University: College of Business (USA)

30 University of California at Davis: Graduate School of Management (USA)

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1.4 – Wikipedia Listed Sustainable MBA Programs

http://en.wikipedia.org/wiki/Sustainable_MBA (viewed May 11, 2010)

On the topic of Sustainable or Green MBA programs, Wikipedia.org notes the following: ―The traditional Master of Business Administration (MBA) degree requires coursework and other study of business from a primarily financial standpoint, with some attention to management, conventional economic theory, and to business ethics A sustainable MBA program adds the study of managing for environmental and social sustainability to these subjects Such programs are sometimes also called Green MBA.‖

Below is a list of Sustainable and Green MBA programs offered around the world as listed on Wikipedia.org

This list is NOT representative of all Sustainable programs offered globally:

 Alliant International University: Marshall Goldsmith School of Management - Green MBA (USA)

 Anaheim University Kisho Kurokawa Green Institute (USA)

 Antioch University New England - MBA in Organizational & Environmental Sustainability

(Green MBA) (USA)

 Bainbridge Graduate Institute - Offered the first MBA in Sustainable Business (USA)

 Case Western Reserve University: Weatherhead School of Management - Focus on

Sustainable Enterprise (USA)

 Colorado State University - Global Social & Sustainable Enterprise program (USA)

 University of Colorado Denver - MBA with Managing for Sustainability specialization (USA)

 Dominican University of California - Green MBA (USA)

 Duquesne University: Donahue - Palumbo Schools of Business - Sustainability Program (USA)

 Green Mountain College (USA)

 Griffith University: Griffith Business School - Sustainability Specialisation - Triple Bottom

Line (Australia)

 International Center for Promotion of Enterprises - Green industry MBA (Slovenia)

 Lipscomb University Sustainability MBA - Institute for Sustainable Practice (USA)

 Maharishi University of Management - MBA in Sustainability and Consciousness-Based

education (USA)

 Marlboro College - MBA in Managing for Sustainability (USA)

 Marylhurst University - Online MBA in Sustainable Business (USA)

 Portland State University - MBA with concentration in Sustainability (USA)

 Presidio School of Management of Alliant International University (USA)

 San Francisco State University - MBA in Sustainable Business (USA)

 University of British Columbia: Sauder School of Business - MBA - Sustainability and

Business Specialisation (Canada)

 University of East Anglia: Norwich Business School - MBA - Strategic Carbon Management (UK)

 University of Michigan: Erb Institute for Global Sustainable Enterprise (USA)

 York University: Schulich School of Business - MBA - Business and Sustainability

Specialization (Canada)

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1.5 – Comment on the rankings

More on the Rankings

As of the 2010 FT Global MBA Rankings and Beyond Grey Pinstripes: The Global 100, ten schools have

made the top 30 list simultaneously on both rankings These schools include Columbia Business School ( USA), Duke University: Fuqua (USA), IE Business School (Spain), INSEAD (France, Singapore), New York University: Stern (USA), Rotterdam School of Management: Erasmus University (Holland), Stanford University Graduate School of Business (USA), University of California at Berkely: Haas (USA), University of Michigan: Ross (USA), and Yale School of Management (USA) These schools have satisfied requirements set out by two different types of ranking systems - being recognized for the economic benefit that they offer potential graduates in addition to the focus of sustainability offered in their courses through focusing on ethical, social, and environmental issues

As May 11, 2010, only two schools are listed on the Wikipedia.org list, FT Global MBA Rankings, and

Beyond Grey Pinstripes: The Global 100 These schools include the University of British Columbia:

Sauder School of Business and York University: Schulich School of Business

 Five of six selected schools in this survey were listed on both the Wikipedia.org Sustainable MBA

program list and the Beyond Grey Pinstripes: The Global 100 rankings These schools are;

Griffith University: Griffith Business School (Australia), San Francisco State University: College

of Business (USA), University of British Columbia: Sauder School of Business (Canada), University of Colorado Denver (USA), and York University: Schulich School of Business (Canada)

2.1 – Selected Schools

For the purpose of this study, schools selected were based on first having being listed on Wikipedia.org under the ―Sustainable MBA‖ page and also being ranked on the Beyond Grey Pinstripes Global 100 ranking (with the exception of Presidio School of Management in California) Therefore, all schools selected have specific focuses or specializations in sustainability As a result, schools selected to research include:

 Griffith University: Griffith Business School

 Presidio School of Management

 San Francisco State University: College of Business

 University of British Columbia: Sauder School of Business

 University of Colorado Denver

 York University: Schulich School of Business

Please note that although Duquesne University: Donahue (USA) is also listed on both the Wikipedia.org

―Sustainable MBA‖ page and the Beyond Grey Pinstripes Global 100; it was not added to the Wikipedia list until after schools were selected for this paper in November 2009

Below is a description of the selected schools‘ programs To accurately reflect the individual programs,

module/course descriptions have been taken from each school‘s respective website Each module/course

has an associated website link address where the description was taken from

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University of British Columbia – Sauder School of Business (Canada)

MBA, specialization in Sustainability and Business

Course Overview

http://www.sauder.ubc.ca/AM/Template.cfm?Section=Specializations&Template=/CM/ContentDisplay.cfm&ContentID=7827

The Sustainability and Business MBA focuses on ecological economics, sustainable development, and corporate social responsibility It is designed for business leaders to cope with changing attitudes from stakeholders towards sustainability and also to meet the needs of non-profit and non-governmental organizations As part of the program, industry professionals make presentations to exemplify real world practice of sustainability To receive this specialization, students must take 9 required modules This program looks to set its graduates up in resource-based industries and environmental-non profit organizations as it is located in a resource rich area of Canada The Sustainable Business program at the Sauder School of Business is focused on environmental sustainability as it is located in an area of forestry and other natural resources This MBA program is for people who are primarily aimed at working in non-profit and non-governmental organizations 9 modules must be taken from the following:

Courses:

Sustainable Development of Business

http://www.sauder.ubc.ca/Programs/MBA/MBA_Full_Time/Program_Overview/Modules/BASD_500 This module will focus on understanding Sustainable Development and the reshaping a business to operate profitably with a triple bottom line It will focus on understanding the dynamic tensions inherent

in sustainable development and how it impacts business from strategic development to day to day

Corporate Social Responsibility

http://www.sauder.ubc.ca/Programs/MBA/MBA_Full_Time/Program_Overview/Modules/BASD_501 This course is designed to engage students in a discussion of Corporate Social Responsibility through a series of interactive learning activities The course will begin with preparing the students to discuss and debate the definition and importance of CSR to a company‘s strategy We‘ll then move on to examine situations in which companies have not done a very good job at demonstrating good CSR practices, and we‘ll examine the complexity of those situations and the range of possible responses Finally, we‘ll look

at some companies that have demonstrated CSR ―best practices‖, and discuss what these examples teach

us that we can apply in our future careers The class depends highly on student participation, and student interests will drive the topics and situations that are considered and discussed

Global Environmental Issues

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http://www.sauder.ubc.ca/Programs/MBA/MBA_Full_Time/Program_Overview/Modules/BASD_502 This module addresses some of the key issues in the current debate over sustainability In particular, the focus is on economic, policy and ecological issues of particular concern to the business sector

Environmental Marketing

http://www.sauder.ubc.ca/Programs/MBA/MBA_Full_Time/Program_Overview/Modules/BASD_504 This module introduces the basic concepts of environmental or green marketing with a focus on how businesses can incorporate environmental concerns into their marketing and management programs In recent years, environmental awareness has evolved from an emerging social movement to become a mainstream consumer value Businesses are increasingly beginning to understand that environmental marketing initiatives are not only good for society at large, but also for their own bottom lines

The ultimate aim of the course is to provide students with an understanding of tools to address

environmental values in all aspects of marketing to improve the performance of the firm The potential and pitfalls of environmental marketing will be explored in an international context with theory, cases, readings, and examples from current industrial situations Topics will include green consumerism,

environmental and sustainable certification and labelling, chain of custody issues, trends in green building, life cycle analysis, product development, stakeholder engagement, promotions and public relations, and segmentation to develop niche strategies for environmentally conscious consumers

Environmental Economics, Management and Technology

http://www.sauder.ubc.ca/Programs/MBA/MBA_Full_Time/Program_Overview/Modules/BASD_505 This MBA module is about formulating business strategy with respect to managing environmental

objectives This course rigorously explores the foundations of corporate environmental strategy: the economic principles underlying environmental policy and environmental law, the managerial practices that respond to policy interventions, and the environmental technologies that facilitate pollution

prevention and pollution abatement Theory and practical applications are explored equally Students taking this course will gain an appreciation of the complexity of designing corporate environmental strategy in the presence of diverse and competing stakeholder interests

The module is taught using a combination of lectures, case studies, independent reading, and team work Small student teams will be given the opportunity to analyze a Canadian company in order to

analyze their past and current corporate environmental strategy and make an in-class presentation The purpose of the group work is to explore and discuss competing environmental strategy approaches Please note that BASD 580A will be changed to BASD 505 upon Senate approval

Sustainable Entrepreneurship

http://www.sauder.ubc.ca/Programs/MBA/MBA_Full_Time/Program_Overview/Modules/BASD_580A This MBA module is about first understanding the linkage between sustainability and new venture

creation and then beginning to formulate ideas for the creation of new triple bottom line ventures This course starts with theoretical foundations for entrepreneurship and sustainable entrepreneurship in order

to allow students with varying levels of knowledge of the two subjects to become familiarized with the basic building blocks for the integration of the two Leveraging the theoretical framework of

entrepreneurship developed by the instructure, referred to as the metaprocess model of entrepreneurship, the course guides students through the steps associated with identification and exploitation of

entrepreneurial opportunities in the sustainability space

The course begins with a focus on theory but quickly moves towards application through a series of case studies, field trips and individual exercises The module is taught using a combination of lectures, case

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studies, independent reading, and team work Small student teams will be given the opportunity to

actually take a dip in the sustainable entrepreneurship pool by creating a real sustainable venture (NGOs will be encouraged as well) during the term which will culminate in an in-class presentation to the

instructor and a panel of sustainable entrepreneurs/investors

employing directly or indirectly, one of every seven members of the labor force – it is vital for the

transport sector to develop a sound strategy and action plan to meet the requirements of sustainability For all aspects of the course, the issues of intermodal connections, infrastructure considerations, and financing (including costs, revenues, and sources and uses of funding) will be considered Course presentation will include members of the UBC faculty, government officials, and representatives from the private and not-for-profit sectors

Griffith University: Griffith Business School, (Australia)

MBA, specialization in Sustainability - Triple Bottom line

Course Overview

http://www.griffith.edu.au/business/sustainable-business

Griffith Business School offers both a graduate certificate and an MBA in Sustainable Enterprise The focus of the MBA program is on the Triple Bottom Line and it attempts to address issues such as ―global warming, climate change, and social injustices.‖ The program also aims to teach students how to manage companies to by putting an emphasis on social, environmental, and economic value ―Students learn how

to manage business whilst creating a positive change in society through developing a better understanding

of the role, dynamics and impact of corporations in the creation of social, environmental and economic value.‖ Four courses are required to attain this specialization

Environmental Management

http://www3.griffith.edu.au/03/STIP4/app?page=CourseEntry&service=external&sp=S7506GBS