Juggling with csr and sd in education jan jonker

15-09-2009

Juggling with CSR and SD in education Meeting DHO Vlaanderen (Brussel) – dd.

15.09.09

Jan Jonker Nijmegen School of Management RU N’megen

Overview     

Birds Eye Bio (where do I come from) Object: the responsible organisation Strategy: Lisbon and beyond Progress ‘on the ground’ Projects for inspiration

Discussion

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Birds-eye Bio 

Full Associate Professor & Research Fellow at the Nijmegen School of Management (NL);  

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Teaching at Master’s, Executive, In-Company and PhD’s; Subjects: Research Methodology (espc. organisational diagnosis), Strategy and Business Development, i.c. Corporate Social Responsibility and Sustainable Development, Organisational Theory and Change Management;

Visiting professor in Nottingham (UK), Toulouse (FR) and Duisburg (D) Barcelona (SP) & Aarhus (DK) Seventeen books, 150 articles and many public lectures; Part-time business consultant (20 years) - business concepts, strategy and innovation (CSR & SD); Languages: Dutch, French, English and German;

Philosophy (1)     

Present: relatively little teaching, more project development, -funding etcetera; From classic ‘frontal’ teaching (lectures) towards project based learning & ‘research by doing’; Networking, developing international (comparative) research, output driven; Less academic – more ‘change-oriented’ Publish or perish (white papers, articles, books - focus!)

Key is collaboration across institutes, disciplines and national boundaries;

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Recent publications

Philosophy (2)     

Focused on SD and CSR and related themes’; Searching for added value - through projects, newly created business ....; Bringing students and businesses onto the academic bandwagon!; Changing the research mode: using contemporary technology (e.g. wiki, websites, crowdsourcing etc.); Entrepreneurial: constant flow of projects yet accept failure (although it hurts ...).

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The ‘object’ of efforts: creating ‘The Responsible Organisation’  

CSR & SD: current societal, political and organizational debates; The changing role, function and responsibilities of the contemporary business enterprise; 

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Organizations: ‘machines’ that make more and more promises and consequently have to ‘realize’ them; Stakeholder view of the firm: satisfying needs and expectations in a balanced way; 

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‘Towards a contemporary theory of the firm’;

The quest for multiple value creation for multiple stakeholders.

Development of theory (strategies) and practices (discovery through application).

Status?      

Incredible progress in the last decade; At present: eco-efficiency; Future: moving from a linear to a circular economy.

Still: cynicism in academia and business; No theoretical fundamentals (eclecticism); Rafting between reflection and action.

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Lisbon and beyond (2010) The Union must become the most competitive and dynamic knowledge-based economy in the world capable of sustainable economic growth with more and better jobs and greater social cohesion (European Council, Lisbon, March 2000).

To achieve this ambitious goal asks for "not only a radical transformation of the European economy, but also a challenging programme for the modernisation of social welfare and education systems".

By 2010, Europe should be the world leader in terms of the quality of its education and training systems. Making this happen will mean a fundamental transformation of education and training throughout Europe.

EU “Education and Training 2010� (2004) Key competences for lifelong learning.

A European Reference Framework.

A key competence is one crucial for three aspects of life: a. personal fulfilment and development throughout life (cultural capital); b. active citizenship and inclusion (social capital); c. employability (human capital)

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The Principles for Responsible Management Education (2007) Principle 1 Purpose: develop 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 and curricula the values of global social responsibility as portrayed in international initiatives. Principle 3 Method:create educational frameworks, materials, processes and environments that enable effective learning experiences for responsible leadership. Principle 4 Research: 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. Principle 5 Partnership: 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. Principle 6 Dialogue: facilitate and support dialog and debate among educators, business, government, consumers, media, civil society organizations and other stakeholders on critical issues related to global social responsibility and sustainability.

Need? “In a recent ... survey of ... CEOs, more than 80% saw a clear need to manage both the risks and opportunities of the changing role and responsibility of business in society... (the) emerging consensus is that it is here to stay and needs to be carefully managed. This requires new knowledge, skills and values that allow managers to balance profitability with stakeholder interests and social and environmental realities. Academic institutions have a ... obligation, to equip the next generation of business leaders with the cross-functional skills ...�

Peter Lacy (2006), (ex) executive director EABIS, SI Ethical Corporation

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Vlaanderen in Actie (VIA) – March 2009 De Lissabonstrategie post 2010 moet blijven inzetten op duurzame en structurele hervormingen en maatregelen op economisch, milieu en sociaal vlak bevatten om de centrale doelstelling inzake ‘duurzame groei en jobs’ te realiseren.

De omslag naar een groenere (CO2-arme) economie moet richtinggevend zijn in de doelstellingen die op economische, milieu- en sociaal vlak zullen worden opgesteld. Op economisch vlak staan drie speerpunten centraal: (1) maatregelen inzake ondernemerschap, (2) maatregelen inzake innovatie – wetenschap – onderzoek en ontwikkeling en (3) maatregelen inzake logistiek, mobiliteit en infrastructuur.

Op milieuvlak moet worden ingezet op maatregelen inzake klimaatverandering en energie en op sociaal vlak moet worden ingezet op werkgelegenheid en onderwijs en opleiding.

Der demografische Wandel lässt Bildung noch wichtiger werden. Denn mit Alterung und Bevölkerungsrückgang sinken sowohl die absolute Zahl der Erwerbstätigen als auch denen Anteil an der Gesamtbevölkerung.

Jeder Einzelne muss somit produktiver werden, damit die alternden Gesellschaften wettbewerbsfähig blieben und ihre Sozialaufgaben finanziell schultern können. Bron: Die Demografische Zukunft von Europa, 2008

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Progress I ?

(1) No ... no CSR and SD educational mainstream after ...

(2) Institutional and (inter)personal resistance ‘vague’, ‘hype’, ‘lack of empirical evidence’ (3) Relatively little trans-institutional and (inter) national collaboration (4) Little growth in a coherent organisational ‘body of knowledge’ (5) Lack of leadership and ‘guts’

Progress II ?

(1) Broad (public, organisational ) awareness ... and growing (2) Expanding diversity: in subjects, approach, level, programme ....

(3) ‘Pockets’ of committed lectures, professors and ... students (growing fast) (4) EU money (FP7), Regional Money, etc.

(5) Easier to get business support (even in times of crises)

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CSR and SD in curriculum Peripheral

Internal Focus

External Focus

Central

Project Zero (DK) Welcome to ProjectZero.

Over the next 20 years the Sønderborg area will become one of the world’s leading examples of how sustainability and business can work hand-in-hand.

We call this Bright Green Business.

We will do this by combining spectacular international architecture with the most innovative ideas in sustainable building, living and business. http://www.projectzero.dk

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Prautotyping (NL) The Challenge: build the care of the future in 120 days.

Project SMILE: Hoge School Arhem Nijmegen

Visions for our Future Society

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A (Pilot) Project to create ‘Our Common Future’ 2.0 Crowdsourcing: 150 participants (Young Talents) Use of modern communication technology Collaboration across education, business, government Output: Research Reports & book Conference: September 23 2010

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Be welcome to participate!

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Conclusions    

Growing support … but not necessary in our institutions (competing for funds, space and attention); Friction between the ‘fundamentals’ and those in favour of ‘applicability’; Lack of attractiveness for multiple stakeholders (students, colleagues, management, business); For starters (or above all): be clear where you stand and what your added-value is.

Discussion

Contact Jan Jonker Associate Professor en Research Fellow Nijmegen School of Management (NSM) Radboud University Nijmegen (RU) PO BOX 9108 - 6500 HK Nijmegen - Holland (t) 00.31.314.363.253; (m) 00.31.6.539.68.688 e-mail: janjonker@wxs.nl | j.jonker@fm.ru.nl Websites: www.mvoscripties.nl; www.csrcenter.net New book: ”Management Models for the Future” (Springer, 2009) MVO Events 2010: Mega Masterclass (26.03.10), Young Talent Event (20.05.10) en Conferentie Pilot OCF 2.0 (23.09.10)

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