www.lboro.ac.uk/sbeSchool of Business and Economics

SHARING INFORMATION ON PROGRESS REPORT 2018SCHOOL OF BUSINESS AND ECONOMICS

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TABLE OF CONTENTS

Letter of continued commitment signed by the Vice Chancellor ............................................. 3

Statement from SBE: The PRME Representative/Team ............................................................ 5

Executive Summary .......................................................................................................................... 6

CHAPTER 1: Brief introduction to the institution

1.1 An introduction to Loughborough University ....................................................................... 7

1.2 An Introduction to the School of Business and Economics ................................................. 8

1.3 An overview of Loughborough University’s Sustainability Strategy ................................ 10

CHAPTER 2: An Overview of practical actions

2.1 Practical Actions: The School of Business and Economics .............................................. 11

2.1.1 Ethics, Sustainability and Social Responsibility in Learning and Teaching ...... 11

2.1.2 Ethics, Sustainability and Social Responsibility in SBE Research ...................... 13

2.1.3 Partnerships with Business ..................................................................................... 16

2.1.4 The Dean’s Award for Corporate Social Responsibility ....................................... 17

2.1.5 Responsible Management Seed-Corn Funding .................................................... 18

2.1.6 The role of the School in Community Outreach and Public Service ................. 21

2.1.7 The role of the School in the Local, National and International Community 24

2.1.8 Policies relating to Students ................................................................................... 24

2.2 Practical Actions: University Level ..................................................................................... 25

2.2.1 The University Sustainability Action Plan ............................................................. 28

2.2.2 University Level: Ethics, Sustainability and Social Responsibility in Research

and Development .................................................................................................... 28

2.2.3 The role of the University in the Local, National and International

Community ................................................................................................................ 30

2.2.4 Organisational Practices: List of Environmental Assessments, Certifications

and Awards received ............................................................................................... 33

2.3 Students: Ethics, Sustainability and Social Responsibility .............................................. 36

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CHAPTER 3: Reflections on Progress

3.1 A reflection on progress made in the past reporting period ......................................... 41

3.1.1 Achievements from PRME Period 1 2016-2018 .................................................. 41

3.1.2 Opportunities for further development: for strategic consideration .............. 41

3.1.3 Possible challenges in future reporting periods ................................................. 42

3.2 Reference to any metrics being developed and used .................................................... 42

3.3 Accreditations and Awards ................................................................................................. 43

CHAPTER 4: Future objectives

4.1 PRME Reporting Cycle 2018-2020 ..................................................................................... 44

4.2 PRME Reporting Cycle 2020-2022 ..................................................................................... 44

4.3 Beyond 2022 ......................................................................................................................... 44

APPENDIXES ................................................................................................................................ 45

GLOSSARY OF TERMS ........................................................................................................... 47

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FROM THE VICE CHANCELLOR: A LETTER OF COMMITMENT

Loughborough University is a successful research intensive, globally connected university

with excellent links to industry. We aim to lead research and practice in responsible

management through our application of the six PRME principles: developing student

capability as responsible leaders, incorporating the values of global social responsibility into

our activities and curricula, enabling learning processes for responsible leadership,

engaging in research for sustainability, working with our commercial and educational

partners, and facilitating dialogue on critical issues related to global social responsibility and

sustainability.

Hazlerigg Building, one of Loughborough University’s oldest standing structures opened in

1938 by Sir Arthur Hazlerigg, the Lord Lieutenant of Leicestershire

Our mission and values are at the heart of what we do: to further knowledge and

understanding through internationally-recognised research; to provide a high quality,

comprehensive educational experience that prepares our graduates for their future lives and

the global workplace; to influence the economic and social development of individuals,

businesses, the professions and communities; and to shape national and international policy

and practice.

Similarly, ethics, sustainability and social responsibility pervade the way we work: in our

culture of respect and celebration of diversity; in the way we recognise and reward excellence

in our staff for their contribution and commitment; in how we are inclusive and value the

views of our staff, students, alumni and partners; how we respect the communities and

environments in which we operate; how we work together as a team with professionalism

and integrity; and overall, how we take pride in being the very best we can be. We are working

towards achieving our ten-year vision through four central themes – Investing in our staff,

Educating for success, Growing capacity and influence, and Raising standards and aspirations

– with research, teaching, enterprise and sport embedded in each.

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Professor Robert Allisson, Vice-Chancellor and President of Loughborough University

At corporate level and as a member of the Environmental Association of Universities and

Colleges (EAUC), the University aims to ensure that our own organisational practices should

serve as examples of the values and attitudes we convey to our students. Through initiatives

such as the Loughborough Cup we have brought ethics, social responsibility and

sustainability to the attention of an increasing number of students. Over the next ten years

we aim to further embed the United Nations Sustainable Development Goals (SDG’s) in

every aspect of the University’s practice.

As Vice Chancellor, I am delighted to make an institutional commitment to support the

Principles for Responsible Management Education; and will continue to encourage the

School of Business and Economics to lead best practice in teaching, research and enterprise

in respect of ethics, sustainability and social responsibility. Over the coming years we hope

to extend a welcome to the PRME community at our campuses in Loughborough, and

Loughborough University in London. My congratulations on your continuing success.

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FROM THE SCHOOL OF BUSINESS AND ECONOMICS

Our aspiration is that this report gives a flavour not only

of the scope and diversity of activities relating to ethics,

sustainability and social responsibility led by the School

of Business and Economics, but also to the distinctive culture of the School which we believe

is a key contributor to our success. That is, a culture where individuals take responsibility for

ethics, sustainability and social responsibility in every aspect of the School’s activities; where

our teaching and learning are informed by research; and where our business engagement

activities have real impact based on our expertise. Hence, our further aspiration is that our

students leave us very well equipped to be leaders who embrace the values of ethics,

sustainability and social responsibility; to embed these into their professional practices, and

to maintain those values throughout their working lives.

This is our first PRME ‘Sharing Information on Progress’ report. It aims to capture where we

are now, how our practice sits in the context of the wider university, and to give a flavour of

our aims and ambitions for the future. Ethics, sustainability and social responsibility are

themes throughout our research, teaching, enterprise, and institutional practices. I am proud

of what my colleagues have achieved so far, and we have set some challenging goals for the

future. We look forward to a continuing partnership with PRME.

Professor Stewart Robinson

Dean, School of Business and

Economics

Loughborough University’s School of Business and

Economics is proud to be a signatory to the Principles

for Responsible Management Education (PRME). As a

research-led school our Discipline Groups, Research

Centres and Research Interest Groups are the principal

focus of our activity with numerous research projects

focusing on sustainability and responsible leadership.

Ethical practice is a theme embedded in our academic

programmes, which incorporate masterclasses and

thought leadership events on ethics and sustainability.

We engage with not for profit organisations through

research, staff volunteering, student projects and

internships.

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Dr Andrew Rothwell

PRME Liaison

EXECUTIVE SUMMARY

Loughborough University joined PRME in July 2016 and we are pleased to submit our first

‘Sharing Information on Progress’ (SIP) report. As a leading UK University with a focus on

excellence in research, learning and teaching and employer engagement; ethics sustainability

and social responsibility are themes that run throughout the institution. This report aims to

present the richness and diversity of these activities, from senior level strategic commitment,

with world-leading research, innovative pedagogy and curriculum, engagement with external

stakeholders and staff and student volunteering among the range of approaches adopted.

In the School of Business and Economics (SBE), Ethics, Sustainability and Social Responsibility

(ESSR) are embedded in the curriculum through a range of modules including: ‘Business Ethics

and CSR’, ‘International Corporate Governance’ and ‘Firms and Corporate Governance at

Bachelor’s degree level. At post-graduate level, relevant modules include: ’Corporate

Governance and Responsibility. In Spring 2018 the School has conducted a review of all

programmes and modules to audit content related to CSR and Ethics, with the aim of

identifying best practice as well as areas for further development. As a research-led School

our Research Centres and Research Interest Groups (RIGS) are a focus of our activity and our

multinational cadre of researchers and research students have provided numerous examples

of research linked to ESSR. The diversity and richness of this research reflects the School well

and include sector-leading work on sustainable supply chains, disaster recovery, sustainability

accounting and corporate governance. Our business partnerships are strongly connected to

the expertise of our academics, with key impact cases including work with ‘Care in the

Community’ undertaken collaboratively with Leicestershire County Council, and pro-active

involvement with a local charity, Action Homeless. Initiatives to support ESSR-related

development that the School has promoted have included the Dean’s Awards for Corporate

Social Responsibility, Responsible Management Seed-Corn funding (now in its second year),

as well as supporting staff volunteering.

Activities and achievements in relation to Ethics, Sustainability and Social Responsibility

(ESSR) within SBE have been developed in the context of significant University-level good

practice. This has included award-winning initiatives to promote staff wellbeing and British

Council Safety awards. University level practice is guided by the Sustainability Action Plan,

which develops the theme of Educating for Sustainable Development (ESD). Aims of the

Sustainability Action Plan include to create learning environments which promote ESD,

maximising the learning opportunities arising from our biodiverse and green campus, and

encouraging research with a positive impact on business and the community. Our students,

through the Student’s Union further enhance this community involvement through raising

over £1 million each year with RAG, the Community Action student volunteering programme,

and Ethics and Environment Week. Future goals include leveraging employer connections to

enhance impact and engagement, enhancing the Schools’ role in PRME nationally and

internationally, and developing our strategic perspective on Ethics, Sustainability and Social

Responsibility.

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CHAPTER 1:

BRIEF INTRODUCTION TO THE UNIVERSITY

1.1. INTRODUCTION TO THE UNIVERSITY

Throughout its history Loughborough University has built upon its distinctive characteristics.

Today it is one of the country’s leading universities, with a reputation for excellence in

teaching and research, strong links with business and industry and unrivalled academic,

experiential and sporting achievement. It has been named as WhatUni University of the Year

2018, is ranked 1st for Student Experience in the Times Higher Education Student Experience

Survey, 4th in the Guardian University League Table 2019, 6th in the Times ‘Table of Tables’,

7th in the Times and Sunday Times Good University Guide, and 7th in the Complete University

Guide 2019. It is Britain’s top university for Quality of Student Life (Lloyds Bank Survey), the

top mainstream University in England according to the 2017 National Student Survey and is

the best Sporting University in the World (QS Global League).

As a research intensive, globally connected university with excellent links to industry we aim

to lead research and practice in responsible management through our application of the six

PRME principles: developing student capability as responsible leaders, incorporating the

values of global social responsibility into our activities and curricula, enabling learning

processes for responsible leadership, engaging in research for sustainability, working with

our commercial and educational partners, and facilitating dialogue on critical issues related

to global social responsibility and sustainability. Accordingly, sustainability is directly linked to

the four main themes of the University’s ‘Building Excellence’ strategy.

Strategic Theme Examples of Sustainability Contribution

Investing in Staff

✓ Awards for initiatives to improve staff well-being, (British Safety Council international safety awards)

✓ Improved health, reduced absence ✓ Increased engagement and experience of partnership working investing

in LU as a sustainable community

Educating for Success

✓ Educate and inspire our students to become socially responsible and environmentally aware members of our future society

✓ Support academic colleagues and multi-disciplinary teaching to incorporate sustainable development into teaching and research

Growing Capacity & Influence

✓ Raising competitiveness through innovation that promotes development ✓ Improve our bottom line through resource efficiency

Raising Standards & Aspirations

✓ Strengthen our standards and improve our performance in environmental sustainability

✓ To embed sustainability as business as usual linking the 3 core aspects of sustainability (social, environmental and economic) through University policy and strategy

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In 2015 Loughborough opened a second campus on Queen Elizabeth Olympic Park in London.

Loughborough University London has diversified and expanded the high-quality education

offered to both postgraduate students and those looking to advance their professional

development.

1.2. INTRODUCTION TO THE SCHOOL OF BUSINESS AND

ECONOMICS

The School of Business and Economics at Loughborough

University is a full-service, research led school with a high

proportion of international staff and international

students. It is among just 1% of Business Schools in the

world to have the prestigious ‘triple-crown’ accreditation

(AMBA, EQUIS, AACSB). Although the School can trace its

origin to 1971 when the department of Management

Studies was founded, the current School was established

in August 2010 from a merger of the Business School and

the Department of Economics. The School has an annual

turnover of over £35million (€40.3million; $45.5million).

Just over £30million of our income is derived from

teaching activities, including programme and short

course provision, with the remainder coming from

research allocation, grants and projects. The School is housed in a dedicated building on the

University campus which provides a number of small teaching and seminar rooms, as well as

teaching facilities for executive education. In addition, the School is a major user of pooled

University facilities, including lecture and seminar rooms, and computer laboratories.

The School continues to develop and grow steadily. In the UK Research Excellence Framework

(REF) exercise 2014, the School rose to 13th overall in terms of research power with 75% of

its research classed as ‘world leading’ or ‘internationally excellent’. Our research power

ranking is based on both the quality and the quantity of the School’s research. The School

also increased the proportion of its research rated as ‘world leading’ and ‘internationally

excellent’ from 60% to 75%. Within the area of Information Management, the School was

ranked 4th in the country for research power for IM research, with 100% of IM research being

rated as either ‘world leading’ or ‘internationally relevant’, and with an outstanding impact

rating of 100% ‘world leading’ and ‘internationally excellent’.

In the 2017 National Student Survey (NSS), all undergraduate programmes achieved high

levels of satisfaction, including being ranked 1st for Business and first for Information Sciences.

All core SBE programmes score >90% for overall satisfaction, showing an improving trend and

much improved consistency across School programmes. As a consequence of research and

teaching performance, the School is consistently ranked as a Top-10 UK business school by

national league tables. It was ranked 1st for Librarianship and Information Management, 4th

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for Finance and Accounting, 6th for Business Studies and 8th for Economics in The Times &

Sunday Times Good University Guide 2018, the third year running that all School subjects

were ranked in the top ten in the subject tables in this guide. The School offers a full range

of named BSc, MSc, MBA, research degree and post- experience programmes. All of the

School’s programmes are designed to be rigorous and relevant. At undergraduate level we

now offer six full-time campus-based business programmes and five full-time campus-based

economics programmes. At the full-time Master’s level, the one year MSc programmes are

particularly attractive to international students, and include ‘generalist’ management

programmes and a suite of specialist programmes reflecting School strengths. Our post-

experience programmes cover a wide range of general and specialist management areas and

we currently offer a suite of management and leadership programmes, suite of organisational

resilience programmes, and a suite of automotive retail management programmes. Post-

experience MBA programmes are offered as executive (part-time) or as a full-time

programme. Currently the School employs over 200 staff, around 140 of whom are academic

faculty. Our current total student population numbers over 3,000 individuals, on all School

programmes. Approximately 35% of faculty and 32% of the combined student population

originate outside the UK.

The School’s policy for faculty and staff

involvement in ethics, responsibility and

sustainability is that, as far as possible, course

content must include these issues and that

staff members should be able to demonstrate

this from the way they engage with students in

the delivery of the modules (for example, by

paperless delivery currently being cascaded

through the undergraduate programmes,

switching off lights and electronic equipment

at the end of the lecture). These messages are emphasized at staff and discipline groups’

meetings. Moreover, the school publishes news items that speak of staff involvement in the

community as a way of encouraging more engagement with the issues of ethics, responsibility

and sustainability.

Over 30% of the student body comes from outside the United Kingdom, and in respect of

programme sustainability we have managed to move away from a very strong reliance on one

market (China), to a more diverse student body (a change from 17% of the total student body

being from China in 2013/14 to 10% currently). This is a direct result of a focus on our

marketing activities. The School’s values and ethos clearly outline the importance of

responsibility. Indeed ethics, responsibility and sustainability are reflected in our mission,

vision, aims. This is achieved in part by providing world-class research and education within

an environment that fosters a collegial community characterised by inclusivity, equality of

opportunity, the valuing of diversity, mutual trust, and respect. Through the Centre for

Academic Practice, all staff members are encouraged to attend “respecting diversity” training

to engender an atmosphere that recognises and respects diversity and promotes equal

opportunities within the school and the university at large.

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From an operational perspective, the energy performance operating rating of the School’s

building on campus was driven down from 85 in 2009 to 42 in 2014 (compared with a typical

benchmark rating of 100 for this kind of building) and is now in the second most energy

efficient band. The school is proactive in its recycling efforts and uses 100% recycled paper

for all of its everyday use. In this regard, there are appropriate bins for recycling on the three

levels of the school building. Moreover, staff members are encouraged to print messages

from emails sent within the school only if it is necessary to do so.

SBE Principles for Responsible Management Education Web Page here.

1.3. AN OVERVIEW OF LOUGHBOROUGH UNIVERSITY’S

SUSTAINABILITY STRATEGY

From the University Sustainability Strategy 2015-2020:

For the purposes of implementing its Building Excellence Strategy, the University defines

Sustainability as: Action by the University, and its staff and students that considers

environmental impact from a social, economic and environmental perspective following the

principles of inclusivity, integrity, stewardship and transparency, “embedding sustainability

into all our activities, operations and processes”.

The University defines Corporate Social Responsibility as: Action by the University, and its

staff and students, to maximise the positive and minimise the negative impacts of their

actions and activities in line with the principle of “good citizenship”.

Sustainability is strategically important to the University because: It is the right thing to do,

reflecting our mission and values; It builds on the work of our research; and that there is a

sound business case based on the contribution sustainability makes to achieving institutional

strategic goals which include legal compliance, aspiring to best practice and financial

efficiencies.

Sustainability is also of growing importance to a range of important stakeholders including:

✓ Prospective students (Campus environment, health & wellbeing, ethical practice);

✓ Prospective staff (Health & wellbeing, ethical practice);

✓ Current students (student experience, belonging and community);

✓ Current staff (retention, added value, engagement, funding and grants);

✓ Organisations and businesses (Award winning, good practice, compliant ISO 14001. A list of further accreditations and awards is provided in Chapter 3).

Further references are made to the University’s Sustainability Strategy in section 2.2, below.

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Principle 2

Principle 1

Principle 3

CHAPTER 2:

AN OVERVIEW OF PRACTICAL ACTIONS An assessment of progress made in the past reporting period.

2.1. PRACTICAL ACTIONS: THE SCHOOL OF BUSINESS AND

ECONOMICS

2.1.1. Ethics, Sustainability and Social Responsibility in Learning and

Teaching

The School is committed to emphasising the importance of corporate social responsibility and

ethics across the courses it offers, and keen to reflect the values espoused. The matter is

constantly discussed at School and at Learning and Teaching Committee meetings and the

philosophy is that the value set of ethics, responsibility and sustainability should not be

reflected in a single module, but that many different modules should emphasise social

responsibility and ethics wherever possible.

In Spring 2018 the School has conducted a review of all programmes and modules to audit

content related to Ethics and CSR. The aims were to recognise aspects of best practice, and

to identify where further development was needed. In the light of the recent financial crisis

and corporate scandals, the school recognised that it is essential for management education

students to understand the symbiotic relationship between business and society, especially

We will incorporate into our academic activities and curricula the values of global

social responsibility as portrayed in international initiatives such as the United

Nations Global Compact.

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.

We will create educational frameworks, materials, processes and environments that

enable effective learning experiences for responsible leadership.

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in terms of the moral dimensions of power placed in the hands of owners and managers. The

overall aspiration is that graduates leave the school fully equipped with the knowledge and

skills to act responsibly in their chosen careers.

The school has taken steps to address this need through a

number of modules. For example, International Human

Resource Management provides an understanding of

fairness in selection and promotion procedures. In the two

core Strategic Management modules for Business

students, Ian Hodgkinson provides students with an

understanding of personal consequences of a firm’s

relocation, downsizing, and there is a specific lecture titled

‘Business Ethics and CSR’; the topic is positioned relative to

competitive advantage. Corporate Finance and Financial

Management have sections on fiduciary responsibilities

and Information Management provides knowledge of

censorship and privacy. In the Analysing Careers option,

students are taught about the need to get a signed consent

form from their participants and explanations are given

about being governed by the British Psychological Society

ethical guidelines. In the core Retailing modules Cathy Hart

teaches Health and Safety legislation. The case study

workshops incorporate Managing a crisis event, Logistics and the Environment and a specific

Workshop on Managing Risks in Retailing. Maxine Clarke teaches Corporate Governance and

Ethics/CSR, on Organisations in the International Context (SBE core module for all first years)

and The Contemporary Business Environment (optional service module for second years).

Angelika Zimmermann teaches on corporate responsibility in Strategic Management at the

MSc level, as does Andrew Rothwell in the module Strategic Human Resource Management,

also at Master’s level.

Two modules/units by the titles International

Corporate Governance and Firms and Corporate

Governance are taught in the final year. The

former addresses issues of corporate governance,

including the board’s ethical leadership and

responsibility, within an international context,

while the latter focuses on the UK market with

emphasis on the role of accounting and auditing

on corporate decisions. These modules offer students an opportunity to learn about ethical

leadership. While most students will not proceed to leadership positions immediately upon

graduation, they still must develop a basic understanding of ethical leadership, board

responsibility and board-level decisions that have an impact on the triple bottom line (social,

economic and environment). The MSc Corporate Finance includes the module ‘Corporate

Governance and Responsibility’, which aims to explore different mechanisms of governance

and topical issues relating to ownership, control, executive compensation and accountability.

Cathryn Hart,

Senior Lecturer in Retailing and

Operations Management

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Principle 6

Principle 5

At Under Graduate (UG) level, final year students can take the module ‘Business Ethics’, which

has as its aims: to develop an understanding of the role of moral and political philosophy as

applied to the responsibilities of business in the wider society, to strengthen awareness of

the ethical aspects of prior study in Management, to explore ethical questions encountered

on work placement or other work experience.

2.1.2. Ethics, Sustainability and social responsibility in Research

As a research-led school our Research Centres and Research Interest Groups are a significant

focus of our activity with numerous research projects focusing on sustainability and

responsible leadership. The School follows the codes of practice on research and teaching

recommended by the University’s Committee on Ethics.

Our Research Centres are key components of the School’s

research agenda and aim to be instrumental in shaping

policy and practice across both the public and private

sector. The work of Dr Alok Choudhary from the Logistics

and Transportation Analysis Research Interest Group (RIG)

is a notable example, as he has lead two multidisciplinary

and international projects funded by the EU and the British

Council in the area of sustainable and resilient supply

chains. Alok has also been the recipient of one of the

School’s ‘Seed Corn’ awards (in collaboration with the

Carbon Trust and Copenhagen Business School),

investigating ‘Industry- Academia partnership for learning

and research in responsible and sustainable supply chain

management’. The Centre’s forthcoming event,

'Knowledge Management from the Front Line', is the latest

in the Sustainable Knowledge Management series,

featuring a senior speaker from the National Health

Service. In the Centre for Productivity and Performance,

Dialogue: Highlights of prominent or impactful events (e.g. forums, workshops,

roundtables, conferences), including an assessment of their impact.

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.

Dr Alok Choudhary,

Reader in Supply Chain

Management

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Professors Alberto Franco and Gilberto Montibeller won the School’s Impact on Research

award for their research into managing bio-security threats in May 2017.

In the Centre for Professional Work and

Society (CPWS), the work of Dr Iain Coyne

on bullying and cyberbullying is

internationally recognised, with other

research on ethical practices and

sustainability including contributions by Dr

Eva Selenko (precarious employment),

Professor John Arnold and Dr Stanimera

Taneva (thriving at work in late career), Dr

Chloe Vitry's work on zero-carbon homes,

and Dr Andrew Rothwell's research on

employability and the sustainability of work.

The CPWS also hosts events related to

ethical aspects of work, such as the

screening of the film 'I Daniel Blake', and a

masterclass by the former HR Director of

Save the Children on Work-Life Balance. The Centre for Service Management (CSM) again

features some notable examples of sustainability research, such as Dr Lili Yang's work on

water resource management and evacuation modelling.

One of the significant ‘impact’ achievements of the CSM is activity related to the ‘New

Services Operating Model’ community of practice, which involves designing processes to

efficiently deliver products and services based around seven elements, the seventh of which

relates to ‘strategy governance and leadership’. CSM events have included ‘International

Service Innovation in Emerging Markets (January 2017), and a Transformative Service

Research Symposium (June 2017) on the ‘Wellbeing of Individuals, Families and Ecosystems’.

The Research Interest Groups (RIGs) in the School of Business and Economics are clusters of

faculty, researchers and PhD students working on a common research theme. These groups

evolve over time and represent emerging areas of research strength in the School. Current

and recent projects that have a strong orientation towards ethics and sustainability include

Dr Lili Yang’s work in the Emergency Management RIG on disaster recovery, Dr. Huw Edwards’

research on the complex relationship between multinational corporations and SME’s (Firms

in the Global Economy RIG), and Professor M.N. Ravishankar’s investigation of ‘impact

sourcing’ (socially responsible outsourcing) in the Global Sourcing RIG. This RIG is also the

base for to the another of our PRME ‘Seedcorn’ grants led by Ian Herbert, who is investigating

‘Earn to Learn’ as a source of sustainable employability development. This work is being

undertaken in collaboration with Salford University, Universiti Kebangsaan Malaysia, and

Grovelands, a recruitment consultancy. This work evolved from Ian’s previously reported

research on outsourcing, which culminated in findings which pointed towards concerns about

sustainability in the industry.

(Pictured on the bottom left) Iain Coyne,

Programme Director, Work Psychology and

Business Psychology MSc programmes

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The Knowledge Management RIG, linked to the CIM, has undertaken work in relation to

sustainability in Knowledge Management (KM), and KM in the energy sector, with a research

event in June 2016 on the latter. Previously the group have focused on KM in the Voluntary

Sector. The Money and Developing Economies RIG has a range of relevant, current projects,

notably ‘Determinants of African financial under-development’, and ‘Financial repression in

newly liberalising countries’. The Town Centre RIG continues its’ previously reported research

towards new research evidence that will help users as well as academics understand the

different drivers of current and future town centre behaviour. The Visual Decision Processes

RIG (VDP-RIG) is the base for an innovative project involving people who are social service

users, focusing on developing a methodology to engage with hard-to-reach people.

As one might expect, there is a considerable focus on the

financial aspects of business, these being represented by

Research Interest Groups for Management Accounting,

and Money & Developing Economies. Professor Noel

O’Sullivan’s work focuses on the role of auditing in firms.

Dr Suzana Grubnic’s research interests are in the areas of

sustainability accounting and performance management

in the public and private sectors. She has co-edited an

issue of Accounting, Auditing and Accountability Journal

on Climate Change and will in the future co-edit a

themed issue on sustainability for Public Money and

Management (with Professor Ian Thomson). Professor

Alistair Milne is a past president of the International

Banking, Economics and Finance Association (IBEFA),

www.ibefa.org, which brings together researchers from

central banks and universities from around the world

working on issues of banking and financial regulation. He

is also an editor of the Journal of Banking Regulation and

of the Journal of Financial Market Infrastructures. Petros

Vourvachis’ research focuses on the reporting and measurement aspects of corporate social

responsibility (CSR) information and how this can be embedded into reporting templates.

Many of our research students have topics related to ethics, sustainability and social

responsibility. An excellent example of innovative research on ethics, and of collaboration

between our research centres, can be found in the recently completed PhD project of Abrar

Al-Enzi, which was jointly supervised by Dr Louise Cooke (CIM) and Dr Andrew Rothwell

(CPWS). Ms. Al-Enzi’s research investigated the use (and misuse) of ‘Wasta’ (broadly speaking,

connections and reciprocal favours) in the context of Kuwaiti business and public life and

represented a highly innovative perspective on an embedded aspect of Middle Eastern

culture. Other notable PhD projects within the School that have an ethics and sustainability

focus include Ghosia Ahmed (‘Knowledge Security’), Alfred Ignatius Ajayi (Cloud computing

and emergency management), Adedoyin Babajide (Conflict and economic growth in

developing countries using Nigeria as a case study), Dimitrios Bolovinos (organisational

responses to the Greek banking crisis), Alqaas Chaudhry (macroeconomic policy in developing

Dr Suzana Gubric,

Senior Lecturer in Management

Accounting

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Principle 6

Principle 5

countries), Xuan Hai Dinh (Fiscal sustainability and economic growth), Kayode Ejodame (best

practices through ERP), Hannah Evans (well-being and work life boundary), Hilda A.

Mwangakala (viability of e-health systems to improve rural population’s healthcare seeking

behaviour), Syed Muhammad Taqi Zaidi (board members and corporate governance).

2.1.3. Partnerships with Business

Our research is far more than academic activity, and has a real and lasting impact on business,

the community and society. In addition to activities within the Research Centres described

above, the Research Interest Groups that have a direct impact on ethics, responsibility and

sustainability include the Corporate Governance Research Interest Group which explores

issues of board leadership and the impact of governance failure on employees, investors and

the state. Current research from the group has examined the inclusion of female directors on

the board of directors, and their effect on corporate decisions and performance. Moreover,

the research carried out by various members of

the faculty is published in outlets that reach the

wider community in academia, practice and

policy circles. Such work is also disseminated in

seminars and conferences around the world,

thus contributing to the scholarly and practice

debate on sustainability. One notable impact

case is the work of Dr Antuela Tako whose work

on ‘Participative Simulation Modelling’

(PartiSim) has enabled decision making towards

a more efficient use of resources in the UK

Healthcare sector. Dr Tako has also undertaken

work in relation to Care in the Community for

Leicestershire County Council.

Dialogue: Highlights of prominent or impactful events (e.g. forums, workshops,

roundtables, conferences), including an assessment of their impact.

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.

Antuela Anthi Tako,

Reader in Operational Research

17

A further example of our strategic external stakeholder engagement is our connection with a

number of professional accreditation bodies who lend approval to our courses. For example,

the School is pleased to be approved by the Chartered Institute of Personnel and

Development for the delivery of CIPD-approved level 7 awards via an MSc in Human Resource

Management and an MSc in Employment Relations and Human Resource Management. We

are extending our involvement with the practitioner community, including hosting a number

of CPD events and masterclasses. For example, the HRM programme team, with the Centre

for Professional Work and Society hosted a presentation by Infinite Perspective Consulting,

who specialise in supporting businesses through ethical challenges. In this session the

consultancy team, comprising specialists formerly from Rolls-Royce and Ford, shared insights

and learning from several high-profile business ethics cases, including matters that have been

the subject of investigation by the Serious Fraud Office and the UK Equality & Human Rights

Commission. The consultancy has played a leadership role in helping different organisations

develop best-practice responses to these situations.

2.1.4. The Dean’s Award for Corporate Social Responsibility

The School of Business and Economics has recently instituted the Dean’s Award for Corporate

Social Responsibility. This recognises any UG or PG student or graduate who has

demonstrated exceptional achievement in relation to one or more of the followings:

community impact, corporate social responsibility (CSR), volunteering, environmental and

ethical best practice. The criteria are that students will have demonstrated exceptional

commitment to CSR, either as art of their studies or outside of their degree studies which has

resulted in notable and made an impact or good practice. Graduates and students who have

studied at the School of Business and Economics are eligible for nomination. Nominations

have been considered by a panel, and applications will normally be invited during the Autumn

term. The panel convenes in January, and the Award will be made at the annual Prize-Giving

event in the Spring. The value of the award is at the discretion of the School.

18

Picture above: Recipient of the Dean’s Award for Corporate Social Responsibility, Tek

Simkhada pictured here in Nepal.

The 2018 Dean’s Award was given to Tek Simkhada. Tek graduated in 2017 and has been

involved with raising money for and working directly with various agencies in Nepal to help

them following the earthquake of 2015. He is of Nepalese origin but had not been to Nepal

before 2015. He decided to do his placement year there and secured an unpaid marketing

role in a trekking and travel agent in Kathmandu. The country was then devastated by a huge

earthquake. His placement was still viable, but he spent the next 2-3 months in

Loughborough raising money to fund some reconstruction projects while he was over there

on placement. Tek set up the ‘Loughborough for Nepal’ facebook group and raised nearly

£6,500 to take to Nepal. He set up a blog post letting people know how he was spending the

money and what projects he was involved in. He also had a successful placement where he

helped set the company back on their feet and restored some of the essential operations and

processes to enable tourists to return to Everest expeditions. He continued to work and raise

money for the organisations and schools he worked with when he was back in Loughborough

for his final year. He also travelled back to Nepal last year to continue supporting the work

that he started on his placement year. (nominated by Jo Higham, SBE Placements).

2.1.5. Responsible Management Seed-Corn Funding

As a strategic stimulus for research, enterprise and curriculum development in relation to

ethics and sustainability, the School of Business and Economics has instituted an annual

round of ‘Seed-corn Funding’. Responsible Management Seed-corn Grants support the

School’s Responsible Management strategy by stimulating research and teaching

collaborations in relation to business ethics, sustainability, and responsible management

practices. They can be used to develop pedagogic practice, stimulate new curriculum

19

initiatives, encourage sustainability in the management of the School, develop external

connections, or develop research. They can be used to build on existing practice, develop on

existing links or to initiate new areas of work. Seed-corn Grants are now in their second

successful year of operation, and represent excellent practice in industry-academic

partnerships, research and curriculum development.

YEAR 1 PROJECTS

Dr Alok Choudhary is a Reader in Supply Chain Management: His project, ‘Industry-

Academia Partnership for Learning and Research in Responsible and Sustainable Supply

Chain Management’ was undertaken with the collaboration of The Carbon Trust, and

Copenhagen Business School, Denmark. The seed-corn funding aimed to initiate further

grant-funding bids, to develop research student capacity, to promote dissemination through

workshops, to engage a network of companies, to develop learning materials such as case

studies, and academic publication. Dissemination was undertaken in September 2017

through the Supply Chain Sustainability 2nd Annual Conference at Loughborough University,

London Campus. The event brought together 65 experts from more than 50 companies

including Carbon Trust, LEGO, M&S, Telefonica, Willmott Dixon, CDT, GSK to discuss and

share ethical, responsible and sustainability practices from across the industry. This event

helped to significantly improve SBE’s visibility for ethical, responsible and sustainability

related research among a diverse group of industrial experts. In addition, the team

developed two video cases of leading companies (Willmott Dixon & Telefonica) for ethical,

responsible and sustainable practices for SBE teaching. Furthermore, it supported

international collaboration with Prof. Julian Hsuan (Copenhagen Business School) in the

areas of Sustainability related research.

Ian Herbert is a Senior Lecturer in Accounting and Financial

Management. His project Research and development of a

work-based learning (WBL) framework that will establish

stronger links between academic theory and work practice -

involved collaboration with the University’s Careers and

Employability service, Grovelands Ltd., and a stakeholder

group including business leaders, senior civil servants, and

student representatives. This project aimed to develop an

innovative way of learning, whereby students gain practical

workplace skills at the same time as they are studying,

through the development of business processing centres

(BPC’s) co-located with University campuses. The principal

activity during the operation of the project was a number

of workshops, where the various stakeholders contributed

to knowledge creation, including the use of the ‘World

Café’ format. Final dissemination was through a series of

conference presentations. Key findings included that

Graduates with high levels of social capital (e.g. from family

role models) will have an advantage in adapting to

Ian Herbert,

Senior Lecturer in Accounting

and Financial Management

20

organisational contexts, as will those who have undertaken substantive, relevant and paid

work experience alongside conceptual studies. Evidence was submitted to Select Committee

on Higher Education Funding (UK Govt.). This was accepted as evidence for the call: ‘Is the

current structure of post-school education and training, and the way it is financed,

appropriate for the modern British economy?’ September 2017.See Ref. HFV0056 here. A

‘white paper’ report can be found here.

Although a business partner for further development of the project has yet to be identified,

there is extensive support for the EtoL concept, at national level from both government

departments and business leaders.

YEAR 2 PROJECTS

The second year of Seed-corn funding saw

the approval within the School of two very

different projects, both rather more related

to curriculum development and student

engagement. Dr Rahul Kumar is a Lecturer

in Entrepreneurship and Innovation. His

project was undertaken with the

collaboration of the Department of

Computer Science and the Loughborough

University Student Enterprise Initiative. The

project, entitled: ‘From Values to Ventures:

Inspiring sustainability by enabling students

to translate their learning into open source

apps, business models, solutions that tackle grand challenges outlined in UN Sustainable

Development Goals’, looks beyond the PRME principles to the SDG’s and is therefore

consistent with the future aims of the School in extending the scope of activity relation to

ethics sustainability and social responsibility. Specifically, the project aims to develop an ‘App’

to help students across the University engage with the

SDG’s, to create on-line learning materials to help

embed the SDG’s in the curriculum, to support

workshops involving students, industry experts,

practitioners and researchers. Anticipated outcomes

include a portfolio of sustainability-enhancing apps,

video narratives of student and collaborators’

experiences, and the development of interdisciplinary

learning. Future activity towards sustainability of this

work may also involve a collaborative funding bid.

Dr David Roberts is a Senior Lecturer in International

Relations. His project, ‘The Responsibility to Engage:

researching the impact of visual learning strategies

for dyslexic students of Management Education ‘, has

a strong focus on teaching. It is pedagogical inquiry

Dr Rahul Kumar,

Lecturer in Entrepreneurship and Innovation

David Roberts,

Senior Lecturer in International

Relations

21

Method: We will create educational frameworks, materials, processes and environments

that enable effective learning experiences for responsible leadership.

Principle 3

Principle 6

into engaging and including dyslexic students in management education strategies. The

project aims to develop existing knowledge and practice relating to neuro-standard students

in Management Education and many other disciplines regarding the benefit they derive from

the introduction of multimedia lecture modalities. This project intends to establish the

efficacy of image use in large group lectures for dyslexic students of Management Education

in terms of increasing their engagement with academic content. The funding aims to support

research into dyslexic students’ learning and teaching needs and will ultimately lead to both

academic publications and research-informed curriculum development.

We anticipate that Responsible Management Seed-corn Funding will be a regular and

sustainable part of the School activity relating to ethics, sustainability and social

responsibility.

2.1.6. The role of the School in Community Outreach and

Public Service

In addition to research the School also supports more direct interventions. In August 2014,

the School part-funded the Summer Residential Camp for the ‘LYOS Programme’. The

Leicester Riders Basketball Club in association with Leicester City Youth Offending Service

(LYOS) and SBE piloted a summer residential camp for young offenders within the Leicester

City and Leicestershire County areas. This pilot residential camp utilised the Leicester Rider’s

boarding facility known as ‘Field House’. The camp provided a variety of activities to engage

the interests of young offenders alongside short educational sessions including; knife crime,

sex education, substance misuse and anti- social behaviour. SBE became involved in this as

our interests lie in building the knowledge and understanding of social enterprise amongst

a group of young people from a disadvantaged demographic.

Integral to the mission of the School is the delivery of value to society both locally and globally.

One element of that relates to the active engagement of the School with the regional non-

Dialogue: We will facilitate and support dialogue 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.

22

profit sector to support the locality within which the School is based and of which the

University forms an important part. To date such engagement has been driven either by LSU

led student initiatives or the voluntary activities of individual members of staff. Clearly these

are important forms of engagement and the School is committed to supporting such

initiatives. However, it is equally clear that to fulfil its commitment to delivering value to

society it is necessary to take a more proactive approach to engagement. Thus, in summer

2014, SBE partnered with Action Homeless, a charity/ social enterprise based in Leicester

(http://actionhomeless.org.uk/). This partnership thus became the focal point of much

activity within the school to support delivering value.

Since September 2014 a range of activities have taken place in SBE for and/or with Action

Homeless to support the partnership. These include:

✓ In March 2016 SBE hosted an evening seminar on Social Enterprises to mark our

partnership with Action Homeless: approximately 60 individuals and organisations

from the Leicestershire charity / social enterprise sector attended;

✓ Staff from AH have participated in the Institute of Directors programmes in the

School, including the CEO;

✓ Mark Grant (CEO) has acted as guest speaker on lectures (for example, in the

undergraduate ‘Small Business and Entrepreneurship’ module);

✓ In the run-up to Christmas, SBE holds a collection for toys/games/clothes/food to

contribute to Christmas parcels for people using AH and also held a collection for

selection boxes for children affected by homelessness;

✓ Regular monetary donations have been made to AH through the VIP tickets available

for Leicester Riders games / Nottingham Panthers games;

Maxine Clarke, Director of International Programme, helps collect donated food and household

items to be sent back to the Action Homeless offices.

23

✓ As part of the ESSAM programme groups of MBA students have undertaken a number

of projects on behalf of AH. These have included a short term social enterprise project

with AH in the area of “Developing a distribution supply chain for surplus food from

supermarkets and other suppliers”, which provided useful recommendations for AH.

Another example in summer 2017 was the investigation into rental v buying property

for AH;

✓ In September 2016 staff from SBE took part in a volunteer day, helping to renovate

one of the Action Homeless refuge properties.

We are also investigating ways that our student body can become involved in this initiative

and have consulted with the Student Council. We see this relationship as developing and

expanding in the future, both with Action Homeless and with other charities in the local area.

As part of its partnership with Nottingham Panthers and Blue Bell Hill Academy the School of

Business and Economics has supported

a long-term Community Schools

Programme at The National Ice Centre.

Five sessions were scheduled each

season involving over 300 primary

school children from five schools visiting

on each occasion to watch training and

then skate with the players. The

children joined the Panthers squad at

their training sessions and had

classroom activities which involved

finding out more about being healthy,

looking after each other, behaving and

working as a team. Schools from

Nottinghamshire who have participated

in the programme include Blue Bell Hill

Academy, Arnold Hill, Sycamore

Academy, Carlton Digby, Arno Vale,

Oakfield School and Brocklewood. The

support from the School of Business and

Economics in 2017 and 2018 enabled 15

schools to participate in the project.

There are a number of examples of staff volunteering. In a recent survey around 15% of all

SBE staff reported some voluntary activity, not related to their subject area. A substantial

proportion of this was in local education, such as Schools or pre-schools and also in

organisations such as Guiding or Scouts. There was also activity in fundraising and charities,

both nationally and locally. Colleagues have taken on the role of Hall Wardens, and many are

involved in their local community and church organisations, servicing the local communities

in various ways at a personal level. At the local level, the School believes very strongly that it

Dan Spang, Nottingham Panthers,

Loughborough School of Business and Economics

MBA Graduate 2017

24

is a matter for individual members of staff to be involved in the service of the community.

This is supported by the School, for example by being flexible with working hours when

attendance is required at meetings, for example.

One further example of staff volunteering is the association that Dr Andrew Rothwell has had

over a 20-year period with the Scout Sailing Association. Andrew recently received Bear Gryll’s

Chief Scouts Commendation for Good Service award, having volunteered as a Royal Yachting

Association qualified sailing instructor teaching young people, often from disadvantaged

backgrounds or with disabilities, to sail.

2.1.7. The role of the School in the Local, National and International

Community

There are numerous examples of the School’s role in the local, national and international

community, documented elsewhere in this report. Summarised in brief, these include:

✓ Engagement through staff and student volunteering with community and voluntary

organisations such as Action Homeless;

✓ Active participation at local and national levels in ethically-driven professional

organisations such as the Chartered Institute of Personnel and Development, the

Building Societies Association;

✓ Engagement through research and dissemination of best practice in national and

international networks through conferences and other fora;

✓ Alignment with prestigious external accrediting bodies, including being one of just 1%

of Business Schools worldwide to have ‘triple-crown’ (AMBA, AACSB, EQUIS)

accreditation.

2.1.8. Policies relating to students

A number of policies demonstrate our commitment to ethical support for students:

✓ The school has procedures, through the Programme Committees, for handling

identified instances of academic dishonesty. Relatedly, the school uses Turnitin

software to detect possible plagiarism;

✓ In terms of students, the University and School of Business and Economics are

monitored in respect of Government targets on widening participation. The School

25

Principle 6

complies with statutes including SENDA (the Special Educational Needs and Disability

Act 2002) and DDA (the Disability Discrimination Act 2005);

✓ The School does not operate a policy of positive discrimination or affirmative action

in its admissions policy; on the other hand, it encourages applications from all sections

of society and sets out to treat all individuals fairly. The School adheres to the

University wide codes of conduct on Equality and Disability. The University is

committed to achieving an educational and working environment, which provides

equality of opportunity and freedom from unlawful discrimination on the grounds of

race, colour, nationality, ethnic origin, gender, marital status, disability, religious

belief, age, sexual orientation or offending background;

✓ Wheelchair access is available in all buildings and lecture theatres and note takers are

available to sit in on lectures and take notes for students who are partially sighted or

are dyslexic.

2.2. PRACTICAL ACTIONS AT UNIVERSITY LEVEL

2.2.1. The University Sustainability Action Plan

Institutionally, the main drivers for Principle 3 can be found in the Sustainability Action Plan,

which develops the theme of Educating for Sustainable Development (ESD).

The University is committed to acting in a socially responsible way that maximises its positive

impact and minimises its negative impact on society and the communities in which it is based.

This is reflected in the University’s strategy Building Excellence which states that “we will

embed sustainability and social responsibility considerations into all of our processes,

operations and developments” and also “will work closely with local partners to enhance the

social, cultural and economic wellbeing of the communities and regions in which we reside”.

The University takes its responsibility for the

environment seriously and understands the need to

respond to the challenges we face globally around issues

such as climate change, human wellbeing, food, water

and energy security. Loughborough seeks to respond to

these opportunities by leading in environmental

sustainability, building on the work of our research and

Dialogue: We will facilitate and support dialogue 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.

26

enterprise activities and aspiring to make the campus a living laboratory demonstrating

operationally our mission to provide a sustainable campus. There is also an opportunity in

teaching and learning where students are increasingly interested in courses which include

sustainability.

At University level a number of initiatives are worthy of note, led by the Pro-Vice Chancellor

(Learning and Teaching). These include the ‘Personal Best Programme’ and the ‘Graduate

Attributes Scheme’. At the present time these are operational in the Schools of Civil

Engineering & Building, and Art & Design. These include an emphasis on global citizenship,

ethics, community engagement and critical thinking. The aim is to build better links to the

curriculum with the notion of educating for sustainable development.

In respect of social responsibility there are wide-reaching implications for how staff and

students are respected and supported, for relationships with local communities and for how

we undertake our academic and business activities, as well as opportunities to embed

research and enterprise. There is a strong link to the curriculum where, within the key aim

Educating for Success, “we will develop our students as individuals, enhancing their

capabilities as creative, confident and adaptable 21st Century citizens who will make a

significant contribution to global society”. The Students Union is central to the University’s

social responsibility response, in particular through the work of Action and RAG.

The following table is adapted from the Loughborough University Sustainability Action Plan

2015-2020, pp4-5.

Sustainability Action Plan – Strategic Aims & Objectives

TEACHING

Aims: 1. We will aspire to create a learning environment where students are provided with the opportunity to become informed on the applicability of sustainability to their area of study

Objectives: ✓ To provide appropriate training to academic colleagues with professional

development opportunities in educating for sustainable development (ESD)

✓ To give students access to ESD via a set of learner attributes that are delivered through the formal and informal curriculum

✓ To embed elements of sustainability across the curriculum using the

interdisciplinary approach already in place within the Research challenge areas and alignment with wider institutional pedagogic, teaching, learning and curriculum initiatives. To provide opportunities for students to develop skills to respond to global sustainability challenges as adaptable 21st century citizens that make a significant contribution to global society in an emerging green economy

Actions to be taken: ✓ Work towards the UNESCO framework for ESD

✓ Increase the number of students on relevant environmental or sustainability

modules and courses

✓ Map ESD in the formal and informal curriculum utilising existing University systems and processes

27

✓ Conduct a baseline review of all taught units, develop training initiatives, generate open access online resources and implement monitoring procedures

✓ Continue to promote internships and placements

Lead: ✓ PVC Teaching (lead) ✓ Associate Dean Teaching (Lead) ✓ Learning & Teaching Committee (Enablers) ✓ Centre for Academic Practice (Enablers) ✓ ESD Working Group (enabler)

Aims: 2. To enhance the student experience through informal learning using the biodiverse and exceptionally green campus as a platform to foster sustainable and healthy lifestyles alongside learning

Objectives: ✓ To create a “living laboratory” through our teaching, research and

operational activity and programmes allowing students to live and study sustainably whilst learning through experience.

✓ To promote the Loughborough community where engagement and

participation are encouraged supporting a sense of wellbeing and belonging. Working in partnership with Loughborough Students’ Union, we will offer the best possible all-round experience, providing our students with a wide range of opportunities that enable them to achieve their full potential, professionally and personally as well as academically.

✓ To provide students with the tools to promote sustainable business practice,

leadership and an awareness of environmental issues

Actions to be taken: ✓ Seek to empower students to become global citizens through their fields of

study, our community action programmes and employability award scheme.

✓ Encourage students to support the demonstrator campus and living laboratory themes either through their studies or day to day activities.

✓ Continue to promote active social and cultural engagement with sustainable

volunteering opportunities on campus

Lead: ✓ Academic (enabler) ✓ SU (lead) ✓ Employability/Careers (enabler) ✓ Centre for Academic Practice (Enablers) ✓ Enterprise (enabler) ✓ Sustainability Team (enabler)

28

2.2.2 University Level: Ethics and Sustainability in Research and

Development

Although the main focus of this SIP report is the School of Business and Economics, there are

numerous examples of research relating to ethical and sustainable practice from across the

university. For example, one further example of a practical application of Loughborough

University research is the installation of technology known as ‘Community Slope Safe’ (CSS)

in Myanmar that could revolutionise landslide monitoring and protect vulnerable

communities. Researchers from the School of Architecture, Building and Civil Engineering, aim

to reduce the number of landslide-related deaths. The project has the cooperation of

Myanmar’s Chin Committee for Emergency Response and Rehabilitation (CCERR) and the

team have met with Minister of Social Affairs for Chin State Pu Pau Lun Min Thang to discuss

their work. Landslides have resulted in more than 30,000 fatalities over the last decade –

predominately in South East Asia and Central and South America. It is hoped CSS can help

save lives by providing valuable time to evacuate. CSS was developed by Professor Dixon, Dr

Smith and Dr James Flint, of the School of Mechanical, Electrical and Manufacturing

Engineering, with Enterprise support including funding, and was highly commended in the

University’s 2017 Enterprise Awards.

The University’s Doctoral College has recently announced its first ‘LGBT+ Research’ event at

Loughborough event, due to take place in May 2018. This event will enable researchers and

academic staff from Loughborough and neighbouring institutions to share ideas and best

practice. Examples of some of the planned sessions include: ‘Looking back moving forwards:

LGBTQ research after equality’; ‘Physical Activity and sport, how inclusive is it for transgender

people’; ‘Lived experiences of LGBT+ asylum seekers and refugees in the UK’; ‘LGBT in

Construction: exploring experiences to inform inclusive practices’.

The following table is adapted from the Loughborough University Sustainability Action Plan,

pp. 5-6.

Sustainability Action Plan – Strategic Aims & Objectives

RESEARCH

Aims: 3. We will encourage knowledge transfer amongst our staff, students and alumni that can contribute to a meaningful and positive approach to addressing some of the challenges of sustainable development and Corporate Social Responsibility.

Objectives: ✓ To widen the community action programme to ensure staff and students

can participate in environmental, sustainability and CSR projects

✓ To communicate and promote our environmental sustainability activities and achievements to the Loughborough community

Actions to be taken: ✓ Expand our community action programme to include staff.

✓ Continue to improve our award winning behavioural change campaign to

ensure engagement and positive behaviour change.

✓ Consult with our community through our policies and strategies using meaningful and accessible examples of sustainability

29

✓ Encourage our alumni team to promote our sustainability and CSR achievements

Lead: ✓ HR (lead) ✓ Sustainability Team (Lead) ✓ Marketing & Advancement (enabler) ✓ Centre for Academic Practise (enablers)

Aims: 4. To identify research related to sustainability and identify where this can be linked to operational activity on campus. To utilise our Research Challenge areas to facilitate knowledge exchange amongst the Loughborough community

Objectives: ✓ To continue to identify and publicise research activity in our 6 challenge

areas that focuses on climate change, human wellbeing, food, culture and citizenship, water and energy security

✓ To establish the synergies between teaching, research and operations

identifying current activities and initiating new activity through alignment with Research Challenge implementation plans and funding proposals. The relevance of our research to real-life issues will place us at the forefront internationally, increasing significantly the global visibility and reputation of the University

✓ To evidence that our students are involved with and introduced to world

leading research that responds to these opportunities fulfilling the ambition of Building Excellence

Actions to be taken: Work with Research Office to:

✓ Evidence funding for environmental sustainability related research ✓ Ensure transparency through annual reporting of research led operational

activities ✓ Promote and signpost key activity on the sustainability webpages ✓ Identify and publicise relevant case studies

Lead: ✓ PVC Research (Lead) ✓ Associate Dean Research (Knowledge) ✓ Research Challenges Academic (enablers) ✓ School Research Coordinators (enablers) ✓ RCD Managers (enablers) ✓ Sustainability Team (enablers) ✓ FM (enablers)

30

Principle 6

2.2.3 The role of the University in the Local, National and

International Community

The University, and the School, recognises that it has a corporate social responsibility, the

explicit goal of which is to work with the town of Loughborough, and our local authorities and

indeed within the globalised community, to deliver an environment in which the inter-related

communities of the University, the locality and the region can thrive. Many of the aims of the

University have been discussed elsewhere, including the provision of a supportive

environment free from discrimination. Activities may be student centred (through the

medium of the Students’ Union), University centred or initiated by individual members of

staff. The University works very closely with the Students’ Union and the School is involved

with many of the activities.

For the last nine years, community and voluntary groups in Charnwood have been offered the

chance to bid for funding through the University’s annual Donations Fund Programme. The

Open Fund, which has been running since 2009, accepts bids in Autumn each year, and the

spring round commences in March. Awards are normally £750 each. In 2017, awards were

made to 14th & 11th Loughborough Guides (new tents, old tents will be donated to local

homeless/refugee charities); Grace's Princess Gifts (funding will cover the materials needed

to provide hand-knitted wigs to young children suffering from cancer or other illness that

causes hair loss); Friends of St Bartholomew’s Association ((FOSBA, funding will aid the

development and regeneration of the ‘Peace Garden’); Charnwood Talking News (Funding

will cover new sound and recording equipment for this organisation, who record the week’s

newspaper for blind and partially sighted people); Upstarts Gymnastics (Funding will cover

the booking of facilities for this club to train and coach more progressively); Glebe House (a

charity with supports those with learning disabilities).

There is also a Community Relations Programme. The University has an established

community relations programme, which has been in place for over 7 years. To date much of

the programme has been focussed on mitigating perceived and actual detrimental impact on

other local residents, of the high numbers of students living in the community, by working

with several community forums and local resident groups. The university also sets aside

£45,000 per year for the Community Donations Fund to provide financial support to

community groups and organisations across Charnwood. The University has run for several

years the Loughborough Campus and Community Liaison Group, which is a multi-agency

group that meets quarterly to discuss at a strategic level all issues associated with the

presence of the College and University in the town. As well as representatives from the

Dialogue: We will facilitate and support dialogue 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.

31

University, College and Students’ Union the group also involves resident groups, Officers and

Councillors from Charnwood Borough Council, Landlords and Leicestershire Police. The Terms

of Reference for this group mean that new residents groups can be considered for

membership on an ongoing basis. There is also an opportunity for individuals with a

particularly relevant skill or expertise to be co-opted onto the group.

The University is a major provider of sports and arts activities in the local community. Some

of this is direct provision, for example through the programme of our Arts Centre, some of

which is delivered at venues in the town and some on campus, and through sports classes and

camps (especially for children during school holidays and half terms). Other provision is

indirect where the University is a facility provider to a range of local arts groups, sports clubs

and schools. The University is a centre for high performance sport and this includes providing

facilities and services for the many athletes who choose to live in the area to use the training

environment here on campus.

Finally, the University works directly with Third Sector organisations, for example by donating

furniture to Exaireo Trust, a charity helping the homeless and providing temporary supported

accommodation (April 2018).

The following table is adapted from the Loughborough University Sustainability Action Plan,

p. 6, and focuses on Enterprise-related activity in respect of ethics, sustainability and social

responsibility.

Sustainability Action Plan – Strategic Aims & Objectives

ENTERPRISE

Aims: 5. To create a Demonstrator Campus

Objectives: ✓ To establish tangible evidence of a “living laboratory” through

teaching, research and operational projects by identifying current activities and initiating new activity through alignment with current implementation plans and enterprise projects.

✓ Foster collaborative projects within the Loughborough Community to

deliver this objective moving from theory-based work and research to actual practice providing our students with an exceptional learning environment.

Actions to be taken: Identify the synergies between teaching, research and operations and to evidence this through active programmes of delivery on campus. This may include projects such as:

• Campus partner cluster activity

• Sustainability of LUSEP infrastructure

• Active Travel

• Greening the fleet (low emission)

• Fruit Routes and Eat your Campus

• Developing research led projects into campus development

Lead: ✓ PVC Enterprise (lead) ✓ Research Challenges Academic (enablers) ✓ Sustainability Team (lead)

32

✓ Associate Dean Enterprise (enablers) ✓ RCD Managers (enablers) ✓ FM (enablers

Aims: 6. To use enterprise and innovation to showcase our contribution to meeting the global challenges in sustainable development

Objectives: ✓ To continue to create social, cultural and economic impact from

University research that contribute to the global challenges of climate change, human wellbeing, food, water and energy security ensuring that the impact of our activities helps to support economic development and drive innovation and performance on local, national and international levels

✓ To encourage the building of partnerships (particularly in developing countries) that creates successful sustainable projects that are mutually beneficial. Through the integration of influential research, vibrant enterprising culture and outstanding learning opportunities, we will enhance our ability to drive forward solutions to contemporary global challenges

Actions to be taken: Work with the Enterprise Office to:

✓ Evidence where funding has been awarded to create impact for environmental sustainability related activity

✓ Ensure transparency through annual reporting of enterprise led

operational activities

✓ Promote and signpost key sustainability related case studies

✓ Evidence the number of spin out/businesses that are working in or have contributed technologies to developing countries

✓ Evidence of knowledge, technology and innovation that has

contributed to the global challenges of climate change, human wellbeing, food, water and energy security

Lead: ✓ PVC Enterprise (lead) ✓ Associate Dean Enterprise (enabler)

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Organisational Practices

“Principle 7”

2.2.4 Organisational Practices: List of Environmental Assessments,

Certifications and Awards received

The University has a high profile in the local and national environment as a result of, inter

alia, fund raising for charities and its sporting prowess. The sporting achievements, which

include many students of the School, have helped to raise National standards. There are

several elite sporting facilities on the campus, which include the National Cricket Academy,

the Dan Maskell Tennis Centre, the Sebastian Coe high performance athletics centre, the

Olympic standard swimming pool and the Beckwith Centre which includes as part of its

remit training and development of disabled athletes. More than 80 Loughborough students

or graduates and people who were based at the University took part in the Rio Olympic and

Paralympic Games in 2016. If the University had been a country, it would have finished 17th

overall in the Rio Olympics, 10th overall in the Paralympics, and 10th overall in the 2018

Commonwealth Games.

In addition, the direct involvement of both staff and students in community activities that

connect to ethics, responsibility and sustainability sends a positive signal to society of the

salience of these issues, thus encouraging the wider society to both appreciate and embrace

them.

Crystal Lane claimed silver in the individual pursuit and bronze in the road race at the 2016 Rio

Paralympic Games

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The Green Gown Awards

Loughborough University reached the finals in the Green Gown Awards in 2017 in recognition

of its sustainability initiatives. The awards are run by the Environmental Association for

Universities and Colleges (EAUC) and celebrate sustainability excellence in post-16 education

institutions. Loughborough was a finalist in the Facilities and Services category for

Maintaining the Green, Living the Sporting Dream, a project which combined Loughborough’s

holistic landscape management with its elite sporting facilities.

Tim Garfield, Director of Sports Development at Loughborough University said: “Our sporting

prestige is a direct result of the combined passion and ambition of all those associated with

sport at Loughborough. There’s an atmosphere and determination on campus and a will to

succeed that pervades all our activities – and our management of the facilities and grounds

reflects this.”

The University was also nominated in the Food and Drink category for the Loughborough Cup

(pictured below) – a sustainably produced reusable cup. As a result of wider environmental

management plans, reducing the number of disposable cups has been a major factor in overall

waste reduction across campus. Nik Hunt, Loughborough’s Environmental Manager said: “The

project has embedded the three pillars of sustainability – environmental, economic and social

– whilst promoting the Loughborough University brand. It has been a fantastic success.”

A number of other initiatives are evident around the campus such as:

✓ An attempt to reduce carbon emissions while in the car;

✓ Four ‘Combined Heat and Power’ units which both generate and consume electricity;

✓ The University Travel Plan, which aims to reduce road usage on campus, and increase the

number of electric vehicle charging points;

✓ Managing Biodiversity within the Biodiversity ecological Action Plan. As a green campus

the estate is home to a number of endangered species;

✓ Fruit routes is a collaborative project managed by the sustainability team. This initiative

promotes the notion of the University as an edible campus.

35

From the Loughborough University Sustainability Action Plan 2015-2020, p.7

Sustainability Action Plan – Strategic Aims & Objectives

TEACHING - OPERATIONAL

Aims:

7. To manage our estate in an efficient and low risk way reducing our impact through ongoing monitoring of our operational processes, systems and outputs.

Objectives: ✓ Waste - To ensure that, in accordance with legislation, waste will be

managed in a sustainable manner following the waste hierarchy

✓ Carbon - To reduce the institution's carbon footprint, focusing in particular on the reduction in use of gas and electricity from the national grid

✓ Water - To reduce water consumption from the University’s

operations

✓ Construction and Refurbishment - To reduce the impact of construction, refurbishment and maintenance of the estate Sustainable Travel - To reduce the use of fossil fuels for personal and business travel in order to decrease the carbon impact of these as part of the transport management strategy

✓ Emissions to Air & Discharges to Water - To reduce risk of pollution

✓ Sustainable Procurement - To reduce the demand for non-

sustainable goods and services

✓ Noise Pollution - To reduce complaints and nuisance

Actions to be taken: Deliver operational objectives and targets in the following areas:

✓ Waste Management ✓ Carbon Management ✓ Water Management ✓ Construction and Refurbishment ✓ Sustainable Travel ✓ Emissions to Air & Discharges to Water ✓ Sustainable Procurement

These will be measured using a per capita framework. Provide cohesion for these areas using the environmental management system ISO 14001. This will also give quality assurance and support LU to embed sustainability and social responsibility into all of its processes, operations and developments.

Lead:

✓ Sustainability Team (lead) ✓ Local HSE Groups (enablers) ✓ Operational Managers (lead) ✓ FM (lead) ✓ Finance (lead) ✓ Procurement (enabler) ✓ SU (enabler)

36

2.3. STUDENT ACTIVITY IN RESPECT OF ETHICS AND

SUSTAINABILITY

Student activities include:

RAG – Each year, Loughborough students raise over £1 million, this makes it easily the largest

student charity appeal of any UK University, and the contributions are made both locally and

nationally. This has been raised through a variety of activities, many of which are sponsored

by faculty members. Activities include climbing Kilimanjaro for Meningitis Research

Foundation, following the Inca trek for the Epilepsy Society, trekking to Everest Base Camp

for Help for Heroes and running in European Marathons for Breast Cancer Campaigns. The

School is rightly proud of our students and are happy to assist them in pursuit of these

fundraising efforts.

Ethics and Environment week (E&E Week) is led by the LSU Ethical and Environmental

Development Officer and was launched in 2015. The week, held February/March each year,

aims to shed light on the need to integrate a greater awareness of environmental issues

across the University. Working collaboratively, the Sustainability Team and the Students’

Union organise a variety of activities for staff and students to get involved in throughout the

week. The SU hosted a number of organisations during the week including ‘Love Food Hate

Waste’, ‘Wastecycle’ and ‘Fairtrade Gifts’.

Santander Discovery Grants: two were awarded to Loughborough University in March 2018.

The first, in partnership with the student’s union, was ‘The Price is Right’ which comprised a

series of money management workshops aimed at year 10 and year 12 pupils, to teach them

essential financial skills for the future.

37

Community Action - This is a very significant programme with more than 500 student

volunteers, across Loughborough, giving time on a regular basis to assist with a range of

projects from “Right to Read” to befriending schemes, working with young people, arranging

events for vulnerable members of the community and overseas projects.

Examples of programmes run under the Community Action programme include:

1. Enterprise

Leicestershire Education Business Company

works with students from Primary through

to Post 16 brokering links between

businesses and the wider community and

education establishments. Enterprise is an

initiative aimed primarily at 14 – 16-year-old

students seeking to make them more

employable. The aim is to encourage

innovation and improve their problem

solving and economic skills.

2. Abbeyfields – Befriending

Volunteers take a trip to Abbeyfields care

home and spend time with elderly residents

who would otherwise probably not have

visitors on a regular basis. Befriending helps

to overcome the problems of isolation

suffered by the elderly while also providing

volunteers with the opportunity to socialise

with someone else besides their peers.

3. Running Action

Running Action works with people with mild mental health problems working on the

premise that exercise is a good tool in helping combat depression. Volunteers go for

an early evening group run, once a week, on one of a number of pre-selected routes.

4. In Tandem

Action Volunteers can enjoy a leisurely cycle ride around Loughborough and its

environs. Able- bodied riders are paired up with someone who may be blind, deaf or

have physical or learning difficulties. Volunteers are in control of the bicycle but

share the pedals with the other rider.

5. Number Partners

This Project is designed to help children improve their numeracy skills. Volunteers

play maths orientated board games with young pupils at nearby primary schools for

one hour a week. Each volunteer is assigned four students who are often struggling

with their numeracy skills and need support to build confidence.

Winners, Giving Back, Whatuni

Student Choice Awards Winners 2018

38

6. Right2Read

Right to Read is a project where volunteers go into a local school to read one-to-one

with children with below average reading abilities who, as a result, are often lacking

in confidence. Volunteers are assigned four or five children who they will 'read' with

on each visit.

7. Young Persons Projects - University Challenge

University Challenge is a new project for widening participation, it brings children

from less-privileged backgrounds onto campus for a day to experience university life,

engage with current students and participate in various academic and extra-

curricular workshops.

8. Action Soup Kitchen

This is a new project to help the homeless, with the introduction of a soup kitchen

which operates once a week providing a warm meal and a friendly, social

atmosphere. Volunteers help cook and serve the food and take the time to chat

with everyone that comes through the door.

9. Student2Student

At university students can all experience times when they feel lonely, homesick or

have problems with their course. This project, for which training is provided by the

University Counselling Service, offers fellow students advice, support and comfort in

times of hardship and anxiety.

10. Overseas opportunities

Action has been helping students to volunteer overseas for several years, in various

countries. One example of this is that in Summer 2014 for the 4th year running

Action worked with Thrive Africa; a not-for-profit UK based charity ran solely on the

efforts of volunteers. Together, Action and the charity have assisted in the

development of schools and communities across Africa, in ways such as building

water pumps in villages that have no clean water supply and teaching maths, English

and science as well as encouraging school attendance through sport and other

activities.

South Africa Challenge 2018

The South Africa Challenge is an international experiential learning programme for high potential emerging leaders, set in Durban, South Africa.

Throughout the programme, participants work individually and as a team to design, define and structure their own approach to delivering products, services and projects that

capture their imagination, and have the potential to make a real impact to the work of our local partners, or the communities they support in South Africa. The process by which we do this provides wider economic and social benefits to one of the most deprived and

problem-stricken areas of the planet.

39

The SA challenge was started by SBE student Peter Bailey in 2012 and was carried on by Helen

Ots, also from SBE the following year. Helen still runs the challenge (2018) and SBE students

have participated every year. The School has contributed to their fundraising of around £500

per student each year. Each student has to fundraise around £2000 in order to go on the trip

so each individual still makes a considerable commitment. Four students will participate in

2018.

The Challenge aims to: ‘-bring together teams of bright high potential young people for an

experiential learning programme that will build their capacity to develop products and

projects that have the potential to change the world.’ As the Challenge website states:

‘Our long-term aim is to increase our Challenger's ability to lead the development of

economically, environmentally and socially responsible products and projects in the future.

We focus on developing enterprise skills and leadership capabilities through the practical

challenges associated with starting a social action project. They gain an understanding of the

complexity of societal challenges, how culture plays a part, and how to develop new

networks. Together these elements aid our participants to understand the skills, knowledge,

and importantly the confidence, to take on leadership opportunities.’

The Challenge involves: ‘- cultural activities, visits to communities, and working with

businesses and NGOs, exposing participants, to another view of South Africa something which

tourists rarely see. Participants witness how economic inequality can affect a country’s

development and play a significant role in people’s lives; as well as the influence of traditional

cultures and historical racial segregation. What it also does is highlight the opportunities

created by economic and community development.’

40

South Africa Challenge 2018

The 2018 programme will have four Loughborough students participating, three of whom are in The School of Business and Economics (SBE), studying undergraduate courses. An alumnus from the school is responsible for the development of this year’s programme. The three participants from the School of Business and Economics are Simona Petrova (International Business), Raoul Patel (International Business) and Diba Tavakolizadeh (Information Management and Business).

Simona and Diba’s project will tackle the lack of career guidance for high school students in South Africa. The consequence of poor career guidance leads to a lack of awareness of key employability skills needed for the future of work and South African economy, and therefore further education or career paths. They believe in order to ensure that young people in South Africa have a better future, it is essential to equip them with the knowledge of all their career opportunities after high school.

Simona and Diba will be working with high schools within the Kwandengezi community near to Durban to deliver workshops on career guidance. In order to make their project sustainable and able to continue after they leave South Africa, they will be building partnerships and collaborating with existing organisations such as the local community education centre, to co-design these workshops. We believe that the young people will benefit from this project through a raised awareness and knowledge of career options, employability skills they will require and most importantly where to access further information.

Raoul will be continuing a project tackling HIV/AIDs stigma, which SBE students began exploring in 2017. The team in 2017 identified that a key enabler of continuing stigma is a lack of open conversations between generations. Many children and young people are highly educated on prevention methods but feel unable to speak openly to adults to gain further knowledge, which continues the stigma and misconceptions.

He believes by tackling the lack of open ended discussions and encouraging safe conversations between the adults and the youth could start to bring a solution to this issue. He is planning to collaborate with partners such as Whizz Kids and the AIDS Crisis Centre to formulate various means of encouraging and sparking conversation on HIV/AIDS in the older generations that could possibly break the beliefs and stigma associated with the disease.

41

CHAPTER 3: AN ASSESSMENT OF PROGRESS

3.1. AN OVERALL ASSESSMENT OF PROGRESS MADE IN THE

PAST REPORTING PERIOD

Although this has been the first two-year period when the School of Business and Economics

(SBE) has been a member of the Principles for Responsible Management Education, this has

been far from a standing start in respect of good practice in ethics, sustainability and social

responsibility (ESSR). Indeed, one challenge has been to capture the diversity, scale and

scope of activity: we hope this report has at least given a flavour of this. This ‘assessment of

progress’ section briefly considers achievements, opportunities for future development, and

possible challenges. The section concludes with an identification of some of the metrics

being developed that impact on ESSR activity in SBE and the University.

3.1.1. Achievements from PRME Period 1 2016-2018

✓ As SBE is a research led School, starting with understanding the scale and scope of

ESSR related research activity;

✓ Recognising good practice in respect of ESSR in the curriculum;

✓ Identifying business partnerships and employer links related to ESSR, links with

community and not-for-profit organisations, staff and student volunteering;

✓ Engaging with University-level ESSR roles and processes such as the Sustainability

and Social Responsibility Sub Committee, University Sustainability Manager;

✓ Recognising student-led ESSR activity through eg. The Student Union and RAG;

✓ Building relationships with PRME at national and regional level;

✓ SBE initiatives such as the Dean’s award for Corporate Social Responsibility and

Responsible Management Seed-Corn Funding.

3.1.2. Opportunities for further development: for strategic

consideration

✓ Locate SBE as an active participant in the evolving PRME UK-regional networks;

✓ Integrate the 17 United Nations Sustainable Development Goals (SDGs) into the SBE

Curriculum;

✓ Align the SBE Curriculum with the UNESCO Goals of Education for Sustainable

Development;

✓ Leverage networks and connections to better effect in relation to PRME objectives

eg. Internal (alumni, SBE strategic advisory board); external (employer networks,

affiliated professional organisations, research networks, accrediting body networks

such as AACSB, AMBA, EQUIS);

42

✓ Engage more SBE staff in activities such as volunteering and pro bono consulting;

✓ Reinforce PRME Liaison and support roles and systems;

✓ Creation of an ESSR risk management strategy (see Risk Register).

3.1.3. Possible challenges in future reporting periods: These are fairly broad in scope, and in general have the nature of a possible and potential

rather than actual and immediate risk

✓ Key staff (thought leaders in respect of research, teaching) leave either due to other

opportunities or retirement;

✓ Restricted research funding opportunities due to reduced funding in the UK HE

sector;

✓ Network limitations due to loss of employer/community/not for profit organisation

contacts, or limited growth of alumni networks;

✓ Performance challenges arising from the need to sustain the University’s leading

position in relation to a range of external metrics;

✓ Resource limitations across arrange of competing activities diverting attention from

ESSR.

3.2. METRICS BEING DEVELOPED AND USED

At both School and University level a number of Metrics are being developed and used in

respect of Ethics, Social Responsibility and Sustainability. While the culture of the School of

Business and Economics is not to performance manage ethical processes in a directive

manner, nonetheless we do aspire to capture and disseminate best practice. For example at

School level:

✓ An audit is currently (April 2018) in hand in respect of identifying ethics, social

responsibility and sustainability in the curriculum at both programme and module

level. Following this guidelines for best practice will be established and Programme

Directors and Module Leaders tasked with implementing these;

✓ In academic year 2018-2019 we aim to produce a detailed census of ethics, social

responsibility and sustainability in research, and a qualitative evaluation of how this

impacts on the curriculum;

✓ As part of our preparation for the forth coming Research Excellence Framework

(REF), a school-wide evaluation of research impact is also being undertaken, which

we anticipate will inform future PRME reporting;

✓ We will continue to positively encourage staff volunteering, and, where appropriate

and practical, will support staff in doing so. We will develop metrics such as the

number of staff volunteering days per year.

43

At University level, a number of metrics are currently used which include:

✓ Waste and recycling: the target is 75% recycling and 5% to landfill. In order to

implement and demonstrate continual improvement to the University’s

environmental performance the University is developing an Environmental

Management System (EMS). For example, between 2009/10 and 2015/2016

recycling of waste reduced across the campus as a whole from 28.53% to 75%. At the

same time, the amount of waste going to landfill fell from 71% to just 5.61% in the

same period. Absolute emissions and carbon emissions have gone down from

29,503tC02e to 27,732 Tc02E;

✓ Combined Heat and Power (CHP) Unit contribution: over £3million since 2011;

✓ Conversion of waste to energy: 19.39% in 2015/16.

3.3. ACCREDITATIONS AND AWARDS

Continuing the theme of ‘winning’ from much earlier in

the report, the following are some of the accreditation and

awards the University (as distinct to the School) has

attained in respect of ethics, social responsibility and

sustainability: For example, the University actively

espouses the principles of sustainable development and is

eager both to lead in areas such as renewable energy,

assisted by its Centre for Renewable Energy Systems

Technology, and to adopt and match best practices

identified elsewhere. One specific aim is to develop and

maintain a sustainable campus, to help with this in 2009

the University launched the “It’s Better off” campaign

which initially focused on energy efficiency. Between

February 2009 and February 2012, the campaign has led

to savings of 3.75m kWh, £300k and 2,000t C02. At its peak

there were 250 Environmental Champions across campus

and led to us winning various accolades, such as the Green Gown Winner in 2011 for

Promoting Positive Behaviour Change. Loughborough has also reached the finals of the

national 2014 Green Gown Awards. The University has been shortlisted in the ‘Continuous

Improvement’ category for its Environmental Decathlon project – a portfolio of ten activities

that aim to embed environmental management into Loughborough’s ethos and practice.

Loughborough is an Eco campus, gaining Bronze, Silver and Gold awards. The University is

currently working towards the Platinum award and ISO14001. Waste segregated now

includes: paper, plastic, cardboard, wood, metal, WEEE, toner cartridges, food and

polystyrene. Other issues such as waste, water consumption, and sustainable transport are

also covered under the broad umbrella of sustainable development. The School of Business

and Economics fully participates in these University-wide Sustainability campaigns.

44

CHAPTER 4:

FUTURE OBJECTIVES The School of Business and Economics is pleased to commit to continuing membership of

PRME. Below, we set out clear objectives for future development and look forward to

extending our engagement in the future.

4.1. PRME Reporting Cycle 2018-2020

✓ Engage in PRME Regional Network;

✓ Teaching: Work towards ESSR as a learning objective across all programmes;

✓ Research: Continue Seed-corn funding, monitor and report outcomes of ESSR

research (ESSR Research web page, social media); establish an SBE presence at PRME

conferences and EAUC conferences;

✓ Enterprise: increase level of staff involvement in volunteering to from 15% to 20%;

✓ Enhance integration of SBE ESSR practice with the LU Sustainability Action Plan;

✓ Embed the ‘Personal Best Programme’ and ‘Graduate Attributes Scheme’ in SBE;

✓ Implement metrics for ESSR performance evaluation in line with SBE and University

practice.

4.2. PRME Reporting Cycle 2020-2022

✓ To embed the UN Sustainable Development Goals in SBE research, curriculum and

enterprise practice;

✓ To raise SBE’s profile of at national level in research, employer engagement and

curriculum practice in ethics, sustainability and social responsibility, including PRME

and EAUC Conferences;

✓ To bid to host a National Conference in Ethics, Sustainability and Social Responsibility

to be held at the Loughborough Campus;

✓ To engage SBE in national fora relating to research, employer engagement and

curriculum practice in ethics, sustainability and social responsibility.

4.3. Beyond 2022

✓ To further develop ESSR objectives in Teaching, Research and Enterprise;

✓ To engage SBE in international fora relating to research, employer engagement and

curriculum practice in ethics, sustainability and social responsibility;

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APPENDICES

APPENDIX 1: PRME Principles: Mapping to report content

1. 2.1 2.2 2.3 3 4

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.

Statement of the school’s vision, including the school’s interpretation of what responsible management education means

x x x x x x

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.

Reference to institutional values and principles, ethical guidelines, mission statements, codes of conduct, oaths, and pledges

x x x x x x

Principle 3

Method

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

Description of strategy and systems in place to develop PRME-related course content and assess its collective impact on students and alumni

x x x x x

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.

Assessment of the extent to which student are involved in PRME-related research

x x x x x

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.

Description of strategy for stakeholder engagement and partnerships (including but not limited to community, government and business)

x x x x x

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.

Highlights of prominent or impactful events (e.g. forums, workshops, roundtables, conferences), including an assessment of their impact

x x x x x

46

“Principle” 7

Organisational Practices

We understand that our own organisational practices should serve as example of the values and attitudes we convey to our students.

List of environmental assessments, certifications and awards received

x x x x x

APPENDIX 2

The 17 United Nations Sustainable Development Goals (SDGs)

1. No Poverty – End poverty in all its forms everywhere

2. Zero Hunger – End hunger, achieve food security and improved nutrition and

promote sustainable agriculture

3. Good Health and Well-Being – Ensure healthy lives and promote well-being for all at

all ages

4. Quality Education – Ensure inclusive and equitable quality education and promote

lifelong learning opportunities for all

5. Gender Equality – Achieve gender equality and empower all women and girls

6. Clean Water and Sanitation – Ensure availability and sustainable management of

water and sanitation for all

7. Affordable and Clean Energy – Ensure access to affordable, reliable, sustainable and

clean energy for all

8. Decent Work and Economic Growth – Promote sustained, inclusive and sustainable

economic growth, full and productive employment and decent work for all

9. Industry, Innovation and Infrastructure – Build resilient infrastructure, promote

inclusive and sustainable industrialization and foster innovation

10. Reduced Inequalities – Reduce inequality within and among countries

11. Sustainable Cities and Communities – Make cities and human settlements inclusive,

safe, resilient and sustainable

12. Responsible Consumption and Production – Ensure sustainable consumption and

production patterns

13. Climate Action – Take urgent action to combat climate change and its impacts

14. Life below Water – Conserve and sustainably use the oceans, seas and marine

resources for sustainable development

15. Life on Land – Protect, restore and promote sustainable use of terrestrial

ecosystems, sustainably manage forests, combat desertification, and halt and

reverse land degradation and halt biodiversity loss

16. Peace, Justice and Strong Institutions – Promote peaceful and inclusive societies for

sustainable development, provide access to justice for all and build effective,

accountable and inclusive institutions at all levels

17. Partnerships for the Goals – Strengthen the means of implementation and revitalize

the global partnership for sustainable development

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GLOSSARY OF TERMS This Glossary provides details of terms and abbreviations used within this Report. ABS Association of Business Schools.

AH Action Homeless. AMBA Association of MBAs. CEO Chief Executive Officer. EAUC Environmental Association for Universities and Colleges.

ESSR Ethics, Sustainability and Social Responsibility. NGO Non-governmental organisation. NSS National Student Survey. PG Post Graduate (Graduate Student). PVCT Pro-Vice Chancellor for Teaching. REF Research Excellence Framework. SBE School of Business and Economics. SSRC Sustainability and Social Responsibility Sub Committee.

UG Under Graduate (Bachelor Student).

UNESCO The United Nations Educational, Scientific and Cultural Organisation.

VC Vice-Chancellor (President).

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General enquiriesProfessor Stewart RobinsonDean, School of Business and Economicss.l.robinsn@lboro.ac.uk

Dr Andrew RothwellPRIME Liason, School of Business and Economicsa.t.othwell@lboro.ac.uk

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