CEMS PRM Report 2021

THE GLOBAL ALLIANCE IN MANAGEMENT EDUC ATION

- PRME REPORT -

2021

INDEX Letter from the Chair ................................................................................................................................................... 3 Presentation of the CEMS Alliance ........................................................................................................... 4 The Principles of Management Education ........................................................................................ 7 Principle 1: Purpose ............................................................................................................................................................ 9 Principle 2: Values .............................................................................................................................................................. 11 Principle 3: Method ......................................................................................................................................................... 13 Principle 4: Research .................................................................................................................................................... 22 Principle 5: Partnership ............................................................................................................................................. 24 Principle 6: Dialogue ..................................................................................................................................................... 26 Appendix .................................................................................................................................................................................... 31

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LETTER FROM THE CHAIR A fundamental aim of the CEMS alliance – through our curriculum and through the research conducted at our member Schools – is to develop and equip the next generation of business leaders to be champions of the UN’s Sustainable Development Goals.

These young leaders will augment the existing efforts of so many members of our global alumni network who, through their actions and their advocacy, hold dear to the notion that the Principles for Responsible Management Education (PRME) can be used to systematically transform the narrative of business and management education beyond the tradi­tional focus on shareholder primacy.

As Chair of the CEMS Alliance, I commend this report to you and trust that it demonstrates our view that a commitment to PRME is key to effectively navigate the social inequity, climate and environmental challenges facing the world.

Greg Whitwell CEMS Chair Dean of the University of Sydney Business

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PRESENTATION OF THE CEMS ALLIANCE CEMS is a global alliance of academic and corporate institutions dedicated to educating and preparing future generations of global business leaders to enter a multilingual, multicultural and interconnected business world. The CEMS Master in International Management is the main vehicle for achieving this goal. Common to all activities is the aim of promoting global citizenship, with particular emphasis placed upon the following values: • The pursuit of excellence with high standards of performance and ethical conduct; • Understanding and drawing upon cultural diversity with respect and empathy; • Professional responsibility and accountability in relation to society as a whole

Key Facts & Figures • 34 CEMS member schools on every continent in the world • Founded in 1988 • 69 corporate partners (multinational companies) and 8 social partners (NGOs) • 1.279 MIM students of 72 nationalities with a 50/50 male/female ratio in 2017-18 • 12.033 Alumni from 85 nationalities, working in 75 countries

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Presentation of the Programme CEMS MIM YEAR Aug - Jan Term 1 - School 1

Feb - Jul Term 2 - School 2

Term 3 International Internship

3 ECTS

28 ECTS

1 ECTS

12 ECTS

15 ECTS

Block Seminar

Global Strategy and other CEMS Courses

Global Citizenship

Global Leadership and other CEMS Courses

Business Project

Min. 8 weeks At any time during the graduate period of studies

2 ECTS Skill Seminars 5 ECTS Hard Skills Course

ONGOING LANGUAGE TRAINING AND TESTING

• Internationalism Students who enroll in the programme must spend at least one academic term abroad and gain a significant professional experience outside their home country. All students must master, at least, two other languages than their mother tongue and be fully proficient in English.

Moreover, CEMS provides the resources and capabilities for the community to come together in a series of international, worldwide events. Ranging from the Annual Events (Graduation and meetings celebrated in each member school on a rotational basis, in Vienna in 2019) to the Career Forum celebrated in Budapest (students find the opportunity to interact and connect with the different corporate partners); to the Corporate Partners’ Benchmarking meetings (in 2019 in Dublin), which focus on sharing best practices and ideas. The essence of the CEMS Alliance is multicultural, multidisciplinary and multi-stakeholder activities on a global basis, which emphasizes the search for new and innovative practices to be encouraged among business schools, and in turn towards future business leaders.

Due to the COVID-19 Pandemic, most of CEMS international activities have moved online, nevertheless, the alliance has ensured dynamic and even more regular opportunities for practice sharing and networking among partners.

The semester abroad requirement has remained the norm, however, the CEMS institutions have showed enormous efforts to ensure a meaningful global expose to the students: virtual education, global skill seminars and business projects, elective course offer across borders provided opportunities to students for global education.

• Top class teaching and business orientation The CEMS Master in Management (MIM) comprises a carefully designed curriculum that achieves one of the main goals of the Alliance as a whole: to combine academic theory with business pracPRME Report 2021

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tice. This balance between theoretical and experiential learning is achieved through a multi-faceted curriculum, and with the contribution of the over 70 Corporate Partners (multinational companies) and Social Partners (NGOs), embedded members of the alliance.

Students must take a mandatory course in Global Strategy and a mandatory course in Global Leadership as well as several elective courses throughout the course of the programme. Mandatory seminars, including Global Leadership, aim at providing the opportunity for the CEMS community to come together, exchange ideas, debate and discuss innovative management matters as well as comprehensive leadership topics. They aim at developing student’s business communication skills and their awareness towards global responsible leadership challenges.

Each CEMS student has to undertake a Business Project. Business Projects are a consultancy-like project, where international teams composed of 3 to 5 students solve a real business problem as a one-semester, part-time, activity. The process is tutored both by the company and by a professor in parallel. Business projects reinforce the CEMS partnership between universities and companies, in jointly shaping the student’s learning process in international management.

Furthermore, each university has the competence of deciding on the suggested electives, maintaining the core ideology of CEMS, but bringing innovation & flexibility to the Alliance.

Additionality, positive and negative student opinions are gathered and analyzed so as to enable students to have a say in their curriculum, embracing the positive aspects and improving in the negative ones.

Lastly, a series of quality assurance & programme development activities are held during the year to highlight the importance of developing student learning, increasing adaptability, flexibility, openness to innovation as a responsive global alliance. These include: The programme offer is subject to accreditation by the CEMS Academic Committee, which ensures that learning objectives are met.

All individual programme elements & support services are subject to constant quality evaluation.

Online student satisfaction surveys are sent to students for every programme element and at the end of each term, through the CEMS Global office.

Based on student satisfaction surveys, CEMS awards best courses and the school of the year at the graduation ceremony.

• Responsible Global Leaders CEMS aspires to prepare future generations of responsible global business leaders to enter into a multilingual, multicultural and interconnected business world. The following pages will explore the CEMS commitment towards the Principles of Responsible Management Education (PRME).

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THE PRINCIPLES OF MANAGEMENT EDUCATION As institutions of higher education involved in the development of current and future leaders, we declare our willingness to progress in the implementation, within our institution, of the following principles, starting with those that are more relevant to our capacities and mission. We will report on the progress achieved throughout our alliance, together with our stakeholders and share effective practices related with other academic institutions.

• Principle 1:

Purpose

photo: Juliana Wiklund

We will develop the capabilities of students to be future generators of sustainable value for business and society at large and to work for an inclusive and sustainable global economy..

• Principle 2:

Values

We will incorporate into our academic activities, curricula, and organisational practices the values of global social responsibility as portrayed in international initiatives such as the United Nations Global Compact.

• Principle 3:

Method

We will create educational frameworks, materials, processes and environments that enable effective learning experiences for responsible leadership.

• Principle 4:

Research

We will engage in conceptual and empirical research that advances our understanding about the role, dynamics, and impact of corporations in the creation of sustainable social, environmental and economic value.

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• Principle 5:

Partnership

We will interact with managers of business corporations to extend our knowledge of their challenges in meeting social and environmental responsibilities and to explore jointly effective approaches to meeting these challenges.

• Principle 6:

Dialogue

We will facilitate and support dialog and debate among educators, students, business, government, consumers, media, civil society organisations and other interested groups and stakeholders on critical issues related to global social responsibility and sustainability

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PRINCIPLE 1: PURPOSE We will develop the capabilities of students to be future generators of sustainable value for business and society at large and to work for an inclusive and sustainable global economy.

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CEMS Vision Statement “CEMS is recognized as a unique global community, comprising the world’s finest students, schools, alumni, corporate and social partners, delivering the leading international Master’s in Management (MiM) that prepares responsible leaders contributing to a more open, sustainable and inclusive world” CEMS has been part of the PRME Initiative since 2010, establishing responsibility and interconnectivity as the main priorities towards building a better world. Through curricular and extracurricular activities, CEMS students are exposed to critical thinking and made aware of the challenges faced in today’s globalized world.

• Learning Objectives The learning objectives were redefined at the end of 2012 by an academic body, which included two social partners (CARE and Transparency International). Our commitments to PRME’s Six Principles inspired us to highlight our engagement towards social responsible leadership in those new objectives. Together, they display our commitment to PRME: Internationalism. Our graduates are knowledgeable international business practitioners able to draw on an international learning experience and a deep understanding of local, regional and global economic, social, political, cultural and institutional factors to inform effective business decision- making and change management in diverse contexts.

Business-Embeddedness. Our graduates apply advanced management and leadership competences developed through systematic experience of and engagement with, the corporate world and program-embedded work-integrated learning.

Responsible Citizenship. Our graduates champion a holistic vision of responsible business decision- making, leadership and citizenship that is informed by ethical reasoning, personal integrity, respect for social diversity, commitment to success through sustainable business practices and adherence to a multi-stakeholder perspective on organizational purpose Reflective Critical Thinking. Our graduates are confident, agile and reflective decision-makers and problem-solvers, able to formulate and apply innovative solutions to complex business challenges and opportunities in diverse contexts – also when faced with dilemmas and ambiguities.

Comprehensive Leadership. Our graduates assume leadership responsibilities early in their careers at all levels: personal, group, organizational and societal leadership. They become fully aware of their personal responsibility and accountability and the ethical and cultural frameworks in which leadership is exerted.

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PRINCIPLE 2: VALUES We will incorporate into our academic activities, curricula, and organisational practices the values of global social responsibility as portrayed in international initiatives such as the United Nations Global Compact.

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• Graduate Value Statement: Engaging Students The CEMS Graduate Value Statement, introduced by CEMS Students at the 2010 CEMS Annual Event in Rotterdam, is a personal commitment made by the students at their graduation to abide by the purpose of their education and reaffirm their belongingness to the community and its values. As the number of CEMS students rises, the number of Alumni who engage in professional responsibility continuously grows. The 2018/19 cohort alone represented approximately 1.300 students who committed upon graduation to become responsible leaders.

“As a lifelong member of the CEMS Community, I hereby commit to uphold and be guided by the following principles: • The pursuit of excellence with the highest standards of integrity, humility and ethical conduct; • Professional responsibility and accountability in relation to society and the environment; • Drawing upon the value of cultural diversity with respect to empathy; • My decisions and actions, both now and in the future, will reflect this Commitment to Global Citizenship that I make here today” • Engaging the board, social partners and applying responsibility

in the academic curriculum

Since our signature of PRME in 2010, all governing bodies of CEMS have continuously worked on the further implementation of our mission and the Six PRME Principles.

Faculty Groups The necessity and opportunities for academic inter-faculty cooperation have increased significantly in recent years. This cooperation has become crucial for the evolution of the MIM Programme and CEMS Research Activities.

Faculty groups constitute an opportunity for academics from CEMS Schools to work with peers on issues central to their personal research areas. These groups function within the framework of the CEMS MIM Programme. They fulfil the requirement for international cooperation in Block Seminars and CEMS Courses and they create numerous opportunities for joint book, article and/or research projects, as well as the organization of doctoral education workshops.

There are 5 CEMS Faculty Teams, which aim at incorporating the values of global social responsibility into the academic activities and curricula. These include: Global Strategy Business and the Environment Business Ethics Global Leadership and Cross-Cultural Management Gender and Diversity Management

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Their influence in the learning development and improvement, enable social responsibility to become an intrinsic and compulsory aspect of the CEMS MIM Programme.

The CEMS Value Proposition At the end of 2020, the CEMS Community adopted a comprehensive value proposition for the Alliance. It says: “Our purpose is to forge a global mindset within emerging business leaders, where a global mindset values Regeneration beyond Sustainability. And because every member of the CEMS community is unique, we all believe that societal progress continual exploration and collaboration is the best way to solve big challenges.“

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PRINCIPLE 3: METHOD We will create educational frameworks, materials, processes and environments that enable effective learning experiences for responsible leadership.

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Curriculum The CEMS Programme Intends to broaden students’ perspectives and develop their responsible attitude and entrepreneurial spirit through the curriculum, the CEMS events and partnerships with civil society organizations. A recent reform in the CEMS curriculum aimed at better meeting our mission statement’s objectives by creating academic frameworks and content, which enables students to learn how to become responsible leaders.

• Mandatory Global Strategy Course The mandatory Global Strategy course, in addition to the international dimension and focus on corporate viewpoints, addresses “responsible citizenship” from a strategic framework (e.g. NGO Strategy, Stakeholder vs. Shareholder Approaches, the dark side of the firm, climate change, etc.).

• The Global Leadership Course The Global Leadership course, together with the international dimension and management implications, places the focus on people. Learning how to manage people or people-related issues in an international context, also addresses the notion of “comprehensive leadership”. Understanding and exploring human management is the underlying passport to empathy and concern for others.

• The Global Citizenship Seminar The Global Citizenship Seminar is compulsory at every member school of the Alliance. The essential concept behind the course is that student discuss in an experiential surrounding one or more of the United Nations Sustainable Development Goals.

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• Block Seminars A block seminar is a weeklong course organized by each of the CEMS member schools. They are both academically and culturally intensive and the experience is the ideal starting point into the programme as this may be the first opportunity for incoming CEMS students to meet and exchange with their new classmates.

photo: Laurie Noble

A substantial number of Block Seminars focusing on social business, climate change or other sustainability issues have been undertaken (see Appendix 1). In total, 30% of member schools have incorporated a sustainability or responsible leadership dimension into their block seminar, which is in addition to the compulsory responsible global citizenship seminar. Even if the number of similar courses varies greatly from one school to the other, the goal is to ensure that all CEMS students are offered the opportunities to take at least one course on corporate responsibility and sustainability during their CEMS MIM year. Exposure to such subjects enables understanding, discussion and innovation towards change.

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• Elective Students takes a series of electives credits during their CEMS MIM Master 77% of schools have included electives (see Appendix 2) related to sustainability issues in their curriculum, representing a total of 52 electives. Examples of elective courses on responsible leadership include: Green Management and Corporate Sustainability (Bocconi), Corporate Social Responsibility in Global Supply Chains (CBS), Corporate Sustainability and CSR (Corvinus), Development and Sustainability (FGV), Sustainability and Behavioural Ethics (RSM), Corporate Sustainability and Responsibility (SSE), Social and Ethical Challenges of New Technologies (UAI)

• Skill Seminars Skill seminars (see Appendix 3) are training seminars in practical skills. They are essential to kickstart an effective professional career and fundamental to adjusting easily to an international management environment.

The sustainable skill seminars offered around the alliance were: • Responsible Citizenship: Being the Change Makers (IIMC) • Sustainable Business Models: Indo Naturals (NHH) • Designing Sustainable Business Models (NHH) • Let’s Enter a New Market - In a Sustainable Way (RSM) • Becoming Sustainability Ambassador (SSE) • Envision Your Career as a Leader with Social Impact (NOVA) • Sustainability and Leadership - a Match Made in Heaven (UoC) Note that students are allowed to attend skill seminars in whichever institution part of the alliance, as long as there are spaces available for permanent students.

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• Business Projects A Business Project (see Appendix 4) is a consultancy-like project. International student teams solve real business problems as a one-semester part-time activity, tutored by a company and an academic member, in parallel. These projects reinforce the CEMS partnership between universities and companies in jointly shaping the student’s learning process in international management.

Examples of business projects include:Metro Sustainability Initiative on Plastic for 2021 (Metro), Leading Sustainable Transformation in Hungary - Building Sustainable Business for Sustainable Future with Consumer Beauty Products (L’Oréal), How Cities are Preparing Space Impact on Sustainable Life on Earth (European Space Agency (ESA), The Creation of Green Products in the Airline Industry (Lufthansa)

• Experimental Learning (Internships) The CEMS MIM combines academic theory with business practice. Internships that enable effective learning experiences for responsible leadership are also a key component of the CEMS curriculum.

CEMS member universities also provide CEMS students with the opportunity to develop social projects in the framework of a course or a business project (see Appendix 3). Member schools can cooperate with social partners to offer projects with a management challenge in the responsible and sustainable development field.

• Social Internship Program The Social Internship Program is a unique opportunity for CEMSies to gain valuable work experience In and explore the day-to-day of a social enterprise. The CEMS network currently has 8 social partners students can apply to and fulfill their CEMS internship requirements with. Despite requiring

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important qualifications and diligent hard-work, this program represent an exclusive chance for students to apply business-focused skills to problems that impact society and the environment as a whole.

• UNFCCC Climate Change Strategy Role Play The CEMS Climate Change Course and Model UNFCCC is run simultaneously by ten CEMS business schools (University of St Gallen, ESADE Barcelona, the University of Cologne, Rotterdam School of Management, Corvinus University of Budapest, University of Bocconi, Warsaw School of Economics, Stockholm School of Economics, Aalto University and NHH Norwegian School of Economics) for over 160 CEMS students.

The aim is for students to learn about the often-diverging interests of parties involved in global climate policy negotiations, including governments, sector specific industry associations, global companies, and environmental & humanitarian non-governmental organizations (NGOs).

The course enables students to learn about strategic frameworks for assessing the impact of climate change on markets and customer demand, which is essential for developing corporate strategies that avoid the negative consequences of climate change and take advantage of business opportunities evolving from a changing market environment.

The course follows four modules: • Introduction to climate change and its policy • Role of business in climate change (with expert guest speakers on the topic) • Negotiation skills training • 2-day simulation with all participating universities The two-day simulation event usually takes place in one of the participating universities on a rotational basis. Due to the pandemic, the 2021 event will take place in Zoom City (May 13 – 15).

Photo: Model UNFCCC Negotiations in Zoom City 2020

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• Student Initiatives CEMS makes every effort to reward students for their initiatives in the field of CSR, sustainability and responsible leadership, as this is a core element of the CEMS values and spirit. In particular, in light of the COVID-19 pandemic and ongoing battle against climate change, it is more important than ever to promote unity and awareness on social, political and environmental issues among the CEMS cohort. The following sections describe some of most important projects, initiatives, events and activities that CEMS students have organized both locally and globally over the past years.

• CEMS Global Projects and Initiatives The CEMS global student-led body, the Student Board, includes a dedicated team that actively manages and coordinates initiatives to raise awareness and promote sustainability issues among the CEMS global community.

It aims to bring students closer to society by creating a sense of responsibility about the world’s environmental, cultural, economic and social challenges that they will face as future global business leaders. It fosters the development of sustainable solutions and responsible actions, supporting ideas and organizations that are creating a positive social impact in the community. Events, such as the Global Sustainability Week and the Responsible Leadership Panels are entirely lead and run by the CEMS Student Board.

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• New Generation Consulting Cooperation with social partners can develop into further social projects.

New Generation Consulting offers a new approach to consulting, where international students - pursuing a CEMS Master in International Management - work in virtual teams and act as consultants to help social organizations overcome business-related problems.

An example of a NGC project was pursued together with Parami University in Myanmar. The Parami University of Liberal Arts and Sciences, a private non-for-profit four-year residential university in Myanmar. Planned to open in 2020, Parami University initially aims to maintain a body of 600 students with 150-160 students being admitted in each of the four cohorts. The project focus on a series of crucial milestones to be achieved before the opening of the University in 2020. From the business perspective, the team is seeking to finalize the Business plan, and to identify ways of growing the relationship with stakeholders through financial support, endorsement from business leaders, and building partnerships with local and international organizations.

Through their involvement with these projects, students not only acquire a knowledge on diverse social topics, but do so based on their own expertise and through the skills and mindsets they have learned during the course of their studies. http://www.ngccems.org https://www.facebook.com/ngccems?ref=bookmarks • Global Sustainability Week (GSW) In an effort to raise awareness on the sustainability issues that affect our society, ranging from climate change, resource scarcity, global inequality, humanitarian crisis, migration and urbanization, and our role as future leaders to address them, the CEMS Student Board organizes the Global Sustainability Week annually.

For 5 days in October, students in every CEMS university are exposed to a variety of student-led events and activities related to a sustainability topic. The concept of the GSW comprises two pillars. First, independent Sustainability events organized by local CEMS Clubs at their CEMS Schools.

Equipped with the Responsible Leadership Team-designed Toolkit, CEMS Clubs are responsible to host the events organized under the umbrella of Sustainability. For instance, CEMS Clubs organized dinners by utilizing only ingredients sourced locally and lighting it up with the use of candles to reduce electricity consumption.

The second pillar is an initiative at the global level, the CEMS Sustainability Challenge, consisting of daily challenges to help students be aware of and lead a more sustainable lifestyle. Through photo competitions, students worldwide are challenged to carry out a sustainability-related activity every day of the week and share a picture competing for amazing prizes all over the world.

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Every day is dedicated to a different sustainability topic (e.g. consumption, water & energy, transportation, waste & recycling, food, education & development) challenging students to reduce their environmental impact.

As we firmly believe small projects and initiatives do change the world, below is a sample of challenged organized member schools during the GRW 2020: Challenge 1: “Blood to spare” Find a local blood bank to donate blood to.

Challenge 2: “Educate yourself” Record education and awareness-driven books and movies watched during the week. Moreover, make suggestions for books and movies to be watched. The RL team suggested David Attenborough: A life On Our Planet, Before the Flood, and Gamechangers as movies to watch, and Limits to Growth (Donella Meadows), Prosperity without Growth (Tim Jackson), and Ecology of Commerce (Paul Hawken) as books to read.

Challenge 3: “Pick it on the way” Pick-up waste and record the number of items picked up.

Challenge 4: “Plant-based for a change” Go vegan and count the days you are fully vegan during the week.

Challenge 5: “Happy feet” Count the number of km ran during the week.

Challenge 5

Challenge 3

• CEMS Universities’ Local Projects and Activities CEMS students across the world are given the opportunity to initiate social projects or CSR-related activities. These experiences are shared throughout the CEMS community.

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PRINCIPLE 4: RESEARCH We will continue to engage in conceptual and empirical research that advances our understanding on the role, dynamics and impact of corporations in the creation of sustainable social, environmental and economic value.

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Research is at the forefront of all academic activities at all CEMS member universities. Collectively, at the CEMS level, CEMS faculty teams engage in collaborative research leading to publications, and teaching modules such as block seminars.

To encourage and foster research inside the Alliance, students are given the option to undertake a Research Project. The Research Project is an optional programme element, which can replace CEMS Elective credits up to a maximum of 7.5 ECTS. The CEMS Research Project has two criteria: •

Issue-focused: dealing with a concrete problem, be it a corporate, economic or theoretical

•

Internationality: dealing with a question that applies to more than one country

Examples include: •

Activity Profiles and Configurations of New Ventures, Copenhagen Business School (2019/2020 – Term 1)

• •

•

•

•

Hedging in Multinationals: Focus on FX Risk, Corvinus Business School (2019/2020– Term 2) War of Gamescraft - how Big Tech is distrupting key verticals in the gaming industry Management, Esade Business School (2019/20120 – Term 2) Role of Digitalization in Industry 4.0, Graduate School of Management, St. Petersburg University (2019/2020 – Term 2) The Influence of Ownership Structure on ESG Ratings, Stockholm School of Economics (2019/2020 – Term 1) Implementation of InsurTech in Car Insurance Industry, SGH Warsaw School of Economics (2019/2020 – Term 2)

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PRINCIPLE 5: PARTNERSHIP We will interact with managers of business corporations to extend our knowledge of their challenges in meeting social and environmental responsibilities and to explore jointly effective approaches to meeting these challenges.

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CEMS Corporate Partners are given the opportunity to take part in the CEMS Board discussions and decisions concerning sustainability issues. The collaboration between the academic members and companies involved in the alliance is a crucial value of CEMS, and we believe that dialogue between these actors and social partners will enable the development of effective learning and experiences.

Furthermore, once a year, during the Annual Events, the whole CEMS community gets together in a member school, chosen in a rotational basis. For an approximate of three to four days, the spirit, ideas, innovations and best practices of CEMS are shared between students, academics, corporate & social partners and Alumni. Bringing the community together is the basis of the CEMS Alliance, which focuses of multidisciplinary conversations to achieve broad perspectives, bright ideas and impulse change.

Recent examples of direct partnership with social partners and students on the academic year 2020/2021 include: • •

Global Citizenship Seminar (UNAOC & Bocconi) Global Management Practices course at ESADE in partnership with the Global Alliance for Banking on Values

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PRINCIPLE 6: DIALOGUE We will facilitate and support dialog and debate among educators, students, business, government, consumers, media, civil society organisations and other interested groups and stakeholders on critical issues related to global social responsibility and sustainability.

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Besides our historical partnership with corporate partners, CEMS aims at establishing a long standing and mutually beneficial partnership with civil society organizations working in different economic or social sectors.

Since 2009, CEMS started inviting non-profit organizations to join CEMS as Social Partners in order to influence and strengthen its social commitments and teachings. Today,eight social partners are members, including CARE International, Fair Trade Labelling Organizations International, and Global Alliance for Banking on Values, Kiron Open Higher Education, Transparency International, United Nations Alliance of Civilizations, the European Space Agency (ESA) and World Wildlife Fund (WWF).

CARE International, Fairtrade and WWF have a seat on the CEMS Boards and have a voting right. We aim at identifying the most effective ways to work together with our social partners, and to help them influence CEMS the most while minimizing time and cost on their side.

This impact is being made possible by the diversity of these social partners. The wide range of their activities – fairtrade, environment, humanitarian actions, anticorruption, and dialogue between cultures – enable them to enrich significantly the dialogue with the academic members, the corporate partners and the students. Our aspiration is to develop an environment in which their impact and their influence can be maximized.

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• Corporate Partner Benchmarking Meetings

Photo: Massimiliano Stucchi

Additionally, the benchmarking meetings, organized once a year, where corporate and social partners can network, discuss and exchange best practices on Human Resources and business themes of common interest. The agenda, content and delivery of the meeting is developed in close cooperation with Corporate Partners. In 2020, the Benchmarking meeting was hosted by Kearney, Coca-Cola HBC and Zurich Insurance Company about the topic “Building a Cross-Generation Ecosystem”.

• Annual Events

Photo: Xiaomeng Liang

Finally, the Annual Events, which bring the whole community together for dialogue, are organized every year on a rotational basis around member schools. Academic members, corporate and social partners, students and Alumni get together to explore the future of management, as well as the changes and improvements that can be made in the various areas of actions identified around the globe.

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• Virtual Collaboration Accelerated by the shift in stakeholder preferences that resulted from the global pandemic of 2020-2021, many new opportunities for virtual dialogue have been created. The most impactful example is the Leadership is a post-Covid-19 World webinar series.

GUIDE

Leadership in a Post-Covid-19 World

Global research found that 87% of CEMS Alumni and Corporate Partners believe the way their companies operate globally will change as a result of COVID-19. To better understand how companies and people have been impacted and provide guidance to navigate this new normal, CEMS conducted a series of interviews and discussions with academics and business professionals from the CEMS Global Alliance, published in The CEMS Guide to Leadership in a Post-Covid-19 World.

Watch the Panel Discussions with industry experts and academics (Africa and Americas regions to come in 2021): •

Leadership in a Post Covid-19 World: EMEA

•

Leadership in a Post Covid-19 World: APAC

Read the Press Releases: •

Pandemic presents a rare opportunity to redefine leadership, reveals new CEMS report

•

Lack of face-to-face contact at work, due to COVID, could harm careers of young professionals

Global teams are likely to communicate MORE frequently post-COVID-19, however relationship quality may be compromised.

•

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This report was prepared by MIM Team at the CEMS Global Office Andrée Egloff, Rita Soltesz and Kyoko Yamashita in cooperation with members of the CEMS Global Student Board CEMS contact: Andrée Egloff andrée.egloff@cems.org

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APPENDIX Appendix 1: Block Seminars A block seminar is a week-long course organized by each of the CEMS member schools. They are both academically and culturally intensive and the experience is the ideal starting point into the programme as this may be the first opportunity for incoming CEMS students to meet and exchange with their new classmates. 11 out of the 30 schools choose a socially responsible topic for their block seminar.

• Bocconi University Sustainability and innovation: from clean-tech to new business models (2019/20) • Copenhagen Business School Sustainability Transformations: From CSR to Global Goals (2019/20) • ESADE Business School Social Enterpreneurshup and Impact Investing (2019/20) Sustainability in the 21st Century: Rethinking the Corporate Value Chain (2019/20) • Graduate School of Management, St. Petersburg University Successful Social Entrepreneurship in Emerging Markets. Lessons from Russia (2019/20) • HEC Paris Inclusive and Social Business (2019/20) • National University of Singapore Sustainability Thinking in Product and Service Design (2019/20) • University of Cologne Climate Change, Energy and the Business Response (2019/20) • University of St. Gallen Sustainability and corporate strategy: meeting the energy and climate challenges (2019/20)

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Appendix 2: CSR-related electives A total of 54 elective courses related to sustainability issues were offered to the CEMS students during the year 2019-2020 in 24 universities of the CEMS Alliance.

• All schools Global strategy Global management practices • Aalto University School of Business Sustainability in International Business Sustainable Supply Chains How to Change the World: Innovating toward Sustainability Sustainable Entrepreneurship • Bocconi University Social Entrepreneurship and Impact Investing Green Management and Corporate Sustainability • Copenhagen Business School A Digital Battlefield: How to Transform a New Business Venture to a Sustainable Digital Business?

Corporate Social Responsibility in Global Supply Chains Social Entrepreneurship: Creating Social Change Using the Power of Entrepreneurship Responsible Business - A SIGMA Virtual Team Work Elective Consulting for Sustainability – Harnessing Business Models and Innovation Creating Markets for Sustainable Products CSR - Managing the Social Impact of Business • Corvinus University of Budapest Corporate Sustainability and CSR • ESADE Business School Social entrepreneurship CEMS Climate Policy Course and Simulation: Negotiation and Strategy Skills • Escola de Administração de Empresas de São Paulo-FGV Development and Sustainability Ethical issues in Business and Society Social Entrepreneurship

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• Graduate School of Management, St. Petersburg State University Sustainability & Stakeholder Marketing • HEC Paris Social Entrepreneurship • Indian Institute of Management Calcutta Corporate Social Irresponsibility The Economics of Corporate Sustainability • IVEY Business School Sustainability • Louvain School of Management Business Ethics and Compliance Management Corporate Social Responsibility Responsabilité Sociétale des Entreprises Sustainable Management and Value Chains • National University of Singapore Ethical Leadership And Corporate Strategy • Norwegian School of Economics Sustainable Finance Sustainable Marketing Corporate Social Responsibility • NOVA School of Business and Economics Sustainable International Business • Rotterdam School of Management Sustainability Leadership and Planetary Boundaries Sustainability and Behavioural Ethics Sustainable Business Models Social Entrepreneurship • Stockholm School of Economics Corporate Sustainability and Responsibility

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• The University of Sydney Business School Ethical International Business Decisions • Tsinghua University School of Economics & Management Management Ethics • UCD Michael Smurfit Graduate Business School Supply Chain Sustainability • Universidad Adolfo Ibáñez Social and Ethical Challenges of New Technologies • University of Cologne Business Ethics and Continental Philosophy Corporate Social Responsibility Sustainability in Marketing and Consumer Behavior • University of Economics, Prague CSR in Practice Business Ethics Strategic Leadership and Management of the CSR • University of St. Gallen Business and Human Rights - Legal, Managerial and Ethical Perspectives Clean Energy Marketing Business Ethics in Turbulent Times • WU (Vienna University of Economics and Business) Managing the Sustainable Development Goals

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Appendix 3: Skill Seminars Skill seminars are training seminars in practical skills. They are essential to kick-start an effective professional career and fundamental to adjusting easily to an international management environment.

• All Member Schools (Compulsory) Global Citizenship Seminar • Indian Institute of Management Calcutta Responsible Citizenship: Being the Change Makers • Rotterdam School of Management, Erasmus University Let’s Enter a New Market - In a Sustainable Way • Norwegian School of Economics Sustainable Business Models: Indo Naturals Designing Sustainable Business Models • NOVA School of Business and Economics Envision Your Career as a Leader with Social Impact • Stockholm School of Economics Becoming Sustainability Ambassador • University of Cologne Sustainability and Leadership - a Match Made in Heaven

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Appendix 4: Business Projects A Business Project is a consultancy-like project. International student teams solve real business problems as a one-semester part-time activity, tutored by the company and an academic member, in parallel. These projects reinforce the CEMS partnership between universities and companies in jointly shaping the student’s learning process in international management.

• AALTO University School of Business Sustainability Trends in Finnish Construction Industry: Integrating Sustainability in Value Proposition and Pricing (Hilti) Human Rights in the Supply Chain (Statoil) • Bocconi University Space Impact on Sustainable Life on Earth (European Space Agency (ESA) • Copenhagen Business School Metro Sustainability Initiative on Plastic for 2021+(Metro) • Corvinius University of Budapest Leading Sustainable Transformation in Hungary - Building Sustainable Business for Sustainable Future with Consumer Beauty Products (L’Oréal) • Esade Business School Development of industry - specific Sustainability Framework (A.T. Kearney) • Keio University CSR Business Strategies for a Sustainable Kowa (Kowa Company, Ltd.) • Korea University Business School Ideas for Making Sustainable Business with Bio-degradable Plastic in Petrochemical (Plastic Material) Industry (LG Chem) • Louvain School of Management Increase Sustainability (Beiersdorf AG) Fair and Responsible Logistics (PwC (PricewaterhouseCoopers) Payment & Sustainability: How to Drive the Adoption of Digital E-Receipt (Mastercard) • Norwegian School of Economics Sustainability Initiative on Plastic for 2021 (METRO Cash & Carry International GmbH) • Nova School of Business and Economics Management Control System for Sustainability (Biovilla)

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Building the Sustainable Asset Management Organization of the Future: Engaging with the SDGs (BPI Gestao de Activo) • Prague University of Economics and Business Brand Campaign for GARNIER Focusing on Sustainability and Online (L’Oréal) • Rotterdam School of Management, Erasmus University Sustainability Initiative on Plastic for 2021+ (Metro) Sustainably Growing Market Share in the Netherlands (Hilti) • Stockholm School of Economics Increasing Impact: The Creation of Green Products in the Airline Industry (Lufthansa) Making a Non-profit Profitable: Designing a Strategy to Achieve Sustainable Financing for Special Olympics Sweden (Special Olympics) Sustainability Performance Management for International Winter Sports Events (SKI) • The University of Sydney Business School Embedding Ethical Sourcing in our Business (Konica Minolta) Sustainability Drivers (Mercedes-Benz) • UCD Michael Smurfit Graduate Business School Digital Transformation and Sustainability: Developing a Green Marketing Plan for Microsoft Teams (Microsoft) • University of Cologne Sustainable Packaging @ DHL Parcel Germany (DHL Consulting) • University of St.Gallen Value of Corporate Responsibility for an Airline (Swiss International Airlines) Sustainability in Group Finance (Zurich Insurance Company) CPG Strategies and Innovations to Reduce Single-use Plastics (Kearney) Increasing Diversity in Hilti’s Hiring Process (Hilti) • WU (Vienna University of Economics and Business) Sustainable banking (ZEB) Sustainability as a Competitive Advantage in the Austrian Beverage Market (Coca Cola Hellenic Bottling Company) Strengthening Transparency lnternational’s Voice and Actions in Corruption Crises Situations (Transparency International)

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