UKI PRME Conference 2023

Ten years ago, Aston Business School proudly hosted the Foundation Meeting for the regional PRME Chapter UK & Ireland. Aston University is therefore delighted and honoured to have been chosen to host the Chapter’s 10th Anniversary Conference and we hope that many of you, academics, practitioners, students and organisations, will join us to celebrate this important milestone.

As we look forward to the future, the 10th Anniversary Conference aims to provide multiple opportunities to reflect on the impact that the Chapter, and UN PRME more widely, have made in promoting and embedding responsible management education over the past decade. Beyond a reflection on the past and present, the conference will be seeking to encourage dialogue and input on ways to refresh and re-envision the work of PRME for the decade ahead.

We warmly look forward to welcoming you all to Aston University!

For more information, please contact Nathalie Ormrod, Conference Organiser, Aston University.

**Monday 26 June - 19:30 onwards**
Optional and informal pre-conference social gathering at Hotel Campanile Birmingham-Aston (Chester St, Birmingham B6 4BE). Asian Buffet at discounted rate of £14.95 pp for PRME delegates (pay your own).

Registration

Employees of Chapter Member Schools only - main conference attendance (in-person): 25% discounted rate (£90) for any second and additional delegates from the same institution. Please forward the main delegate's name and email to Nathalie Ormrod and we will send you a separate link for payment and registration.

See our registration details.

Contributors

Keynote and Panellists

David Abosch
Director, Cognition Cloud

Abstract

David started Cognition Cloud to help businesses and other organisations understand the environmental impact of their IT and to provide solutions to reduce it.

Additionally, David runs Avance Consulting. Since 2009, Avance has worked with a diverse range of clients on business change and digital transformation initiatives. The company is focused on leveraging this experience to help organisations turn their sus-tainability and circular economy vision into action. Strategies to reduce waste, extend the life of resources and reduce GHG emissions are packaged as a wholistic pro-gramme of work, which Avance support to plan, deliver, measure and communicate to stakeholders.

David is also in the process of launching a not-for-profit business to help individuals excluded from the workforce into employment by providing them with skills to repair and refurbish IT equipment.

Dr Luciano Batista,
PhD CMILT FHEA

Luciano is the Founding Director of the Centre for Circular Economy and Advanced Sustainability (CEAS) at Aston Business School, Aston University in Birmingham, UK. He is also Co-Chair of Research Impact in the Logistics Research Network (LRN) of the Chartered Institute of Logistics and Transport (CILT) in the UK, and faculty member of the Microeconomics of Competitiveness group led by Professor Michael Porter at Harvard Business School, Harvard University.

A Fellow of the Higher Education Academy, Luciano co-authored the book “Sustainable Operations Management: key practices and cases”, a textbook aimed to higher education courses recently published by Routledge. His research focuses on sustainable operations and supply chains, with particular emphasis on industrial transitions to the circular economy, and the interface between the digital and the circular economy.

He has presented his research in several international conferences around the world, and his research is regularly published in top international peer-reviewed academic journals.

Anna Bright
Chief Executive
Sustainability West Midlands

Anna has been working with organisations to improve their sustainability for over 20 years and has a private sector background. As Chief Executive at Sustainability West Midlands she has worked with universities, colleges, businesses, local authorities, LEPs, and the West Midlands Combined Authority to help shape the way that they mitigate and adapt for climate change. Anna is Trustee for the Birmingham and Black Country Wildlife Trust.

Daniel Bruce
Chief Executive
Transparency International UK

As Chief Executive, Daniel develops and leads the overall strategy of Transparency International UK across all programme and policy areas. He heads up the leadership team and serves as the organisation’s senior most representative to governments, the private sector and in the media.

He was appointed Chief Executive in 2019 and has since overseen Transparency International’s work to reveal the scale of global corruption facilitated by professional services UK, as well as our forensic analysis of corruption concerns in Covid-19 procurement. Daniel served as an expert witness to the Committee on Standards in Public Life in 2021, contributing to the ‘Standards Matter 2’ review, and is a regular media commentator on matters of political integrity.

Daniel is an experienced senior leader in international civil society with an earlier career as an award-winning broadcast journalist and editor. Before joining TI, Daniel spent nearly 6 years as Chief Executive of the press freedom and media development organisation Internews. He originally joined the organisation in 2008, as a Chief of Party overseeing complex country programmes in the wake of conflict and civil unrest in East Africa. During his time as CEO, he led the organisation to deliver high impact projects tackling corruption in Eastern Europe and the Former Soviet Union.

Daniel has also worked on transparency, governance and media initiatives across three continents for Article 19, Albany Associates, Fondation Hirondelle, the University of Pennsylvania and others. He was the Programme Director for a Public Media Alliance initiative to improve regulatory frameworks in East Africa in partnership with UNESCO.

Dr Gary Burke is Associate Professor of Strategy and Organisation at the University of Bristol Business School.

His research draws on insights from organization theory, process philosophy, and practice theory to study strategy work, organizing, and decision-making in complex contexts. This includes studying how practitioners deal with institutional complexity, respond to crises, and address wicked problems.

He is currently working on projects investigating how professionals and organizations collaborate to tackle large-scale challenges related to healthcare, sustainability, and deprivation.

Gary has published work in journals such as the Academy of Management Journal, Journal of Management Studies, and Organization Studies. He has also served as a member of the Executive Committee of the Strategizing Activities and Practices (SAP) interest group of the Academy of Management.

Nicky Conway
Senior Sustainability Manager
Severn Trent Water

Nicky is the Senior Sustainability Manager and is responsible for supporting Severn Trent to meet its ambitious sustainability challenges including net zero, climate adaptation and natural capital. Nicky has worked in sustainability for over 20 years, having joined from National Grid where she was Sustainability Manager. Prior to that Nicky spent over 15 years in the charity sector working with public and private organisations to progress sustainability goals, working across a diverse range of topics. Combined, these provide extensive insight into the challenges of shaping and delivering sustainability goals across different sectors. In addition, Nicky has a PGSE in Sustainability Leadership and has been a module tutor (energy) on the MBA at Robert Kennedy College.

Nicky will talk about how sustainability is integrated into Severn Trent, the mindset, skills and knowledge that are needed not only for specialist sustainability roles, but as part of a business that is sustainability led.

Dr Andrew Farrell
Associate Professor of Marketing
Aston University

Doctoral Colloquium
Tips and lessons for publishing research in highly ranked journals

Andrew has been Associate Professor of Marketing at Aston Business School sinceJune 2019. He teaches Market Research and Analytics and does research in thearea of services marketing.Currently he is investigating how different language styles and formats can be usedpromote complex services like education, healthcare, and legal on social media.

Steve Kenzie
Executive Director UN
Global Compact Network UK

Steve has managed the Secretariat of the UN Global Compact Network UK since 2007, connecting UK companies and other organisations in a global movement dedicated to driving corporate sustainability and the Sustainable Development Goals. He has been Chair of the UN Global Compact’s Global Network Council and was a member of the UN Global Compact Board.

He was previously a Programme Director at the International Business Leaders Forum (IBLF) leading projects across a wide range of responsible business issue areas. Prior to joining IBLF, Steve was the founder and Managing Director of a successful retail sports equipment business in Canada.

He has a B.Comm from the University of British Columbia and an MSc in Business & Environment from Imperial College London.

Dr Jonathan Louw MA (Ed), MBA,PGCE, PGDHRM, MCIPD, SFHEA
Principal Lecturer and PRME Lead
Chair, PRME Chapter UK and Ireland
Oxford Brookes University

Jonathan has been Chair of the PRME Chapter UK and Ireland since January 2021 and served three years on the Steering Committee prior to that.

As Chair, he represents the Chapter in a variety of PRME Global fora including on the PRME i5 Advisory Committee and the UN Global Compact UK Advisory Committee. In addition to being Chair, he is also the organiser of the Chapter's now seven-year-old Responsible Business and Management Student Writing Competition.

In his day job, Jonathan is a Principal Lecturer (Teaching and Learning) at Oxford Brookes Business School where he also leads on the PRME agenda. His undergraduate teaching and staff development work is focused on (1) sustainability (2) employability and (3) equality, diversity and inclusion. His postgraduate teaching is centred on the CIPD approved Masters in HRM programmes.

As well as being a Senior Fellow of the HEA, he is a Chartered MCIPD.

Haleh Moravej
Senior Lecturer I Founder I MetMunch
Manchester Metropolitan University

Nourishing Social Entrepreneurs: Ten Years of Impact

Abstract

Haleh Moravej will share her journey of establishing the globally award winning MetMUnch enterprise, which received the prestigious Advance HE CATE (Collaborative Award for Teaching Excellence) in 2020. The focus of her presentation will revolve around the elements of creativity, sustainability, and the transformative impact of social enterprise upskilling on the student population.

Within the domain of social enterprise, the pivotal role of enterprise in driving initiatives that yield positive social transformations cannot be overstated (Ormiston & Seymour, 2011; Rey-Martí et al., 2016). This framework provides a robust platform for addressing pressing global challenges, such as fostering nutritional awareness, combating food poverty, and bridging the gap in practical skills.

The MetMUnch enterprise is a staff/student-led initiative deeply rooted in the principles of so-cial enterprise at Manchester Metropolitan University. Over the years, MetMUnch has collabo-rated with 2,300 students, successfully organising an impressive array of 247 events, work-shops, and pop-ups, ultimately reaching an estimated audience of 100,000 individuals locally and a staggering 7.2 million people worldwide. Since its establishment in 2011, MetMUnch has thrived as a dynamic community with a primary focus on promoting sustainable food prac-tices, raising awareness about nutrition, and cultivating healthy eating habits among students and the broader community. This enterprise not only encourages sustainable and health-conscious dietary practices but also nurtures students' entrepreneurial skills while fostering their creative instincts. MetMUnch empowers students to develop skills and interventions championing health, sustainability, well-being, confidence, and professionalism. In various contexts, students and graduates apply these acquired abilities by providing immediate nutri-tional guidance, managing temporary pop-up stalls, preparing nourishing meals, and leading interactive activities. The supportive environment fostered by this initiative cultivates an entre-preneurial spirit and unlocks creative potential, enhancing the overall university experience and highlighting the paramount importance of sustainability awareness.

The MetMUnch Enterprise represents a successful fusion of rationality and impact, yielding tangible change within and beyond the confines of the University. The unwavering dedication and contributions of students and graduates fuel personal growth and contribute to collective creativity. Their efforts leave an indelible mark on society, paving the way for a healthier, more sustainable, and equitable world.

References
Ormiston, J. and Seymour, R. (2011) ‘Understanding Value Creation in Social Entrepreneurship: The Importance of Aligning Mission, Strategy and Impact Measurement’. Journal of Social Entrepreneurship 2 (2), 125-150

Rey-Martí, A., Ribeiro-Soriano, D. and Palacios-Marqués, D., 2016. A bibliometric analysis of social entrepreneurship. Journal of Business Research, 69(5), pp.1651-1655.

Biography
Haleh Moravej (@halehmoravej) is a multi-award-winning senior lecturer in Nutritional Sciences at Manchester Metropolitan University and a creative social entrepreneur. Haleh is the recipient of the Advance HE National Teaching Fellowship (2018) and Collaborative Award for Teaching Excellence (2020) for the MetMUnch social enterprise project. Haleh has received an Honorary Fellowship from the British Science Association (2021) for outstanding contribution to public engagement and communication on climate science and sustainability and for challenging the stereotype of what a scientist should look like, furthering the inclusion and diversity of science in society.

Professor Mette Morsing
Head of PRME Principles for Responsible Management Education
UN Global Compact, New York

Professor Mette Morsing is Head of PRME Principles for Responsible Management Education, UN Global Compact, New York. In her role, Mette oversees the strategic development and implementation of the PRME initiative and its entire programmatic work and operations. Mette has been engaged in PRME since its establishment in 2007, including as PRME Nordic Chapter Chair.

Mette’s research focuses on sustainability, governance and communication. She has published extensively in international academic journals and books in these issues,and she has received awards and honours for her research. Previously, she held professorial positions at the Copenhagen Business School, where she was the founding director of the Centre for Corporate Sustainability, and the Stockholm School of Economics, where she was executive director of the Mistra Centre for Sustainable Markets.

Mette has served as the director of several research programs funded by grants from the MISTRA Foundation, EU Commission, the Danish Strategic Research Council,the Villum Foundation, Nordic research councils in the Humanities and Social Sciences (NOS-HS), FUHU, and Novo Nordisk A/S among others. Her research is closely engaged with practice across different sectors of society, and she has supervised industrial PhD students funded by companies such as TDC, VELUX and PricewaterhouseCoopers.

John North
Executive Director – Globally Responsible Leadership Initiative (GRLI)

John North is an integrative entrepreneur operating across the boundaries of society,business and education.Following an international strategy consulting career which included founding Accenture's sustainability practice in Ireland, his passion to make a difference in his home country brought him back to South Africa where he combines local advisory work with an international role at the Globally Responsible Leadership Initiative.John is one of the lead contributors to the 50+20 vision "Management Education for the World" and recently directed the design and delivery of a 50+20 Innovation Cohort for Deans and Directors of Business Schools.

Dr Ian Peters MBE
Director, Institute of Business Ethics

Ian Peters has been Director of the Institute of Business Ethics (IBE) since May 2020. In addition to leading the IBE’s team of researchers and advisers Ian works with company boards and senior leadership to support them in promoting ethical culture.
Ian serves on a number of external bodies including: the Financial Reporting Council Stakeholder Insight Group, the Public Relations and Communications Association Ethics Council, the Chartered Institute for Securities and Investment Integrity Committee and the University College London Centre for Ethics and Law Advisory Panel. He also chairs the Chartered Governance Institute’s Board Performance Review Working Group.

Previous appointments include Chair of the Independent Monitoring Panel of the UK Chartered Banker Professional Standards Board, member of the UK Regulatory Policy Committee and its predecessor, the Better Regulation Task Force, and member of the Court of the University of Lancaster.

His previous executive roles include Chief Executive of the Chartered Institute of Internal Auditors (UK and Ireland,) Director of External Affairs at the Engineering Employers Federation (EEF), Deputy Director General of the British Chambers of Commerce, Head of SME Policy at the Confederation of British Industry, and a period in public relations for PR agency Burson-Marsteller.

He holds a PhD from Southampton University on the role of small businesses in economic growth and a BA in Geography from the University of Lancaster.
In 2015 Ian was awarded an MBE for services to regulatory reform in the UK.

Natascha Radclyffe-Thomas EdD FRSA SFHEA NTFHEA CMBE
Professor of Marketing and Sustainable Business
British School of Fashion, GCU London
Vice Chair PRME UK & Ireland

Introducing the PRME Impactful Five (i5) Playbook
It is widely recognised that today’s global challenges require students and graduates to use more than cognitive skills, and that the jobs of tomorrow require fluency in sustainability and climate science. The ‘PRME i5 (impactful 5) Playbook’, launched at the 2023 PRME Global Forum, is the result of an innovative partnership between PRME, Harvard Graduate School of Education’s Project Zero and Sulitest translating the Lego Foundation’s i5 skills of holistic development and i5 characteristics of playful learning into pedagogical practices for the business school setting creating the ‘i5 Practices of Teaching Responsible Leadership’. Professor Radclyffe-Thomas, a member of the i5 Expert Pedagogy Group, will introduce the PRME i5 Playbook and show how through its dissemination we can nurture responsible leaders capable of making decisions from their minds, their bodies, their hearts and their imaginations, considering their relationships with themselves and others around them.

Bio
Professor Natascha Radclyffe-Thomas EdD FRSA is an advocate for globally responsible education named in The SustainabilityX® Magazine’s inaugural Global 50 Women In Sustainability Awards™ 2022. Professor of Marketing and Sustainable Business at Glasgow Caledonian University London, Natascha is Vice Chair of the UN Principles for Responsible Management Education (PRME) for the UK and Ireland, a National Teaching Fellow and a member of the Global Expert Pedagogy Group developing PRME’s Impactful 5 (i5) Responsible Leadership Playbook. Editor-in-Chief for Bloomsbury Fashion Business Case Studies, Associate Editor for the International Journal of Sustainable Fashion and Textiles and co-author of Fashion Management: A Strategic Approach. Natascha won the Case Centre 2020 Award for Ethics and Social Responsibility, was Runner-Up in the FT’s 2022 Responsible Business Educator Awards and was Highly Commended in the Women in Marketing Awards Scientist category recognising her leadership in teaching and research in marketing education.

Professor Maharaj Vijay Reddy
Birmingham City Business School

Pathways to strengthen business recovery and resilience following crisis and disasters.

Professor Maharaj Vijay Reddy, based at Birmingham City University Business School in the UK, is an expert in disaster management and sustainable business growth. His contribution in the field of sustainable development so far has attracted the attention of practitioners, professional associations and some of the international policy agencies driving sustainability practices, business resilience and poverty reduction (e.g., United Nations Division for Sustainable Development, UNESCO, and UNEP Sustainable Consumption and Production Branch). As principal investigator and co-investigator, Vijay’s projects were commissioned by national and international organizations, including UNESCO (2002-03), Rufford Foundation (2002), Royal Geographic Society (2004), UNESCO (2005), British Academy (2007), British Academy (2009), Higher Education Innovation Fund (2010-12), Great Britain Sasakawa Foundation (2013), British Council (2015), British Council (2019-2022), and PRME (2023). Some of these projects focussed on disasters and crises (e.g., 2004 Asian earthquake and tsunami, 2011 Japanese tsunami and Fukushima nuclear disasters, Northern Ireland post-conflict recovery, and protracted Kashmir conflict).

Sir Mark Moody-Stuart

Biography
Mark Moody-Stuart was Chairman of the Royal Dutch/Shell Group 1998- 2001, of Anglo American plc 2002-09, the Global Compact Foundation 2006-22, Hermes Equity Ownership Services 2009-16 and the Innovative Vector Control Consortium IVCC 2008-18. Vice Chair for the UNGC Board 2006-2018. After a doctorate in geology, he worked for Shell living in Holland, Spain, Oman, Brunei, Australia, Nigeria, Turkey and Malaysia, and UK. A former director of Accenture, HSBC 2001-15 and Saudi Aramco 2008-18. Chairman of the FTSE ESG Advisory Committee 2014-19.
Honorary Co-Chairman of the International Tax and Investment Center, Author of “Responsi-ble Leadership – Lessons from the front line of sustainability and ethics”.

Dr Victoria Vdovychenko
Borys Grinchenko Kyiv University

Safeguarding and Enhancing Ukraine's Intellectual Capital in Research and Education in the War Against Ukraine

Abstract

The recent full-scale invasion of Ukraine by Russia has posed significant challenges to the nation's research and education sectors, endangering the country's valuable human capital. This presentation explores the imperative need for preserving and developing Ukraine's intellectual assets in the aftermath of the invasion. By focusing on the domains of research and education, we examine the potential long-term consequences of the war against Ukraine and the measures required to mitigate its adverse effects.

The invasion has not only disrupted the stability and functioning of academic institutions but has also resulted in brain drain, as skilled researchers, educators, and students seek refuge in safer environments. Consequently, this exodus threatens the continuity of critical research projects and compromises the quality of education and innovation in Ukraine. The loss of intellectual capital not only hampers the country's progress but also weakens its ability to recover and rebuild.

However, Ukraine's society resilience and efforts to start the rebuilding and reconstruction of Ukraine, can overcome some of the potential threats of human capital losses. To address these challenges, my presentation presents some of the steps on how to safeguard Ukraine's human capital. These strategies encompass initiatives such as ensuring the physical and psychological well-being of researchers and educators, preserving institutional infrastructure, fostering collaboration and partnerships with international organizations, and attracting and retaining talent within the country. Additionally, we explore the significance of providing financial and logistical support for research projects and educational programs to rejuvenate and enhance Ukraine's scientific and academic landscape.

Biography
Victoria has got MSc and PhD in Foreign Policy and World History, Diplomatic Academy of Ukraine.

She is working on the challenges of the European Union, Euro-Atlantic integration, hybrid warfare, strategic communication collaborating with such educational institutions as Borys Grinchenko Kyiv University, University of Bologna, George C. Marshall Centre for Security Studies. She continues cooperating as a Program Director from ‘The Ukrainian Prism’ think tank (Kyiv/Brussels) with leading think tanks and government-related agencies.

She was a Team Lead for the Assistance Advisory Team working with VPM on European and Euro-Atlantic Integration on the future of ANP Ukraine-NATO as well as on the system of LI&LL from the resilience of Ukraine.

Victoria is one of the key experts on Italy’s foreign policy in Ukraine and Associate Expert for Foreign Policy Council “Ukrainian Prism”. During COVID-19, she was heading the research team to analyse the pandemic challenges on the political narratives in the Western and Central Europe. The result is presented in two research papers “Pandenomics of Europe” and “COVID-19 Pandemics in the EU countries”. Moreover, taking into account the important to analyze challenges of full-scale invasion of Ukraine as well as resilience of Ukrainians, Victoria is a co-author of policy papers “Ukraine under Zelenskyy: Domestic, Foreign and Security Policy in Flux” (2022), “Willingness to fight for Ukraine: Lessons for the Baltic states” (2022), “Resilience Paper Review” (2022) and “Shaping up social resistance: Zelenskyy’s approach to rearranging Ukraine” (2023).

Currently, Victoria is involved in analysing Zelenskyy’s speeches towards international parliaments and governments in 2022 in order to understand the changes in the strategic identity and policy narratives. This project is a joint cooperation between Aston University (UK), Catholic University of Louvain (UCL, Belgium), Tallinn Technological University as well as Borys Grinchenko Kyiv University.

Topics: resilience, hybrid warfare, strategic communications;

Regions: EU, NATO, Italy, Ukraine, UK, 3SI

Dr. Rachel Welton
NBS Assistant of Undergraduate Studies
Senior Fellow HEA

Dr Rachel Welton is NBS Assistant Head of Undergraduate Studies at Nottingham Business School and a Senior Fellow HEA. She is on the Principles of Responsible Management Education (PRME) UK and Ireland Chapter Steering Committee, Leads on the PRME UK & I Local Networks and Doctoral Colloquium.

An active member of the PRME Champions’ group and a co-founder of Carbon Literacy Training for Business Schools, she is currently involved in several pedagogic research projects in responsible management education, such as, carbon literacy training and coaching and mentoring for responsible management; the learning from these initiatives informs her teaching.

Dr Alec Wersun
Honorary Research Fellow
Glasgow School for Business & Society
Glasgow Caledonian University

Alec has over forty years’ experience in business, consultancy and academic sectors, and is now an Honorary Research Fellow in the Glasgow School for Business and Society. The focus of his current work is on the United Nations Principles for Responsible Management Education initiative, and SDG Integration into the business school curriculum, research and community engagement. He is lead author of the PRME SDG Blueprint for SDG Integration and has published several peer-reviewed articles on pedagogies for PRME.

Alec is currently a member of the United Nations PRME Global Chapter Council,which provides advice to the PRME Secretariat and Chapter Chairs on strategic development of PRME in different regions of the world. He is also an Ambassador of the PRME Working Group on development of the Sustainability Mindset. He was a member of the UK & Ireland PRME Steering Committee from 2013-2020, a forme rChair (2018-2020), and former member of the United Nations Global Compact UK Network Advisory Group

Dr Elinor Vettraino

Elinor is Head of the Work and Organisation Department, and Director of the Centre for Enterprise, Coaching and Innovation at Aston University. She also leads the Aston Business Clinic and is Founder and Director of Active Imagining (www.active-imagining.co.uk), an organisational development and leadership consultancy. She is also a Director of Akatemia UK (www.akatemia.org.uk) through which she runs training for academics, consultants and practitioners who are developing a programme of learning based on the principles of the Team Academy model of entrepreneurship education. Elinor is a Principal Fellow of Advance HE and a Chartered Fellow/Chartered Manager of CMI. Author and editor, her 8th book'Business Teaching Beyond Silos' co-edited with colleagues from Aston University was published in February 2023. Her research is currently based on understanding how the application of arts-based pedagogies might support the development of negative capability in team coaches and team entrepreneurs, and how the Team Academy model supports transformational learning for participants.

Academic Papers - Authors

Dr Céline Benoit
Associate Dean for Public Engagement for the College of Business and Social Sciences
Aston University

Abstract
Working with community partners to tackle health inequalities

It is estimated that each year, poor health reduces global GDP by 15%, which can be due to premature deaths or lost productive potential among the working-age population, for example ((HBR, 2020). Tackling barriers that lead to poor health outcomes could “not only dramatically improve people’s quality of life,” but potentially represent “a $12 trillion economic opportunity” (McKinsey Global Institute, 2020). At Aston Business School, we take pride in being one of the city’s Anchor institutions that play a vital role in supporting society’s economic recovery and wellbeing. To do so successfully, we view it essential that we take into consideration health and wellbeing within Birmingham, which is not only the second largest city of the UK, but is also home to some of the most underserved communities in the UK. Living and working in wards that are characterised by high levels of deprivation, often translates into poorer health outcomes. As Birmingham is where a large portion of our graduates work, and where many of our business partners are established, we see it as one of our key missions to work towards health equity.

In this paper, we will present insights from an innovative collaboration between Aston University, Birmingham Community Healthcare NHS Foundation Trust (BCHC), and Citizens-UK. In 2022, the team launched a collaborative project to better understand health inequalities in some of the most underserved wards of Birmingham and co-create solutions to tackle health inequalities. This paper will focus on our initial project, which focused on wards in East and West Birmingham that are characterised by high levels of deprivation (Birmingham City Council, 2021), and significant health inequalities with higher rates of chronic diseases such as diabetes and cardiovascular diseases compared to other areas of the city (Birmingham Health Profile, 2019). People living in East and West Birmingham face barriers to accessing healthcare and social services, and health professionals in the areas are struggling to meet the needs of the local population.

We will start the paper by reflecting on the methodologies we used to co-design conversations on local health challenges, and to co-produce solutions - from listening events to our ‘community sandpit’, we worked with community-led organisations and charities across Birmingham to create hyper-localised solutions to tackle barriers that lead to poor health outcomes. As a result of the collaboration, we funded 5 projects that were launched to support community-led organisations to help residents live healthy lives, and in some cases contemplate launching their own enterprises as a result. The paper will go through each of the project, detailing how they promoted healthy lives and wellbeing in underserved areas of Birmingham. As we reflect on the importance of co-production, and how funding needs to be allocated within our city, we will also take the opportunity to present the main findings that emerged during the listening events and reflect on the barriers that communities in East and West Birmingham identified as leading to poor health outcomes. Finally, we conclude this paper by reflecting on the role that Business Schools (and Higher Education Institutions in general) – in partnership with external stakeholders – should play to ensure healthy lives and promote well-being, as per UN SDG3 (good health and well-being).

Biography
Dr Céline Benoit is Associate Dean for Public Engagement for the College of Business and Social Sciences. She works on knowledge-sharing and knowledge-creating activities that bring together researchers at Aston and members of the community. She works closely with external stakeholders in our region and wider society, including NHS partners and community-led organisations.

Dr Nana O Bonsu
Assistant Professor in Responsible Business & Sustainability Circular Economy Reimagined: Towards Net-Zero Emissions & Sustainable Futures!

Auditing for circular economy towards net-zero transitions & sustainable futures?

Biography

Dr Nana O Bonsu is an Assistant Professor in Responsible Business & Sustainability at the Birmingham Business School, University of Birmingham. Nana's professional and research interests focus on sustainability policy and the governance frameworks required to transition towards sustainable futures. His problem-solving-oriented research focuses on Circular Economy and Net-Zero Emissions transition, links to cleaner energy technologies, e.g. electric vehicle transition, and interplay with the Global Value Chains and Sustainable Development Goals. Recent projects look at responsible innovation and net-zero emission futures, the health impacts of climate change and air pollution in low and medium-income countries, focusing on Africa. Nana's expertise addresses sustainable innovation, responsible business models and value creation.Before joining the University of Birmingham, Nana's professional experience included working in the mining sector and for Surrey County Council, London Borough of Hounslow and London Councils in the UK, where he worked on Infrastructure, Transport, and Environment Health-related policies and projects.

Dr. Caroline Chapain
Associate Professor of Management at the Business School
University of Birmingham

Abstract

The work that we do is grounded in the following collective beliefs, approaches, and principles:

This is not something that can be imposed but must be debated, collaborated on and co-created  A safe, supportive environment where decolonisation and issues of coloniality can be discussed is crucial. The project needs to be inclusive, allowing everyone within the School to be involved in its evolution.

Biography

Dr. Caroline Chapain is an Associate Professor of Management at the BusinessSchool, University of Birmingham. Previously, Caroline studied and worked in Franceand in Canada. She has particular interests in understanding the dynamic of thecultural and creative industries at the local and regional levels and the developmentof creative cities within the UK, the European and North American contexts. Morewidely, she looks at the role of arts and creativity in the economy and society. Herapproach is characterised by engaged scholarship. In recent years, building on hereducation roles at Birmingham Business School, her research has also focused ontransformative learning, inclusive and art management education and thedecolonisation of Business Schools.

Ah-Reum Cho
Community Resilience and Sustainability Education Lab
Aston University

Abstract
The Community Resilience and Sustainability Education Lab: Promoting responsible management education through innovative learning experiences

This work regards the use of an education lab as an academic mechanism for linking communities and their sustainable challenges to educational activities that enhance learning experiences and faculty development.

Universities are expected to cultivate the human and professional capacities that students need to meet the present and future demands of people, society, and the planet, encompassing managerial, professional, and technical skills. Consequently, this prevailing situation necessitates prompt attention and a steadfast commitment to the development of educational approaches that ensure both the effectiveness and efficiency of teaching processes, as well as the pertinence of learning experiences.

In response, global efforts in Higher Education (HE) are underway to leverage innovative teaching and learning approaches for advancing relevant learning outcomes. This is the case of sustainability education to ensure that all learners acquire the requisite knowledge and skills to promote sustainable development. However, it is claimed that HE is insufficiently promoting sustainability awareness and capacities that translate into practice. Hence, this work aims to address this gap by proposing a systematic approach for community engagement to nurture sustainability-related learning scenarios for active learning activities.

At Aston University in the UK, two initiatives, namely Public Engagement and the Principles for Responsible Management Education (PRME), are guiding sustainability education efforts. To this end, the Community Resilience and Sustainability Education Lab (CoRSEL) endeavours to promote community engagement through meaningful, active, and enriching teaching and learning experiences. CoRSEL serves as an educational laboratory that supports research and scholarship aligning with the Sustainable Development Goals (SDGs) and Aston’s vision of a civic university. Accordingly, the lab employs pedagogical approaches that enrich learning experiences addressing complex sustainability issues concerning food security, transport and mobility, environmental impact, health and well-being, and social inclusion, among others.

CoRSEL adopts a working model that prioritizes building relationships with the public and communities, enhancing students' competencies as responsible citizens, fostering community-related skills among faculty, conducting disciplinary and educational research, and engaging organizations in community efforts. The learning experiences offered by CoRSEL, as the core output of the lab, incorporate novel pedagogical approaches, such as active learning, competency-based education, experiential learning, challenge-based learning, and service learning. These approaches promote hands-on, collaborative, and autonomous learning among students. Such learning experiences can be framed within a pedagogical framework that establishes a research agenda on innovation in HE. Examples of these learning experiences refer to food supply limitations during the COVID-19 pandemic, urban mobility issues in logistic operations, solid waste generation in retail operations, and the effects of high-calorie products’ retail on food security, among others.

Through these endeavours, CoRSEL seeks to influence actions related to the public and communities, develop a repository of students' portfolios showcasing academic evidence, support knowledge dissemination, and enhance research publication. Already, the lab has facilitated the enrichment of three modules and has contributed to strengthening national and international collaborations. Future steps include expanding the collaboration network to attract community-academic partners, incorporating new colleagues at Aston University, developing additional learning experiences, and evaluating their impact on learning and the community.

Biography
Ah-Reum Cho is a PhD student at Aston Business School, Aston University, United Kingdom. She holds a bachelor's degree in Mechanical Engineering from Tecnológico de Monterrey, Mexico, and an MEng in Industrial Engineering from the same institution. She also has an MBA from ESCP Europe, France. Ah-Reum Cho is a South Korean-born with experience in project management, digital transformation, and organizational transformation in the textile and financial industry. Her research work focuses on the sustainability of supply chains in the Fast Fashion Industry involving different contextual, strategic, and operational aspects leading to undesirable side effects. Her interest lies in exploring these ideas across different types of companies, regions, and fast-fashion products.

Dr Ann-Christine Frandsen
Reader in Accounting
Birmingham University

Transforming Sustainability Pedagogy using Cartoon-Based Real-Life Case Studies: A Framework

Abstract

The paper will focus on creating real-life sustainable, responsible business cases into a cartoon-based format. Pedagogically the aim is to enhance the well-documented benefits of real business cases (Hoskin, 1993), which bring complex decisions into the classroom. Many students still resist reading the traditional text business cases due to social, cultural and language differences. Given the major challenges climate change has in store for us, students as our future decision makers across knowledge disciplines and globally, there is scope for further engagement and building sustainability education competencies by reaching out to what students across cultural settings, are already familiar with and think is fun – the cartoon format. The cartoon-based case studies are an under-researched pedagogy format for students’ engagement. It provides a ground for an inclusive and collaborative learning environment while engaging, analysing, making sense of and deciding complex ethical and sustainability-related real-life business problems.

Cartoons are well-established and experienced by all ages across the globe. It is a readable format in many cultural settings. However, it is less used and explored in the HE context, particularly how this format can engage the students, individually and in group work. Conceptually and theoretically, cartoons are robust. There are two forms of writing, narrative that is speech derived and non-narrative writing, that is non-speakable (Hyman 2006, Bassnett et al, 2018). A reading in silence of what the non-narrative writing ‘says’ encourages students from any field of study in exploring the meanings, as simulacrum and are not restricted by what narrative writing say.Drawings are also ‘read’ as the Barthesian analysis shows. The cartoon combines these forms of writing, along with drawings, where they interplay and embrace creativity, forming messages and understanding of sustainable dilemmas in play and possible ‘solutions’.

Biography

Dr Frandsen is currently working as a Reader in Accounting at Birmingham Business School. Her research seeks to deepen our theoretical and practical understanding of accounting on how accounting in its various forms shapes our way of seeing and acting in everyday lives within from diachronic and synchronic perspectives – as a‘space-time-value dispositif’. The research areas cover accounting practice, accounting education, and the ways in which accounting shapes management and strategy across private and public sector settings.

Georgina Gough
Associate Professor Georgina Gough, Education for Sustainable Development
UWE Bristol

Abstracts

Paper (27 June – 13.45)
The Bristol SDG Alliance is a discussion and networking forum designed to facilitate cross-organisational working for the promotion of sustainable development in and by the Bristol city region. The Alliance provides a platform for stakeholders to share ex-periences of working with the UN SDGs and to collectively consider ways in which individual stakeholder strengths can be combined for more effective action. This pa-per details ways by which UWE Bristol has sought to engage with and support the work of the SDG Alliance. Learning points and successes are shared with a view to helping other colleagues and students who wish to be involved in multi-organisational networks and/or geographically focused initiatives.

Specific discussion points will include:

•   Governance arrangements of voluntary networks;
•   Engagement of stakeholders;
•   Creating student opportunities through such networks; and,
•   Partnership working between HEIs and other organisations.

Biography
Georgina Gough is Associate Professor in Education for Sustainable Development (ESD) and PRME lead for UWE Bristol. She is also the coordinator of the South Wales and South West of England Local PRME Network. Georgina coordinates a cross university knowledge exchange for sustainability education (KESE) and sup-ports academics to incorporate sustainability into their teaching, learning and profes-sional practice. She works in partnership with colleagues, students and external stakeholders to embed sustainability across higher education and to share good prac-tice both internally and externally. Georgina is programme leader for MSc Sustainable Development in Practice and teaches in geography- and business-based UG modules as well as contributing to cross-university sustainability modules and academic development initiatives. Georgina helps to lead work within UWE Bristol on the United Na-tions Sustainable Development Goals (SDGs) and is actively involved in city-level work to achieve the SDGs.

Dr Alex Hope
Deputy Faculty Pro Vice-Chancellor
Newcastle University

Understanding and Preparing for SIP 2.0 (co-authored with Dr Laura Steele)

Abstract

Producing and submitting a Sharing Information on Progress (SIP) report represents one of the key commitments of any PRME signatory, as well as a helpful way to engage stakeholders, including staff, students, industry partners, and accrediting bodies. At the 2023 PRME Global Forum, the first layer of a new SIP reporting logic will be formally unveiled. This represents a significant shift towards a more structured, data-driven approach. Schools will be required to complete an annual questionnaire comprised of six sections aligned to the PRME Principles. This session will address key requirements and considerations in relation to ‘SIP 2.0’, as well as highlight practical ways PRME Leads and their institutions can begin to prepare for the changes ahead. In addition, it will identify areas of potential alignment with other accreditation frameworks, such as Athena SWAN, AACSB, and EQUIS.The overarching aim is to increase participants clarity and confidence in terms of producing their next SIP report.

Biography

Dr Alex Hope is Deputy Faculty Pro Vice-Chancellor and Associate Professor of Business Ethics. He is responsible for the leadership of education in the faculty of business and law including developing and implementing strategy around student experience, teaching excellence, internationalisation the TEF and NSS. He undertakes teaching, research and consultancy across topics such as responsible business, sustainable development, corporate social responsibility, energy policy and business ethics.
Alongside his work at Northumbria, Dr Hope is Co-Chair of the United Nations Principles of Responsible Management Education (UN PRME) in Climate Change and Environment working group and past Vice-Chair of the UK and Ireland UNPRME Chapter. He holds a PhD in Sustainable development, an MA in Academic Practice and BSc (Hons) in Environmental Management.Prior to his academic career, Alex worked in retail management, local government and as a sustainability consultant.

Dr Feng Jiao
Lecturer in MBA International
Arden University

Abstract
A Case Study on SMEs’ survival model in Circular Economy - Investigating speciality coffee shops in Northeast Region of the UK

Circular economy (CE) refers to an economic system designed to be restorative and regenerative. As a new concept in sustainable development, it contrasts with the traditional linear economy, where waste is normally created from end-users. This new concept requires a ‘Take-Make-Dispose’ (TMD) model and keeps resources in use by prioritizing the reduction, reuse, and recycling of materials. However, CE is still a complex and challenging concept in business practices, especially for small and medium-sized enterprises (SMEs). This concept requires an extensive and efficient infrastructure to support, which should handle the recycling and repurposing of waste products to the right markets. Meanwhile, it challenges the traditional principle of the supply chain by transitioning entire flows from linear to circular, not only increasing the complexity in supply chains but also forcing more coordination and collaboration across all relevant stakeholders. Moreover, ensuring the consistent implementation of CE principles is hard to guarantee, specifically in SMEs, due to high technological barriers, missing regulatory support, and increasing competitiveness from other competitors. Finally, customer behaviour is also another reason why SMEs are kept away from CE implementation, as consumers may not be willing to change their consumption patterns or pay more for sustainable products.

Compared to large-sized organizations, SMEs face limited capital and abilities to adopt CE in their practices, especially given the increasing financial pressure and continuing shrunken market size since the COVID-19 pandemic. To better understand SMEs’ involvement in practicing CE, this study adapts a series of case studies to explore the business models of CE implementation in specialty coffee shops (SCSs). SCSs are one of the fastest developing hospitality businesses in the UK, facing several challenges, including increasing operating costs for conducting sustainability and rapid changes in demands. In this regard, large numbers of SCSs are demonstrating their own commitment to sustainability to cope with the increasing customers concerns on environmental impacts. Furthermore, this process also benefits these businesses with a continuous innovation on their value chains and supply chains, not only maintaining their sustainable performance, but also making challenges for new entrants to stand out and attract customers.

The findings of this study will provide a clear description and explanation of how SCSs adopt CE to maintain sustainable development in their involved supply chains. It also contributes an innovative CE business model for wider communities.

Keywords: Circular economics, SMEs, Northeast of the UK, Hospitality sector, Speciality coffee shops (SCSs)

Biography
Feng Jiao, Lecturer, Arden University
Feng is designated as a lecturer and exerts primarily as module leader for MBA International Programme at Arden University. After completing his PhD in Operations Management from Newcastle University, U.K, he has served with numerous academic institutions in the U.K. and engaged in research. Feng has rich teaching and research experience in the field of operations management, international business management, healthcare supply chain management and logistics and transportation. He has participated in some academic and industrial projects funded by British Councils. He has been the reviewer of The International Academic Forum (IAFOR) since 2015, the editorial board member of Journal of Business Management and Administration since 2019, and the nominee of the outstanding contribution to pastoral support in the Education Awards by Newcastle University Student Union in the year of 2019. From 2017, he is a member of Chartered Institution of Logistics and Transportation (CILT). As a young academician, Feng is currently working on various projects to aid medical service suppliers such as NHS and other private healthcare organisations in the UK and China. Before joining Arden University, Feng worked in Newcastle University and Coventry University.

Dr Mayya Konovalova
Lecturer in Accounting
University of Birmingham

Carbon Accounting Towards Net Zero (CANZ) in BSc Accounting and Finance

Abstract

Institutions around the globe are planning for a net zero carbon future. To achieve this in the required timeframe, decisions everywhere will need to be informed by a robust and meaningful evaluation of their carbon consequences, resource requirements and impacts on connected systems. Most solutions are dependent an assemblage of conventional accounting, carbon accounting, assurance, and financing methods. However, carbon accounting research, knowledge transfer and education remain sporadic and fragmented. Business schools around the globe have a paramount role in preparing “sustainability-literate” graduates. To that end, we started the Carbon Accounting to Net Zero (CANZ) departmental initiative at Birmingham Business School (BBS) in July 2021. The CANZ initiative envisages mainstreaming climate change in the BBS Accounting and Finance programme, which is believed to be the first of its kind in the world. With the initiative now having been running for 18 months, we have started the scholarly evaluation of student and staff experiences. So far, we have informally shared our experiences as initiators through a dedicated Education Support webinar hosted by the Centre for Social and Environmental Accounting Research. This prompted interest from colleagues across the UK and around the world, who were keen to learn about the experiences and impact of CANZ, thus we have now started further empirical and theoretical research around students’ perspectives as well as accounting department staff experiences in order to evaluate the educational impact and inform future steps in curricular development.

The findings will be relevant for other departments within the school, the University, and business education in general, as colleagues around the world are planning to integrate carbon-related material within their respective programmes. By collecting empirical evidence from both staff and students to evaluate the effectiveness of this initiative in the Department of Accounting, we are aiming to contribute to wider business scholar education in general as well as the learning and teaching experience of staff and students in particular. While our empirical analysis is still ongoing, we would like to share what we have so far learnt through our experience and initial findings of both students and colleagues’ experiences of CANZ.

Please see more information on CANZ initiative

Biography

Mayya is an Assistant Professor in Accounting specialising in International Taxation and UK Tax. Her research interests cover a range of accounting topics around taxation, transparency, and compliance with international standards, with a particular interest in anti-money laundering, taxation, and climate change. Mayya’s educational interests are around integrating and mainstreaming sustainability and climate change in business school curricular, bringing out the role of accounting in achieving sustainable development.

Anita Lateano
Research Fellow
University of Birmingham

Using cultural animation to work with students to decolonise the Business School

Abstract

The work that we do is grounded in the following collective beliefs, approaches, and principles:

Biography

The Birmingham Business School Decolonisation Project team is an interdisciplinary team, with co-leads Caroline Chapain and Emma Surman, associate professors from Management and Marketing. Following the official launch of the project at the start of academic year 2022/23, they were joined by Anita Lateano, Research Fellow, who comes from an Anthropology background. Taking an approach which is exploratory in nature, collaborative, and building on creative research methodologies, the project has been running research and/or teaching workshops in collaboration with the Barber Institute, New Vic Borderlines theatre group, Black Heritage Walks Network, involving students from the Business School and from the Department of Film and Creative Writing at UoB.

This is an ongoing journey, not a finite process and shouldn’t be treated as a tick box exercise but more a life-long commitment to continue reimagining and relearning. 

Andrew Miles

Corporate Relations Manager, University of Birmingham Business School
Two conglomerates, Fifty Five Charities and an Advisory Board – Combining
Forces to Create Unique and Evolving Educational Responsible Business
Challenges

Abstract

Over ten years the University of Birmingham Business School has worked with
Capgemini and Deloitte to create four unique Responsible Business Challenges for
their students. In doing so they have built highly collegiate relationships with both
organisations and designed unique training programmes that have evolved over time
to be truly immersive, with 360 degree feedback between the students, the
organisations, our academic teams, and alumni of the challenges who have gone on
to work with the organisations.

Andrew will explain how Birmingham Business School has developed a bank of
knowledge as to how an academic institution can work with external companies, with
their help of their Advisory Board, to make a difference to communities, learn from
and support the charity sector, and combine academic teaching expertise, with real-
world models of work, to develop unique teaching materials, exclusive week-long
immersive case-study scenarios, and entirely rethink the classroom experience.

Biography

Andrew leads on the delivery of the University of Birmingham Business
School's corporate strategy, as well as managing key accounts that
contribute to the University of Birmingham's business engagement mandate.
Andrew works closely with the different research centres at the Business
School to identify the best means of creating external partnerships and
matching graduate talent, research expertise, and academic consultancy to a
range of businesses and not-for-profit organisations. He is responsible for the
award-winning University of Birmingham Capgemini Community Challenge,
and for founding the Birmingham Business School’s Advisory Board, credited
in the Financial Times for its international composition, gender balance, and
diversity. Outside of the University, Andrew formerly sat on the Midlands
Transition Taskforce with the mission of building and strengthening bridges
between adult and children's services, and he is currently Chair of a unique
Birmingham-based charity that provides inclusive holidays which bring
together children of all backgrounds across the city. Prior to joining the
University of Birmingham, Andrew worked for Carlton Television and has
done freelance work for Metro News and events work with Torvill and Dean's
DOI touring company.

Dr Emmanuel Murasiranwa
Senior lecturer, School of Leadership and Management
Arden University

Abstract
The Role of higher education in an Effective Global Value Chain (GVC): The Positioning of Arden University
This paper is part of a broader research on the interaction between enterprise education and development in the context of the internationalisation of higher education. This part intends to examine Arden University’s role in GVCs as a development virtue using a critical realism methodology. UK universities have always claimed a global intellectual space because of their conviction in the universality of knowledge. However, globalisation has brought a trade and global social responsibility dimension to this discourse, for example incorporating higher education as a category of the General Agreement on Trade in Services (GATS) treaty. Critical commentators argue that the dynamism of the GVC and the opportunity to create new avenues of relative production advantage rely significantly on skills availability. This has recently been highlighted by a World Bank and WTO-endorsed workshop on global Trade for Development. Emphasis was also laid on the centrality of rational management of GVCs and its potential for serving as means for recalibrating globalisation, which is now seen as being under attack. It challenges it to be more meaningful in terms of digital inclusion and Sustainable Development Goals (SDGs).

This paper seeks to contribute to knowledge and education policy by presenting a positioning case for Arden University regarding its network of approaches. This emphasises our narration of its vision of what it means by accessibility and inclusion, and what it is doing to address accessibility and digital poverty. Thus, we aim to present our story, how it could scale up in empirical research and enquiry terms, its potential impact on the global value chain and development. This will cover the international dynamics of GVC and the position of an institution with a slightly less market-oriented philosophy (known as SPARK) on access to higher level skills. It is also an opportunity to explore the ramifications of the project on a cross section of Sustainable Development Goals (SDG 17) rather than specialised on one because of potentially cumulative impact.

Key Words: Accessibility, digital poverty, global value chain, Inclusion

Biography
Dr Emmanuel Murasiranwa is a senior lecturer in the School of Leadership and Management (SLM) at Arden University. He is a Senior Fellow of the Higher Education Academy, a Certified Management and Business Educator and a member of the Institute of Hospitality (MIH). His research interests include service quality and blended learning. He is an active reviewer for Emerald and Elsevier journals. His most recent research and scholarly activities include establishing the first SLM Research Group, research Café webinar series and organising the inaugural SLM UK Conference running under the theme “Holistic and sustainable digital transformation” He contributed to the first GUS Student Survey instrument and the SDG9 technical background document for the “UNPRME Measuring UP 2.0 Project: How the UK is performing on SDGs).” He holds a PhD in Organisation and Management, an MA in Social Science Research Methods and an MSc in Hospitality and Tourism Management all from Sheffield Hallam University.

Dr David F. Murphy
Associate Professor of Sustainability & Collaborative Leadership
University of Cumbria

Contextualising the SDGs in North West England: Findings from a multi-method, multi-year approach to relational bottom-up partnering

Abtsract
This paper presents the key lessons of a multi-year, multi-method action research endeavour in North Lancashire and South Cumbria in North West England. Our findings contribute to the literature contextualising the UN Sustainable Development Goals (SDGs) towards local implementation. Collaborating for societal transformations in communities is fraught with challenges often obscured by the discourse of formal partnerships evident in regional, national and global governance conversations. We find that navigating the tensions of inclusivity, sharing of resources, and co-determining results benefits from a ‘relational’ framing. This contributes both to bottom-up actions to achieve the SDGs (in particular SDG 17) and to the coproduction of knowledge.

The novel goal-setting approach of the SDGs highlighted a new approach to voluntary governance structures among state actors. At the same time, the means of implementation of the Goals formalised agreement that a host of multi-sector actors would share knowledge, share technology, and share resources in ‘Partnerships for the Goals’ (SDG 17). The result is that contextualising the Global Goals for local implementation faces complex hurdles on the journey to ‘fit for purpose.’

Previous studies on implementing the SDGs in the UK concluded that they must be made real, relevant, relatable, and relational to find local translation and adaptation. With the absence of a statutory framework for localising the SDGs, no clear responsibilities or resources devolved to local authorities, and ambiguities in multi-level governance–the implementation of the SDGs has stalled post-Covid. Though some see solutions in top-down approaches to coordinating strategies, our research reveals linkages among actors, relationships beyond locality, and collective action obscured by higher level constructions of partnerships.

We will briefly describe the context and methods of the study, and proceed to draw out the key lessons for scholars and practitioners working to contextualise the SDGs. With funding from UKRI, four formal projects were completed between January 2021 and March 2023. The work included nine university-based researchers and seven recognized community partners, for 16 co-researchers in total. Through partnership with local authorities, organisations, and businesses we pursued a broad agenda of policy support and knowledge exchange around contextualising the SDGs, and in particular SDG 17. The discrete activities included public events, targeted World Cafe workshops, development of localised online content, a web directory of local organisations mapped to the SDGs, a partnering skills course, Q Methodological Studies, and key informant interviews. Participants came from a wide range of local contexts, including government (local authorities as well as NHS and law enforcement), the voluntary, community, faith, and social enterprise (VCFSE) sector, micro, small and medium-sized enterprises (MSMEs), and academia.

This research uncovered a complex kaleidoscope of work contributing to the SDGs, as well as surprising roadblocks. In the literature a ‘human-centric’ lens is increasingly interested in the relationships between humans, their connections to constructed social institutions, and to the ecological environment. Our findings support this framing with useful methodological and programmatic outcomes. We advocate for a deeper appreciation and recognition of the importance and value of interpersonal collaborative relationships and less formal deliberative strategies. We argue that a more inclusive emphasis on relational competencies, approaches, and dynamics (including reflective and integrative values) is needed for systemic transformation in localised diverse multi-stakeholder collaboration contexts.

Biography

Dr David F. Murphy is Associate Professor of Sustainability & Collaborative Leadership and Academic Lead of the Initiative for Leadership & Sustainability (IFLAS), University of Cumbria. David has extensive international experience of working on multi-stakeholder engagement and collaboration with senior leaders and change agents in business, government, NGOs, universities, and the United Nations system, including related teaching, applied research and consultancy on partnerships for sustainable development. Recent research and knowledge exchange projects include: ‘Partnering Capacity Building for the Sustainable Development Goals (SDGs)’, ‘Empowering Micro, Small and Medium Enterprises for the SDGs’ and ‘Netmakers: SDG Partnering Capacity Development for the Voluntary, Community, Faith and Social Enterprise sector in Lancaster District’.

Dr David E. Salinas-Navarro
Community Resilience and Sustainability Education Lab
Aston University

Abstract
The Community Resilience and Sustainability Education Lab: Promoting responsible management education through innovative learning experiences

Biography
David E. Salinas-Navarro is currently serving as a Senior Teaching Fellow at Aston Business School, Aston University, United Kingdom. He holds a PhD in Business and Management Systems from the University of Lincoln, United Kingdom. He also holds a BSc degree (Hons) in Aeronautical Engineering from Instituto Politécnico Nacional and an MBA from Tecnológico de Monterrey in Mexico. David’s academic experience includes being an Associate Professor and Regional Head of Department at the Industrial Engineering Department in Tecnológico de Monterrey (Mexico City Region). He has also been a Distinguished Professor at Universidad Panamericana in Mexico and a council member at the Industrial Engineering Department at Universidad de los Andes in Colombia. His research work primarily focuses on active, experiential, and challenge-based learning for engineering and management education. He has led initiatives on novel learning spaces for healthcare, industrial engineering, and operations management education. Dr. Salinas-Navarro's innovative work has been recognized with research funds from the NOVUS initiative at Tecnológico de Monterrey (2013-2021) and the Silver Award for Presence Teaching and Learning at the 2018 QS Reimagine Education competition. Additionally, David serves as the Vice-president of the Production and Operations Management Society (POMS) in Latin America, a member of the Operational Research Society, and the coordinator of the Education Innovation initiative at the MIT SCALE Network Latin America and the Caribbean.

Dr Terfot Ngwana
Programme Team Leader, School of Leadership and Management
Arden University

Key Words: Accessibility, digital poverty, global value chain, Inclusion

Biography
Dr Terfot Augustine Ngwana is currently a Programme Team Leader (PTL) at the School of Leadership and Management at Arden University (AU), UK, based at the Leeds Study Centre. Prior to this, his portfolio work included executive coaching, Business Development and mentoring within the corporate context and academia (teaching and research, especially in the area of leadership and development). Over a period of about 32-year years he has developed a record of research, middle management, programme leadership, teaching and examining on doctoral, masters, and undergraduate programmes in 3 education systems UK, Norway and Cameroon). He is a visiting Fellow/Lecturer of International Education and Development at the University of Oslo Norway where he has worked on programmes such as ERAMUS Mondus and postgraduate programme in International Education and Development. He was recognised in USA by being the first UK based academic to be awarded the University Council for Educational Administration (UCEA) Jackson Scholars Award. He was recently the University of Plymouth Doctoral College research Node Director in London. He has written widely on higher education, management and development, including the upcoming Ngwana, T. & Olushola, F. (Eds) (2023) ‘African Development: a Wholistic Reflection’. London & New York (in Press, by Austin Macauley Publishers).

Dr. Emma Surman
Associate Professor of Marketing
Birmingham Business School

Abstract

The work that we do is grounded in the following collective beliefs, approaches, and principles:

Dr Emma Surman is an associate Professor of Marketing at the BirminghamBusiness School. Her research interests fall broadly within the areas of consumerculture, critical marketing, sociology of consumption and ethics and sustainability inrelation to consumer practices. Recent projects have explored the links between theproduction and consumption of food including food swapping, communal eating,school gardens and community responses to food poverty. Emma has held grantsfrom organisations including the EPRSC, ESRC and AHRC. In a number of theseprojects she has worked with arts organisations to develop creative researchmethodologies to co-produce work with research participants including poetry writingand documentary theatre.

Dr Eliseo Vilalta-Perdomo
Community Resilience and Sustainability Education Lab
Aston University

Abstract
The Community Resilience and Sustainability Education Lab: Promoting responsible management education through innovative learning experiences

Biography
Eliseo Vilalta-Perdomo is Senior Teaching Fellow at Aston Business School, Aston University, United Kingdom. He holds a PhD in Business and Management Systems awarded by the University of Lincoln, United Kingdom, and a BSc in Industrial and Systems Engineering and an MSc in Manufacturing Systems from Tecnológico de Monterrey, Mexico. Previous academic experience includes being Associate Professor in Operations and Logistics Management at Lincoln International Business School, University of Lincoln (2011-2020). He has also been a part-time Lecturer (1993-1999) and full-time academic (2000-2011) at Tecnológico de Monterrey, where he was Associate Professor, Head of the Department of Industrial & Systems Engineering (Campus Guadalajara), and Dean of the Division of Higher Education (Campus Irapuato). Eliseo has been involved in the development and implementation of Challenge-based Learning (CBL) initiatives since 2009 and has been coordinating a CBL pilot project financed by the EU Interreg Sea North Region Fund (2019-2022). He has been recognized with the Nigel Slack Teaching Innovation Award 2020 by the European Operations Management Association, due to his latest work on challenge-based learning. He has also been awarded a Doctorate Honoris Causa by Universidad Privada Antenor Orrego, Peru, and Fellowships by the Advance HE (former Higher Education Academy), the Chartered Institute of Logistics and Transport, and the Operational Research Society. He was co-editor of The Emerald Handbook of Challenge-Based Learning.

Neil Pyper
Assistant Dean, Birkbeck College
University of London

Marine Dumping on UK Coastlines: Raising Sustainability Awareness through a Stakeholder-Orientated Experiential Learning Approach

Abstract
This paper is an account of a teaching intervention that aimed to identify strategies to protect UK coastlines through a one-day scenario analysis workshop involving postgraduate students from two UK universities, with input from a range of stakeholders in a badly-affected area, followed by reflection by participants on their experiential learning.

Scenario analysis has long been used to explore sustainability challenges. However, the novelty of the pedagogy used in this project lies in peer-to-peer dialogue within a multi-stakeholder environment. A circular design enables the creation and dispersion of knowledge between stakeholders by contributing to social and economic welfare. Such an innovative approach will transport participants from linear and well-defined problems towards multiple, often conflicting, viewpoints to framing problems.

Our pedagogy offers innovation in addressing pertinent questions, for example, what possible solutions can be offered to stop sewage dumping, and what sustainable benefits those solutions can offer to the coaster communities and marine lives. By holistically examining the environmental case, participants can propose/establish the path for effective and practical solutions. Business schools can use such stakeholder informed pedagogy to enhance students’ problem-solving skills. A circular design can be used to explore collaboration between academia and local communities to address behaviour that exacerbates climate change.

Biography
Neil Piper is Assistant Dean (Learning and Teaching) at Birkbeck, University of London. Prior to embarking on an academic career in 2012, he spent eleven years as a political risk analyst. He is a specialist in scenario analysis and has published on this in a number of journals, including Technological Forecasting and Social Change. He is also co-author of the textbook Technology Strategy.

Lee Roberts
Lecturer of Accounting
University of Dundee

Does a vice-chancellors (VCs) career horizon matter for sustainability performance? Evidence from UK higher education institutions (HEIs)

Abstract
This study seeks to examine the impact of the relationship between the VCs career horizon on the university’s sustainability ranking in the UK between 2019-2022. In addition, we will exam-ine how VCs’ gender and educational background characteristics moderate the relationship between career horizon and sustainable performance. Our empirical analysis will provide first time evidence that the personal attributes of VCs are motivating factors in HEIs sustainability performance. Our findings have important practical implications for HEIs in future VC ap-pointments and our insights are impactful for HEIs in terms of aligning and contributing to achieving the Sustainable Development Goals (SDGs).

Biography
Dr Lee Roberts is a Lecturer of Accounting at the School of Business, Dundee. Her research interests include biodiversity and extinction accounting, wider corporate social responsibility (CSR) issues, and circular economy. Dr Lee’s research has been published in internationally top-ranked journals such as Journal of Business Ethics, Business Strategy and the Environment, and Corporate Social Responsibility and Environmental Management.

Dr. Mohamed Saeudy
Co-founder and Director of the Research Centre for Contemporary Accounting, Finance, and Economics (Res CAFE)
Co-Chair PRME Global Students Liaison, PRME UK & Ireland Chapter
University of Bedfordshire

Abstract
Sustainability reporting requires support from the accounting profession, both in terms of the consultation process for implementation of the standards (ifrs.org), the future role of audit in sustainability reporting (Boiral, Heras-Saizarbitoria & Brotherton, 2020; Al-Shaer 2020; Accountancy Plus 2021), and not-least to avoid a ‘greenwashing’ of sustainability implementation (Heras-Saizarbitoria, Urbieta & Boiral 2021). In addition to the compulsory sustainability reporting coming down the line, many entities are already engaging with a voluntary framework for sustainability reporting including engagement with voluntary initiatives such as Global Reporting Initiative (GRI), Sustainable Development Goals (SDGs) and the Taskforce on Climate Related Financial Disclosures (TCFD). We believe this study can gain valuable insight into the perspective of individual accountants as those charge with preparation of financial reports, and auditors and thus assurers of financial (and sustainability reporting) standards. As stated by Power, 2004 ‘it remains true that all individuals in society need, at crucial times and without hesitation, to trust professional judgement, whether that of a tax adviser or a doctor.’ (p.64). We believe this is a ‘crucial time’ for the professional accountants’ expertise to be relied upon by users of financial statements, upon the implementation of the sustainability reporting standard requirements. A key objective of this study is to understand the perceptions of accountants around sustainability reporting (both regulated and voluntary measures), so as to gain a deeper understanding of the professional’s concerns about, and commitment to, sustainability.

Biography
Dr. Mohamed Saeudy is the co-founder and Director of the Research Centre for Contemporary Accounting, Finance, and Economics (Res CAFE). His research interest focuses on how business organizations use innovative accounting and finance tools to manage the contemporary challenges of sustainable development. It involves the ambition to develop organizational lenses to explore how sustainability may allow or help organizations to improve their triple bottom-line impact. He argues the possibility to create innovative social and environmental impact from the economic activities of business organizations. He designed many courses to help students to learn how to use accounting and finance tools to manage the contemporary challenges of sustainable development such as climate change, modern slavery, UN SDGs, human rights, and ecological biodiversity. He develops social media tools e.g. blogs to help students explore how business organizations could make business opportunities and profit from considering social and environmental activities. He also developed innovative academic courses on DBA, Green Accounting, Sustainable Finance, and Financial Entrepreneurship. These courses covered many contemporary topics from corporate governance to sustainable business strategies and policies. In addition, Dr. Saeudy provides professional consultancies for many business organizations in the UK and overseas in sustainable business solutions, entrepreneurial finance, green finance, risk management, and virtual business innovation. In addition, he developed as a member of the Steering Group Committee of the PRME Chapter UK & Ireland a new sustainability awareness programme to equip students with the basic skills and knowledge to manage to achieve the UN SDGs. Students from all business schools in the UK and Ireland can join this PRME programme for free.

Dr Krishnendu Saha
Birmingham City University

Marine Dumping on UK Coastlines: Raising Sustainability Awareness through a Stakeholder-Orientated Experiential Learning Approach

Biography
Dr Krishnendu Saha is an expert in circular economy transition and worked extensively with the textile & fashion, commercial space, and healthcare industries. He is currently focusing on developing pedagogy for a circular economy based sustainable curriculum for the higher education sector. His academic practice embeds the PRME ethos in his teaching and research.

Joanna Stanberry
Postgraduate researcher at the Initiative for Leadership and Sustainability (IFLAS)
University of Cumbria

Contextualising the SDGs in North West England: Findings from a multi-method, multi-year approach to relational bottom-up partnering

Abstract
This paper presents the key lessons of a multi-year, multi-method action research endeavour in North Lancashire and South Cumbria in North West England. Our findings contribute to the literature contextualising the UN Sustainable Development Goals (SDGs) towards local implementation. Collaborating for societal transformations in communities is fraught with challenges often obscured by the discourse of formal partnerships evident in regional, national and global governance conversations. We find that navigating the tensions of inclusivity, sharing of resources, and co-determining results benefits from a ‘relational’ framing. This contributes both to bottom-up actions to achieve the SDGs (in particular SDG 17) and to the coproduction of knowledge.

Biography

Joanna Stanberry is a postgraduate researcher at the Initiative for Leadership and Sustainability at the University of Cumbria, Ambleside, UK. Her research and practice explore localised contextualisation of the SDGs in participatory cross-sector settings. Her doctoral research explores pathways for reframing leadership for sustainable futures through the Victorian educationalist Charlotte Mason’s (1842-1923) emancipatory pedagogy of self-education. Previously, she worked for 15 years in New York City in non-profit marketing, tech, finance, and philanthropy. She has an MA in Organizational Leadership from Eastern University, Pennsylvania, and conducted her initial field research with an NGO serving the Aymara and Quechua peoples in Chilimarca, Bolivia and an organisational study in five regions of Brazil.

Dr Madlen Sobkowiak
Assistant Professor in Accounting
University of Birmingham

Carbon Accounting Towards Net Zero (CANZ) in BSc Accounting and Finance

Abstract

Please see more information on CANZ initiative.

Biography

Madlen is an Assistant Professor in Accounting specialising in Social and Environmental Accounting, Accounting for Sustainable Development and Biodiversity Accounting at the Birmingham Business School. Previously she was a Research Fellow in Business and Ocean Stewardship, working with 10 of the largest global seafood production companies on the Seafood Business for Ocean Stewardship (SeaBOS) initiative. Madlen is interested in exploring the role of accounting in supporting sustainable development challenges as well as how to integrate sustainability into the accounting education. She is also an Editorial Board member for Accounting Forum and Social and Environmental Accounting Journal.

Dr Rosario Michel-Villarreal
School of Earth and Environment
University of Leeds

Abstract
The Community Resilience and Sustainability Education Lab: Promoting responsible management education through innovative learning experiences

Biography
Rosario Michel-Villarreal is a Lecturer in Sustainability and Business at the School of Earth and Environment, University of Leeds, United Kingdom. She holds a BSc in Industrial and Systems Engineering and an MEng from Tecnológico de Monterrey, Mexico. Currently, she holds a PhD degree from the University of Lincoln. She is a Fellow of Advance HE ((former Higher Education Academy) and a member of the Institution of Engineering and Technology (MIET), the Women's Engineering Society, and the European Operations Management Association. Her recent projects include research on how to improve the potential for adoption of digital technology and implementation of industry 4.0 solutions among rural SMEs, using challenge-based learning to connect relevant stakeholders. Her work on challenge-based learning was awarded the Nigel Slack Teaching Innovation Award 2020 by the European Operations Management Association. She was co-editor of The Emerald Handbook of Challenge-Based Learning.

Dr Yang Wang
Lecturer of Accounting and Finance
University of Dundee

Does a vice-chancellors (VCs) career horizon matter for sustainability performance? Evidence from UK higher education institutions (HEIs)

Abstract
This study seeks to examine the impact of the relationship between the VCs career horizon on the university’s sustainability ranking in the UK between 2019-2022. In addition, we will exam-ine how VCs’ gender and educational background characteristics moderate the relationship between career horizon and sustainable performance. Our empirical analysis will provide first time evidence that the personal attributes of VCs are motivating factors in HEIs sustainability performance. Our findings have important practical implications for HEIs in future VC ap-pointments and our insights are impactful for HEIs in terms of aligning and contributing to achieving the Sustainable Development Goals (SDGs).

Biography
Dr. Yang Wang is a Lecturer of Accounting and Finance at the School of Business, University of Dundee. Dr Wang’s current research interests include corporate fraud, corporate finance, and green accounting and finance. Dr. Wang’s research work has appeared in many internationally recognised journals such as British Accounting Review, Journal of Accounting and Public Policy, International Review of Financial Analysis, Business Strategy and the Environment etc. Dr. Wang is a member of CPA (Australia).

Mr Keith Wong
Programme Leader, Executive MBA (foreign languages)
School of Leadership and Management.
Arden University

Abstract
A Case Study on SMEs’ survival model in Circular Economy - Investigating speciality coffee shops in Northeast Region of the UK

Keywords: Circular economics, SMEs, Northeast of the UK, Hospitality sector, Speciality coffee shops (SCSs)

Biography
Keith is the programme leader of Executive MBA (foreign languages). He works as a relationship builder and business content expert with substantial experience in creating learning content, conducting institutional research and strategic planning, and building partner relationships with multinational enterprises, start-ups, and nongovernmental organizations across Asia-Pacific.

Workshop Presenters

Phyllis Alexander
Associate Professor in Accounting and Taxation
University of Birmingham

Workshop (Tuesday 27 June – 11:45)

From climate science reports to creating frescos: The Cl!mate Fresk experience

Embedding United Nations (UN) Sustainable Development Goals (SDGs) into education prac-tice has taken several forms, varying in levels of interactivity and relationships with estab-lished curricula. This workshop explores how Responsible Management Education (RME) could be enhanced by Cl!mate Fresk (Climatefresk.org, 2023), an interactive and collaborative workshop in which participants explore the story of climate change and find new ways to take action together.

In order to take action and build solutions, we first need to understand the problem. Climate Fresk is a powerful tool for providing a quality climate education. It is accessible to anyone and can be scaled quickly within an organisation or community. The facts in Climate Fresk are sourced from the most respected scientific publications: the Intergovernmental Panel on Cli-mate Change (IPCC) reports. These are the same reports that inform global political and eco-nomic decision-making at the highest level. Climate Fresk is neutral and objective and pre-sents only established scientific facts.

The Climate Fresk methodology doesn’t involve an expert presenting information to the group, neither expects any preliminary work or use of digital devices. Instead, it requires all partici-pants to take an active role in the building-up of the Fresk, becoming participative learners. As participants link the causes and effects of climate change, they are able to take a step back and understand the systemic nature of the challenges.

This first part of the workshop is in building frescos of science-based postcards that enhance a foundational understanding of the climate challenge. The second part of the work explore emotions and then individual and collective constructive actions against climate and ecologi-cal crisis.

Building on the advantages of game-based learning and the power of creating communities of people from across universities and external organisations, this educational tool offers an im-pactful approach for developing ‘sustainability literate’ graduates. The adoption of such an event into a Business School portfolio of provisions aligns with the ACE (Action for Climate Empowerment) framework agreed at the UN Framework Convention on Climate Change (UNFCCC, 2023).

While where won’t be enough time to facilitate an actual 3-hours workshop during the PRME Conference, Dr Milena Bobeva and Dr Phyllis Alexander will engage the audience in discuss-ing their experiences of delivering Cl!mate Fresk workshops to students, colleagues, profes-sionals, friends and family. Participants will be invited to join in with questions, answers and further discussions on similar workshops aimed at raising awareness and embedding UN SDGs in (extra)curricula.

During the workshop, the Cl!mate Fresk facilitators will share their experiences with delivering sessions to diverse cohorts, thus strengthening both pedagogic / andragogic and climate change knowledge exchange within the PRME UK&I community.

Biography
Dr Phyllis Alexander is an Associate Professor in Accounting and Taxation within BU's Business School. She is a Certified Public Accountant, Fellow of the Chartered Management Institute and Senior Fellow of the UK Higher Education Academy. Her external positions include Vice-President of the Association des Formations Europeenes a la comptabilite et a l’audit (AFECA), Finance Director for the Tax Research Network (TRN), member of the TRN Education Committee, and member of the Funding Committee of the Chartered Institute of Taxation (CIOT).
Phyllis' teaching style is active, problem-based, and collaborative and her assessment strate-gies encourage the development of professional competencies through the application of sub-ject-specialist knowledge, thus enhancing early-career readiness. Her research interests in-clude tax and financial literacy, tax morale, environmental reporting and taxation, and innova-tive pedagogy in accounting, tax, and sustainability. Phyllis has recently become a Cl!mate Fresk Facilitator and has become passionate about embedding UN-SDGs in (extra)curricula at BU and beyond. By leveraging her extensive, international academic and professional net-works, Phyllis aims to achieve the greatest possible ‘green handprint’ in her current and up-coming projects on sustainability and innovative pedagogy.

Dr Milena Bobeva
Senior Principal Academic
Bournemouth University Business School

Workshop (Tuesday 27 June – 11:45)

Career Development for Sustainability: a Co-Created Masterclass (with Milena Bobeva and Cathy d'Abreu)

From climate science reports to creating frescos: The Cl!mate Fresk experience

Dr Karen Cripps
Senior Lecturer in Leadership
Oxford Brookes Business School

Career Development for Sustainability: a Co-Created Masterclass (with Milena Bobeva and Cathy d'Abreu)

Biography
Dr Karen Cripps is a Senior Lecturer in Leadership at Oxford Brookes Business School. She is an active PRME member, acting as regional co-lead for the South East and London net-work, and an ambassador for the Working Group on Sustainability Mindset. Her pedagogic practice and research focuses on employability for sustainability and the sustainability mind-set in the workplace and educational settings.

Georgina Gough
Associate Professor, Education for Sustainable Development
UWE Bristol

Abstract
Workshop (27 June – 16.30)
The newly revised Subject Benchmark Statement for Business and Management states that: ‘The core skills provided by Business and Management degree courses align with the learning outcomes suggested by the Education for Sustainable Development Guidance produced by Advance HE and QAA (2021). These include critical thinking, self-awareness, collaborative competencies, and anticipatory, systemic and strategic thinking’ (QAA, 2023, p8). Other rele-vant outcomes of business and management education are identified within the Statement; such as resilience and well-being, responsible and ethical decision-making, relational and col-laborative working, empathy and inclusivity. Useful pedagogies include experiential learning, simulations and work-based learning whilst relevant assessment methods also include simu-lation, alongside practical activities. This workshop will enable participants to reflect on links between competences promoted as essential for sustainable development and learning out-comes and pedagogic practice within business schools and on current practice of competence development and assessment within business schools.

Biography
Georgina Gough is Associate Professor in Education for Sustainable Development (ESD) and PRME lead for UWE Bristol. She is also the coordinator of the South Wales and South West of England Local PRME Network. Georgina coordinates a cross university knowledge ex-change for sustainability education (KESE) and supports academics to incorporate sustaina-bility into their teaching, learning and professional practice. She works in partnership with col-leagues, students and external stakeholders to embed sustainability across higher education and to share good practice both internally and externally. Georgina is programme leader for MSc Sustainable Development in Practice and teaches in geography- and business-based UG modules as well as contributing to cross-university sustainability modules and academic development initiatives. Georgina helps to lead work within UWE Bristol on the United Na-tions Sustainable Development Goals (SDGs) and is actively involved in city-level work to achieve the SDGs.

Dr Xinwu He
Lecturer in Accounting
Queen's University Belfast

Workshop
Step Out for Sustainability: Developing a PRME i5 Informed ESD Walking Tour

The PRME Impactful Five (i5) initiative aims to support pedagogical adoption of playful learning and calls upon instructors to make learning meaningful, facilitate active engagement, design for iteration, develop supportive social interaction, and foster joy and wellbeing. Based on these characteristics, we developed an i5 informed ‘Sustainability Walking Tour’ for postgraduate students that took place on and around the Queen’s University Belfast campus. Lasting approximately 50 minutes, it encompassed several sites including a botanical garden, museum, and ancient burial ground. The tour sought to blend local social and economic history, discussion in relation to contemporary sustainability related issues and challenges, and how these relate to the UN Sustainable Development Goals (SDGs). Where relevant, parallels were drawn between local and global issues, for example, in relation to biodiversity loss, sociodemographic change, and equality, diversity, and inclusion.

UN SDG Target 4.7 calls for all learners to acquire the knowledge and skills needed to promote sustainable development by 2030. Education for Sustainable Development (ESD), as described by UNESCO (2020, p. 8), ‘empowers learners to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, for present and future generations, while respecting cultural diversity’. It is recommended that ESD ‘employ interactive, project-based, learner-centred pedagogy’ (UNESCO 2020, p. 8). A range of approaches have been utilised, including active learning, reflective practices, and flipped classrooms (Howell, 2021). However, the use of walking tours – and the act of walking in general – for ESD is underexplored and underutilised. Walking as a pedagogic practice can be traced back to the peripatetic school of philosophy, which favoured learned discussions along the peripatoi (covered or colonnaded walkways) (Bairner, 2011). The peripatetic axiom, found in Thomas Aquinas’ De veritate, states that, ‘Nothing is in the intellect that was not first in the senses’. A walking tour is particularly apt in the context of sustainability education: students can engage with the sights, sounds, scents, and textures of their environment (supporting meaningful, actively engaging, joyful learning). Walking can also facilitate a ‘shared experience with strangers…and a way of understanding the world around us’, as well as offer a ‘valuable lesson about…the sharing of public space’ (socially interactive) (Bairner 2011, p. 378).

While recognising that this format will not be feasible or desirable in all contexts, this workshop seeks to support participants to explore the potential to develop their own i5 informed ESD walking tour. This will include consideration of instructor versus self-led tours (the latter can allow students to develop and reflect upon their leadership and teamworking skills); appropriate route and site selection; content choice and development; and an evaluation of accessibility and safety considerations. Participants will leave with a ‘sketch’ of their bespoke walking tour (iteration) and, based on their collective input, a set of guidance in the form of a short digital handbook will be developed that will be shared within the PRME community.

References

Bairner, A. (2011) Urban walking and the pedagogies of the street. Sport, Education, and Society, 16(3): 371-384.

Howell, R. A. (2021) Engaging students in education for sustainable development: The benefits of active learning, reflective practices and flipped classroom pedagogies. Journal of Cleaner Production, 325.

United Nations Educational, Scientific, and Cultural Organisation (2020) Education for Sustainable Development: A Roadmap. Paris: UNESCO.

Biography

Dr Xinwu He is a Lecturer in Accounting at Queen's Management School, Queen's University Belfast. Her research is concerned with how accounting and reporting can improve organisational transparency, enhance stakeholder accountability, facilitate long-term value creation, and contribute to the SDGs. Her research interest focuses on sustainability reporting, assurance, and accountability; Integrated Reporting; corporate social responsibility; and SDGs Disclosures. Moreover, she aspires to integrate the research on the SDGs into the accounting curriculum, to enhance students’ sustainability literacy and influence sustainable practices.

Dr Lucy Gill-Simmen
Vice-Dean of Education and Student Experience
Senior Lecturer in Marketing
School of Business and Management at Royal Holloway
University of London

INTERACTIVE WORKSHOP
Drawing on the Arts - Facilitating Empathy in Management Education

Abstract

This interactive workshop will showcase approaches, through engagement in thearts, to bring empathy into the higher education curriculum through, for example,narrative pedagogy or through critical engagement with works of art.Participants will have a chance to learn how through narrative pedagogy and critical reflection on works of art in Business Schools, empathic responses amongst students are evoked; facilitating an empathic mindset and a perspective of ‘other’,thus acquiring an understanding of sustainability challenges. Participants will themselves engage in fun activities where they can experience first-hand, how by bringing the arts in to management education they can help to facilitate empathic responses in students. Participants will take away a new and innovative pedagogic approach which they can readily incorporate into their own curricula and classes to stimulate and reimagine RME in the next decades in order to help develop‘sustainability literate’ graduates.

Biography

Dr. Lucy Gill-Simmen is the Vice-Dean of Education and Student Experience and a Senior Lecturer in Marketing in the School of Business and Management at Royal Holloway, University of London. She has a passion for management education and seeks to provide the best and most equal education experience for all students. She holds both a MBA and a Ph.D. in Marketing from Imperial College Business School,London. Her pedagogic research interests lie in the development of human skills amongst students, devising inclusive feedback and assessment strategies, and values-based pedagogies for educating the 'whole' individual. She has published her work in pedagogy in a number of academic journals, and most recently published her case research in the world’s leading journal for case research; Case Research Journal. She is the Chair for the Academy of Marketing, Marketing Education Special Interest Group. In 2022, she was awarded the Global Women in Marketing Award for her role as a marketing educator.

Laura Steele
Queen’s University, Belfast

Presentation (Wednesday 28 June – 11:15)
Understanding and Preparing for SIP 2.0 (co-authored with Dr Alex Hope)

Abstract

Producing and submitting a Sharing Information on Progress (SIP) report represents one of the key commitments of any PRME signatory, as well as a helpful way to engage stakeholders, including staff, students, industry partners, and accrediting bodies. At the 2023 PRME Global Forum, the first layer of a new SIP reporting logic will be formally unveiled. This represents a significant shift towards a more structured, data-driven approach. Schools will be required to complete an annual questionnaire comprised of six sections aligned to the PRME Principles. This session will address key requirements and considerations in relation to ‘SIP 2.0’, as well as highlight practical ways PRME Leads and their institutions can begin to prepare for the changes ahead. In addition, it will identify areas of potential alignment with other accreditation frameworks, such as Athena SWAN, AACSB, and EQUIS. The overarching aim is to increase participants clarity and confidence in terms of producing their next SIP report.

Workshop (Tuesday 27 June – 16:15)
Step Out for Sustainability: Developing a PRME i5 Informed ESD Walking Tour

Bairner, A. (2011) Urban walking and the pedagogies of the street. Sport, Education, and Society, 16(3): 371-384.

United Nations Educational, Scientific, and Cultural Organisation (2020) Education for Sustainable Development: A Roadmap. Paris: UNESCO.

Biography

Dr. Laura Steele is a Senior Lecturer (Education) in Business and Society and Director of Ethics, Responsibility, and Sustainability/PRME Lead at Queen’s Management School, Belfast. Laura was elected to the PRME UK and Ireland (UKI) Chapter Steering Committee in 2022, where she serves as Co-Lead for Organisational Learning and SIP Reporting. She has led several workshops dedicated to PRME SIP reporting and was involved in organising a consultation on the future of SIPs for the UKI Chapter in 2022. Laura has produced two SIPs for Queen’s Management School, both of which have been recognised for exemplary reporting (2020 and 2022). LinkedIn.

Research Seed Funding Competition Winners 2023

The purpose of the PRME UK and Ireland Chapter’s Research Seed Funding Competition is to incentivise and support research that delivers on the key aims of the Chapter, centred on delivering impact relating to the principles of PRME and/or the UN Sustainable Development Goals. This year, fully-costed entries for awards of up to £1,500 were invited as the competition featured an enhanced prize fund of £8,000 to mark the Chapter’s 10th anniversary celebrations.

Many congratulations to the 2023 winners!

Dr. Roberta De Angelis
Lecturer in Marketing and Strategy
Cardiff University Business School

Abstract
Developing a “Purpose Ecosystem” in Higher Education through Humanistic Business Education and Moral Imagination.

The aim of this research project is to enhance the ‘connected curriculum’ research program in the Higher Education by making students and teachers co-participants of a ‘purpose education ecosystem’, thus advancing a shared vision towards the implementation of the United Nations Sustainable Development Goals.

Due to the development of mass university and the more and more tight relationship between university and society, Higher Education has come to play a crucial role in forming current and future generations which will, for better or for worse, shape our future. However, as noticed by Barnett, research and teaching have been pulled apart, whereas those two functions are intimately connected. This has led some scholars to develop an integrated vision of the nature and purpose of the University, the Connected Curriculum, that is more apt to tackle XXI century challenges. The driving idea of this research program to transform and energise modern universities is the “connectedness” that can be established across several dimensions.

The Connected Curriculum framework aims at translating world leading research into world leading education, under the “premise that students learn by participating in research and inquiry” (Grindle & Tong 2022, 108). We think that this vital principle in Higher Education should be integrated in and directed towards the strengthening of the ‘Purpose ecosystem’. This is an emerging network of multiple intermediaries, initiatives and organisations who share “efforts and beliefs in changing and redefining the purpose and nature of business by advocating broader non-financial performance outcomes” (Stubbs et al. 2022, 1097). We maintain that for this to be effective it must be integrated in educational curricula, taking one step further the education ecosystem.

At the centre of the Connected Curriculum, as embedded in the module I aim to develop, is Humanomics which thanks to its manifold ramifications can link education and research. Indeed, the relationship between education and research should be studied due to their mutual reinforcement, when they proceed in conjunction, or impoverishment, when they are separated. According to this vision, the role of human agency with all its desires, passions and ends becomes central to a humanistic view of management. This is why in our project Humanomics, as put forward by scholars as McCloskey, Dierksmeier or the Nobel Prize Winner Vernon Smith, should take centre stage in the curriculum.

In line with recent educational research, as e.g., Barnett who has called for a higher education that should be “realist”, “critical”, “practical” and “imaginative”, we will embed in the course we teach principles that are “realist”, with regard to specific environment in which students act, “critical” of current practices that are not directed towards the common good, “practical” in terms of providing students with the conceptual tools that allow them to transform the environment for good and “imaginative”, developing their moral imagination to find renewed solutions to the ever growing environmental challenges, as the current movement of the circular economy purports to do.

References
Fung, D. (2017). A connected curriculum for Higher Education. London: UCL Press.
Grindle, N. & Tong, V.C. H (2022). Connected Curriculum, UCL. In Mieg, H.A., E. Ambos, A. Brew, D. Galli, J. Lehmann (Eds.) The Cambridge Handbook of Undergraduate Research. Cambridge: Cambridge University Press.
Stubbs, W., Dahlmann, F. & Raven, R. (2022). The Purpose Ecosystem and the United Nations Sustainable Development Goals: Interactions among private sector Actors and Stakeholders. Journal of Business Ethics, 180, 1097-1112.

Biography
Dr. Roberta De Angelis is a Lecturer in Marketing and Strategy at Cardiff University Business School and teaches both undergraduate and postgraduate modules in Marketing and Strategy. Her research interest is in business model innovation for a more resource efficient circular economy. To date she has published her research in international journals including Business Strategy and the Environment, Journal of Cleaner Production, Circular Economy and Sustainability and Resources, Conservation and Recycling and presented her research at leading, international conferences including The Annual Meeting of the Academy of Management, European Academy of Management, British Academy of Management and New Business Models conferences. Her profile is available here: https://www.cardiff.ac.uk/people/view/1745508-de-angelis-roberta.

Dr Roba Ashraf Abdelbadie
Lecturer in Accounting
University of York

Diverse Voices: Exploring the Evolution of Diversity & Inclusion Policies and Practices within the Accounting Profession in Multinational Professional Services Firms (Seed Funding Winner)

Abstract [COMING SOON]

Biography
Dr Roba Ashraf Abdelbadie is a Lecturer in Accounting at the University of York and holds a PhD in Accounting & Finance from Newcastle University, as well as an MSc in Accounting, Finance, and Management from the University of Bristol. She completed her BSc in Accountancy at Asyut University, Egypt. In June 2021 Roba was awarded an Associate Fellowship of the Higher Education Academy. Her own research projects offer valuable insights suggesting that policymakers and regulators should consider the role of social connections between institutions in sustaining their financial stabilities. Roba is also interested in working on research that explores diversity and inclusion in the accounting profession and the role of networking. Climate change and biodiversity are also research areas of Roba's interest.

Dr Rasha Ashraf Abdelbadie
Lecturer in Accounting
Edinburgh Napier University

Abstract

Accounting plays a critical role in societal decision-making processes and so has important political and economic implications. We, therefore, explore how the accounting profession develops diversity and inclusion (D&I) policies and practices in response to the needs of the managed diverse. Adopting a Feminist Standpoint, we will employ narrative analysis to critically understand whether there is effective accountability provided by the big multinational accounting firms to empower and emancipate marginalised accountants. We look at a range of women accountants with diversities of ethnicity, ability and age whose voices are less represented from one geographic location to another.

Biography

Rasha is a lecturer in Accounting at Edinburgh Napier University. Her PhD in Accounting & Finance is from Newcastle University, UK. Rasha’s PhD project offers valuable insights suggesting that policymakers and accounting regulators should develop consistent and comparable reporting requirements in non-profit settings, which are increasingly governed by public trust and competitive funds. Rasha has a broad interest in social, behavioural and cross-cultural accounting research. Her research projects promote a transdisciplinary approach interrogating the impact of organisational responsibility and inclusivity, seeking to change behaviour and policies of leadership to achieve better outcomes for economies and society, and exploring the transformative interrelationships/events between economics, finance, accounting and law to inform policymakers.

Before joining the School of Business at Edinburgh Napier University, Rasha acted as the University of Dundee Business School’s Academic Lead for Principles of Responsible Management Education (PRME). She was the Accounting & Finance discipline representative of the UDSB’s Equality, Diversity, and Inclusion (EDI) Committee. Rasha was also one of the University Advisers for the Enactus Student Society.

Dr Xinwu He
Lecturer in Accounting
Queen's University, Belfast

Understanding Sustainable Diet and Accounting for the SDGs (Innovative Pedagogy Seed Funding Winner)

Dr Xinwu He is a Lecturer in Accounting at Queen's Management School, Queen's
University Belfast. Her research is concerned with how accounting and reporting can
improve organisational transparency, enhance stakeholder accountability, facilitate
long-term value creation, and contribute to the SDGs. Her research interest focuses
on sustainability reporting, assurance, and accountability; Integrated Reporting;
corporate social responsibility; and SDGs Disclosures. Moreover, she aspires to
integrate the research on the SDGs into the accounting curriculum, to enhance
students’ sustainability literacy and influence sustainable practices.

Dr. Giancarlo Ianulardo
Senior Lecturer in Economics, University of Exeter Business School

Abstract
Developing a “Purpose Ecosystem” in Higher Education through Humanistic Business Education and Moral Imagination.

References
Fung, D. (2017). A connected curriculum for Higher Education. London: UCL Press.
Grindle, N. & Tong, V.C. H (2022). Connected Curriculum, UCL. In Mieg, H.A., E. Ambos, A. Brew, D. Galli, J. Lehmann (Eds.) The Cambridge Handbook of Undergraduate Research. Cambridge: Cambridge University Press.
Stubbs, W., Dahlmann, F. & Raven, R. (2022). The Purpose Ecosystem and the United Nations Sustainable Development Goals: Interactions among private sector Actors and Stakeholders. Journal of Business Ethics, 180, 1097-1112.

Biography
Dr. Giancarlo Ianulardo is Senior Lecturer in Economics and teaches modules in Ethics and Economics and Philosophy of Economics. His research is on philosophy of economics and ethics. He has published in various international journals in economics and philosophy as, among others, Philosophia, Philosophy of Management, Philosophical Investigations, Journal of Philosophical Economics and has contributed to Handbooks by leading publishers as Edward Elgar and Palgrave. He is SFHEA and an Assessor and Mentor for Advance HE and presented at various international Education Conferences

Dr. Neelima Rashmi Lakra
London School of Management Education

Customer Behaviour and Mindset towards Fast Fashion and Sustainability: Evidence from the Future Business Leaders and the Public in United Kingdom, India and the Maldives

Abstract

Universally fashion industry is driven by business model of ‘fast fashion’ which contributes to increased volume of goods with a shorter life. This has led to sustainability issues, raising questions against balanced integration of economic performance, social inclusivity and environmental resilience for the benefit of current and future generations. Therefore, this study is proposed to advance understanding on how the idea of latest fashion design and style lead customers to make more buys. It will explore ‘customer behaviour’ and ‘mindset’ with relational submission to sustainable strategies focusing on customer awareness of reusing, re-manufacturing or up-cycling. It will be an exploratory study, engaging with both quantitative and qualitative approaches where the target groups will be business management learners (n=300) and public (n=300) in United Kingdom, India and Maldives.

Biography

On completion of PhD from School of Management and Labour Studies, Tata Institute of Social Sciences, Mumbai (India), Dr. Lakra has been engaged in different research and teaching assignments. In the past, she has widely worked in ‘training and development’ for both formal and informal labour. Her teaching and research interests includes, general management, human resource management, training needs assessment and labour, research methodologies, international business, corporate social responsibility and; sustainability and business. To her credit she has published 11 research articles in different peer-reviewed journals and edited books (two of it is in-process of publication), presented 24 research papers across national and international conferences and seminars including ones that are themed on the UN 17 SDGs; and attended 8 seminars and workshops both of national and international levels. Her academic visits have been to different Universities of the United Kingdom; India; University of Vienna, Austria; Roskilde University, Denmark; and, Yokohama, Japan. She is an active member to academic bodies like International Sociological Association, Spain; British Association for South Asian Studies, London; European Association for South Asian Studies, Germany; Association of Indian Management Scholars, AIMS International; Comparative Education Society of India, and World Council of Comparative Education Societies (WCCES). Her latest publication is on, ‘Labour, and Migration: Unending Everyday Pains of Dalits at Brick Kilns’, in Bhoi, D. & Gorringe, H., Everyday Life: Experience and Affect in Indian Society, Palgrave Macmillan, London’, August 2023 (upcoming).

Dr Yingru Li
Lecturer in Accounting, Adam Smith Business School

Abstract
Materiality is a concept used widely in conventional financial reporting and auditing process to signal and flag up important issues for shareholders, and in particular, issues that posed significant financial threats to companies. With an emphasis on sustainability, this concept was re-introduced to call for a focus on material social, environmental and governance issues. This new dimension requires a shift from accounting for impacts on investors, to accounting for impacts on stakeholders and affected communities. Different guidelines on non-financial reports, however, do not use and conceptualize the term unanimously, and this results in incomparable “material” issues and impacts. Thus, it remains considerable uncertainty for corporations regarding how they should understand “materiality” and how that applied to human rights related issues. The main objective of this project is to shed some light on the way in which materiality is understood, interpreted, applied and justified in reporting human rights issues.

Biography
Dr Yingru Li is a lecturer in accounting at Adam Smith Business School. Her main research area is in corporate accountability and business and human rights. She teaches “Accountability and Human Rights”, informed by her research interests. She is also currently the academic head for Responsible and Sustainable Management Steering Group within the school. She led the SDG challenge to advocate for integration of sustainability into L&T practice.

Dr Siqi Liu
Lecturer in Finance
Queen’s Management School

Abstract

Given that the impact of climate risk could be unpredictable and detrimental across product market industries, we are inspired to investigate how firms' climate risk responds to their peer firms' climate risk. We will collect each listed firm's total amount of toxic emissions in all types of chemicals from the Environmental Protection Agency to proxy for climate risk in US manufacturing industries. We will highlight various channels through which peer firms' climate risk affects focal firms'climate risk and how its implications can be effectively used as a plan of action by policymakers and institutional managers.

Biography

Siqi is an Assistant Professor (Lecturer) in Finance at Queen's University Belfast.She has delivered lectures and tutorials for the BSc in Financial Institutions and Markets and the MSc in International Finance. Her research interests are empirical corporate finance and empirical asset pricing, with a focus on the implications of corporate activities on firm performance and governance.

Dr Orla McCullagh
Lecturer in risk management and insurance
University of Limerick

Abstract
Sustainability Reporting: a risk-based perspective on the accounting professionals’ commitment to sustainability reporting measures (both regulated and voluntary).

There has been a recent focus on the role of sustainability in accounting, with accounting regulation in Europe moving to actively incorporate sustainability reporting in their regulatory framework through the International Sustainability Standards Board (ISSB) (ifrs.org).

In this research project we aim to examine from a critical accounting perspective, the readiness of the accounting profession to engage with sustainability standards, through a series of in depth semi-structured interviews. The aim of this project is to understand the motivations for the accounting professional to engage with sustainability reporting, and utilising Michael Power’s Risk Theory as a theoretical lens in which to examine the professionals’ willingness to support compliance with the new standards.

The ISSB was established at COP26 with the intent ‘to deliver a comprehensive global baseline of sustainability-related disclosure standards that provide investors and other capital market participants with information about companies’ sustainability-related risks and opportunities to help them make informed decisions’ (ifrs.org). This has seen the introduction of the Corporate Sustainability Reporting Directive (CSRD) on 5 January 2023, which allows EU member states 18 months to transpose the directive into law (Enterprise.gov.ie).

The aim of our research project is to examine sustainability reporting at the early stage of implement, with a particular focus as to how the profession is responding to the adoption of regulation with regard to sustainability.

Sustainability reporting requires support from the accounting profession, both in terms of the consultation process for implementation of the standards (ifrs.org), the future role of audit in sustainability reporting (Boiral, Heras-Saizarbitoria & Brotherton, 2020; Al-Shaer 2020; Accountancy Plus 2021), and not-least to avoid a ‘greenwashing’ of sustainability implementation (Heras-Saizarbitoria, Urbieta & Boiral 2021). In addition to the compulsory sustainability reporting coming down the line, many entities are already engaging with a voluntary framework for sustainability reporting including engagement with voluntary initiatives such as Global Reporting Initiative (GRI), Sustainable Development Goals (SDGs) and the Taskforce on Climate Related Financial Disclosures (TCFD).

We believe this study can gain valuable insight into the perspective of individual accountants as those charge with preparation of financial reports, and auditors and thus assurers of financial (and sustainability reporting) standards. As stated by Power, 2004 ‘it remains true that all individuals in society need, at crucial times and without hesitation, to trust professional judgement, whether that of a tax adviser or a doctor.’ (p.64). We believe this is a ‘crucial time’ for the professional accountants’ expertise to be relied upon by users of financial statements, upon the implementation of the sustainability reporting standard requirements. A key objective of this study is to understand the perceptions of accountants around sustainability reporting (both regulated and voluntary measures), so as to gain a deeper understanding of the professional’s concerns about, and commitment to, sustainability.

Biography
Dr Orla McCullagh's expertise is in finance and risk management. She specialises in modelling market risk, data analytics and critical examination of the role of accounting measures. Dr Orla McCullagh is a lecturer in risk management and insurance at the University of Limerick and has taught modules across the overlapping disciplines of risk, insurance, and finance at undergraduate, postgraduate, and professional education levels. Orla graduated with a PhD in quantitative finance in January 2020, with the first paper from this research accepted in the (ABS 4) Journal of Money Credit and Banking. Orla's research converges on the research theme: Critical reflections on calculative technology at the intersection between capital markets and society.

Dr Lee Roberts
Lecturer in Accounting (Teaching and Research)

Abstract
Does a vice-chancellors (VCs) career horizon matter for sustainability performance? Evidence from UK higher education institutions (HEIs)

This study seeks to examine the impact of the relationship between the VCs career horizon on the university’s sustainability ranking in the UK between 2019-2022. In addition, we will examine how VCs’ gender and educational background characteristics moderate the relationship between career horizon and sustainable performance. Our empirical analysis will provide first time evidence that the personal attributes of VCs are motivating factors in HEIs sustainability performance. Our findings have important practical implications for HEIs in future VC appointments and our insights are impactful for HEIs in terms of aligning and contributing to achieving the Sustainable Development Goals (SDGs).

Biography
Dr Lee Roberts is a Lecturer of Accounting at the School of Business, Dundee. Her research research interests include biodiversity and extinction accounting, wider corporate social responsibility (CSR) issues, and circular economy. Dr Lee’s research has been published in internationally top-ranked journals such as Journal of Business Ethics, Business Strategy and the Environment, and Corporate Social Responsibility and Environmental Management.

Dr Krishnendu Saha
Birmingham City University

Marine Dumping on UK Coastlines: Raising Sustainability Awareness through a Stakeholder-Orientated Experiential Learning Approach

Dr Yang Wang
Lecturer of Accounting and Finance
University of Dundee

Abstract
Does a vice-chancellors (VCs) career horizon matter for sustainability performance? Evidence from UK higher education institutions (HEIs)

Research Seed Funding Competition for Innovative Pedagogic Approaches and Teaching Practices in PRME, Winners 2023

The initiative was developed in recognition of the fact that financial barriers frequently exist that prevent individuals and groups from putting their innovative ideas into practice. In a bid to help address this, awards up to the value of £1,500 were available thanks to an enhanced funding pot of £8,000 to mark the Chapter’s 10th Anniversary celebrations. In addition to the open call, specific funding was also available to support the development of the ‘PRME i5’ project, an innovative global initiative by PRME in collaboration with the LEGO Foundation.

Many congratulations to the 2023 winners!

Watch out for 2024 competition details in the Autumn!

Phyllis Alexander
Associate Professor in Accounting and Taxation
University of Birmingham

Workshop (Tuesday 27 June – 11:45)

From climate science reports to creating frescos: The Cl!mate Fresk experience

Dr Milena Bobeva
Senior Principal Academic
Bournemouth University Business School

Workshop (Tuesday 27 June – 11:45)

From climate science reports to creating frescos: The Cl!mate Fresk experience

Dr Siqi Liu
Lecturer in Finance
Queen’s Management School

Abstract

Biography

Dr Ruth Lynch
Lecturer in accounting and auditing

Abstract
Sustainability Reporting: a risk-based perspective on the accounting professionals’ commitment to sustainability reporting measures (both regulated and voluntary).

Biography
Dr Ruth Lynch is a lecturer in accounting and auditing in the University of Limerick. She completed her PhD in April 2021 in the department of Accounting & Finance at University of Limerick. Her PhD thesis is titled: 'Professional perceptions of how trust and power impact on tax client relationships'. Current research interests include; client relationships, client advocacy, trust, power, tax, auditing, accounting, sustainability, governance.

Dr Orla McCullagh
Lecturer in risk management and insurance
University of Limerick

Abstract
Sustainability Reporting: a risk-based perspective on the accounting professionals’ commitment to sustainability reporting measures (both regulated and voluntary).

Dr Anupam Mehta
Senior Lecturer in Accounting
University of Birmingham

Transforming sustainability pedagogy using cartoon-based real-life case studies: A framework

Abstract
The paper will focus on creating real-life sustainable, responsible business cases into a cartoon-based format. Pedagogically the aim is to enhance the well-documented benefits of real business cases (Hoskin, 1993), which bring complex decisions into the classroom. Many students still resist reading the traditional text business cases due to social, cultural and language differences. Given the major challenges climate change has in store for us, students as our future decision makers across knowledge disciplines and globally, there is scope for further engagement and building sustainability education competencies by reaching out to what students across cultural settings, are already familiar with and think is fun – the cartoon format. The cartoon-based case studies are an under-researched pedagogy format for students’ engagement. It provides a ground for an inclusive and collaborative learning environment while engaging, analysing, making sense of and deciding complex ethical and sustainability-related real-life business problems.

Cartoons are well-established and experienced by all ages across the globe. It is a readable format in many cultural settings. However, it is less used and explored in the HE context, particularly how this format can engage the students, individually and in group work. Conceptually and theoretically, cartoons are robust. There are two forms of writing, narrative that is speech derived and non-narrative writing, that is non-speakable (Hyman 2006, Bassnett et al, 2018). A reading in silence of what the non-narrative writing ‘says’ encourages students from any field of study in exploring the meanings, as simulacrum and are not restricted by what narrative writing say. Drawings are also ‘read’ as the Barthesian analysis shows. The cartoon combines these forms of writing, along with drawings, where they interplay and embrace creativity, forming messages and understanding of sustainable dilemmas in play and possible ‘solutions’.

Biography
Anupam Mehta is an Associate Professor at Birmingham Business School at the University of Birmingham. She has extensive experience in teaching and research for 18 years in various countries. Anupam has conducted several Management Development Programs and Case teaching and writing workshops. She has written several real-life teaching cases in financial statement analysis, accounting fraud, Cash flow forecasting and valuations. Her case studies are published in various journals, including IVEY case collection (also available through the Harvard Business School cases website) and the Case Centre (previously European Case Clearing House (ECCH)). Her two cases are best sellers on Harvard Publishing. She got the Emerald TCJ Best Case Award 2022.

Dr Krishnendu Saha
Birmingham City University

Marine Dumping on UK Coastlines: Raising Sustainability Awareness through a Stakeholder-Orientated Experiential Learning Approach

Dr. Lucy Gill-Simmen
Vice-Dean of Education and Student Experience
Senior Lecturer in Marketing
School of Business and Management at Royal Holloway
University of London

INTERACTIVE WORKSHOP
Drawing on the Arts - Facilitating Empathy in Management Education

Abstract

Biography

Dr Sean Tanner
Marketing Lecturer
Cork University, Eire

‘Teach, Play, Learn, Repeat’

Project Members
Dr Sean Tanner, Dr Conor Drummond, Dr Helen McGrath, Mr Michael Murphy, Dr Dave Alton, Dr Tadgh Nagle
Cork University, Eire

Abstract

The Teach, Play, Learn, Repeat project aims to integrate competitive and simulative play as playful learning approaches across a full MSc Marketing degree programme. The project will use play to leverage the broad disciplinary and cultural backgrounds of the students to identify innovative ways through which marketing concepts can be employed in sustainable and responsible business practices. Through the programme a series of play based teaching interventions will be employed on an iterative basis which reflect different learning styles and modes. The project will enable pedagogical changes through 4 playful-learning based projects encompassing dramaturgy, competitive role-play, treasure hunt challenges for product ideation and rule based play through board games.

Dr Sean Tanner's Biography

Dr Sean Tanner is a Marketing Lecturer in the Department of Management and Marketing, University College Cork, Ireland. Sean teaches in the areas of consumer behaviour, sustainable consumption, marketing communications and research methods and has directed the BSc International Business and Languages. His research to date focuses on consumer behaviour and consumer information usage in decision making scenarios considering the digitalisation of communication and its congruency with traditional media. Sean's areas of research interest include sustainable consumption, sustainable food marketing, risk communication, technology and consumer wellbeing, consumer trust and marketing pedagogy.

Dr Pamela Yeow
Reader in Management
Birkbeck College
University of London

Marine Dumping on UK Coastlines: Raising Sustainability Awareness through a Stakeholder-Orientated Experiential Learning Approach

Biography
Pamela Yeow is Reader in Management and the Assistant Dean – External Engagement at the School of Business, Economics and Informatics at Birkbeck College, University of London. Her research interests are in sustainability (sustainable career paths, ethical consumerism and the role of the householder) and multiplex networks. She has published on ethical consumerism and worked with local councils and businesses on related interventions

Moderators and Chairs

Nishat Azmat
Assistant Professor of Financial Accounting
University of Birmingham

Chair

Nishat Azmat is an Assistant Professor of Financial Accounting at Birmingham Business School, and is currently Director, Executive MBA. She was a practitioner as a qualified accountant (ACCA) before academia and is a Senior Fellow of the Higher Education Academy (SFHEA). She has co-authored a book in Financial Accounting. For the last four years she has been a member of the steering committee as the Treasurer UK & Ireland UN PRME Chapter.

Professor Chris Jones
Aston University

Chris Jones is Professor of International Business and Economics at Aston Business School, UK. His research concerns international financial flows such as foreign direct investment, international trade, foreign aid and migrant remittances. He is particularly interested in profit-shifting activities of multinational enterprises and how they utilize tax havens.Professor Jones has published articles in journals such as the Journal of World Business, British Journal of Management, International Journal of Management Reviews and World Development.

Dr Doaa Shohaieb
Teaching Fellow in Marketing
Aston University

Chair
Track 1: RESPONSIBLE MANAGEMENT EDUCATION

Dr Shohaieb is currently a Teaching Fellow in Marketing at Aston University, UK.She obtained her PhD from the University of York, UK. For the last 16 years, she has been working in the Higher Education Sector and has taught many modules in Marketing and the broad field of Management for both undergraduate and postgraduate students at Menoufia University in Egypt, University of York, University of Portsmouth, and Aston University in the UK.Dr Shohaieb’s interests are in the area of Crisis Marketing, Services Marketing, and Consumer Behaviour

Carrianne Wallace
Lecturer in Marketing
Aston University

Chair

Carrianne Wallace is a Marketing lecturer at Aston University along with the Employability Director for Marketing and Strategy. Carrianne teaches across a range of consumer behaviour, events marketing and entrepreneurship modules along with supervising MBA and MSc Strategic Marketing Students. Carrianne's research interests include the long-term nature of service experiences along with sustainability within events education.

Paula Whitehouse
Deputy Dean Enterprise and Engagement, College of Business and Social Sciences
Director, Aston Centre for Growth
Aston University

Paula leads on the development of growth programmes and other business support
initiatives at the Aston Centre for Growth and takes a strategic lead on Aston’s start-
up support for students and graduates. Paula was awarded the Chancellor’s Medal
by Aston University in 2021.

Working with the Chartered Association of Business Schools, Paula is Curriculum
Director for the UK Government’s Help to Grow: Management Course which is
delivered throughout the UK by Small Business Charter accredited business schools.
She was also Curriculum Director for the government’s Small Business Leadership
Programme which helped 2,800 business leaders build resilience and recovery
during the Covid-19 pandemic. Paula chairs accreditation panels for the Small
Business Charter and in 2018 gave evidence on behalf of the Small Business
Charter to the House of Commons BEIS Committee Small Business and Productivity
Inquiry. In 2021 she was awarded Fellowship of the Chartered Association of
Business Schools.

As Section Lead and speaker for the Goldman Sachs 10,000 Small Businesses UK
programme Paula has supported hundreds of entrepreneurs through its intensive
leadership and management education since 2011. She has also worked with the
Goldman Sachs 10,000 Women programme in India supporting their curriculum
development. Paula is a board member and trustee of Ex Cathedra, a leading UK
choir and early music ensemble, a Fellow of the RSA, and board facilitator for the
charity Music Therapy Works.

Conference Programme

Day 1

Conference Day 1 – Tuesday 27 June 2023 (Aston University, Main Building)

Time	Tuesday 27th June	Format	Room
8:00	Conference Registrations	On-campus	Upper Foyer
9:00	Welcome: Professor Zoe Radnor Pro-Vice-Chancellor and Executive Dean of Aston University’s College of Business and Social Sciences	Blended: on-campus and online	Sumpner Lecture Theatre
9:10	Welcome from Dr. Jonathan Louw PRME UKI Chapter Chair	Blended: on-campus and online	Sumpner Lecture Theatre
9:15	PLENARY PANEL SESSION UK and IRELAND PRME Chapter 10 Years on Panel Moderator: Dr Jonathan Louw Chair, PRME Chapter UK and Ireland Oxford Brookes University Panel Moderator: Dr Jonathan Louw, Chair, PRME Chapter UK and Ireland, Oxford Brookes University Reflecting: Professor Emerita Carole Parkes, University of Winchester Refreshing: Dr Sheila Killian, University of Limerick Re-envisioning: John North, Executive Director, Globally Responsible Leadership Initiative (GRLI)	Blended: on-campus and online	Sumpner Lecture Theatre
10:00	KEYNOTE: Business and Combatting Corruption Daniel Bruce, Chief Executive, Transparency International UK	Blended: on-campus and online	Sumpner Lecture Theatre
10:15	KEYNOTE: Why speak-up and an open culture are essential to the development of an ethical culture in organisations Dr Ian Peters MBE, Director, Institute of Business Ethics	Blended: on-campus and online	Sumpner Lecture Theatre
10:30	PLENARY PANEL SESSION Anti-Corruption and Anti-Fraud in the Curriculum Panel Moderator: Professor Natascha Radclyffe-Thomas, Deputy Chair, PRME Chapter UK and Ireland, British School of Fashion, GCU London Sir Mark Moody-Stuart, Chairman of the Global Compact Foundation Daniel Bruce, Chief Executive, Transparency International Dr Ian Peters MBE, Director, Institute of Business Ethics	Blended: on-campus and online	Sumpner Lecture Theatre
11:00	Coffee / Networking break	On-campus	Great Hall
11:45	Presentations and workshops - Parallel tracks Track 1: RESPONSIBLE MANAGEMENT EDUCATION Chair: Dr Doaa Shohaieb Teaching Fellow in Marketing Aston University Using cultural animation to work with students to decolonise the Business School Dr Anita Lateano, Dr Caroline Chapain and Dr Emma Surman University of Birmingham The Community Resilience and Sustainability Education Lab: Promoting responsible management education through innovative learning experiences Dr David Ernesto Salinas-Navarro, Dr Eliseo Vilalta-Perdomo, and Ah Reum Cho, Aston University Dr Rosario Michel-Villareal, University of Leeds Empowering and Integrating Artificial Intelligence (AI) into Principles of Responsible Management Education Dr Mohamed Saeudy, University of Bedfordshire	On-campus	MB702
11:45	TRACK 3: ENVIRONMENTAL CHALLENGES Chair Professor Chris Jones Economics, Finance and Entrepreneurship, Aston University Circular Economy Reimagined: Towards Net-Zero Emissions & Sustainable Futures! Dr Nana O Bonsu, University of Birmingham A Case Study on SMEs’ survival model in Circular Economy - Investigating speciality coffee shops in Northeast Region of the UK Dr Feng Jiao, Dr Emmanuel Murasiranwa and Dr Keith Wong Arden University Customer Behaviour and Mindset towards Fast Fashion and Sustainability: Evidences from the Future Business Leaders and the Public in United Kingdom, India and the Maldives (Research Seed Funding Winner 2023) Dr. Neelima Rashmi Lakra London School of Management Education	On-campus	MB706
11:45	INTERACTIVE WORKSHOP From climate science reports to creating frescos: The Cl!mate Fresk experience Dr Milena Bobeva and Dr Phyllis Alexander Bournemouth University	On-campus	MB402
12:45	Lunch	On-campus	Great Hall
13:45	Presentations and workshops - Parallel tracks TRACK 2. SUSTAINABLE PROFIT AND NON-PROFIT ORGANISATIONS Chair Carrianne Wallace Lecturer in Marketing and Entrepreneurship. Aston University SDG engagement in Bristol: HEI support for the work of the SDG Alliance Dr Georgina Gough University of the West of England Two conglomerates, Fifty Charities and an Advisory Board – Combining Forces to Create Unique and Evolving Educational Responsible Business Challenges Andrew Miles, University of Birmingham Contextualising the SDGs in North West England: Findings from a multi-method and multiyear approach to relational bottom-up partnering Dr David F. Murphy and Joanna Stanberry University of Cumbria	On-campus	MB702
13:45	TRACK 4. EMERGING SUSTAINABILITY CHALLENGES FOR BUSINESS SCHOOLS Chair Dr Nishat Azmat, Assistant Professor in Accounting, Treasurer UK & Ireland UN PRME Chapter University of Birmingham Leading transformational change for sustainability in university business schools Dr Konstantina Skritsovali and Dr Ann Hindley Liverpool John Moores University Working with community partners to tackle health inequalities Dr Céline Benoit and Dr Alexis Paton Aston University Dr Fatima Zakia and Dr Christine Burt, Birmingham Community Healthcare NHS Foundation Trust Diverse Voices: Exploring the Evolution of Diversity & Inclusion Policies and Practices within the Accounting Profession in Multinational Professional Services Firms (Research Seed Funding Winner 2023) Dr Rasha Abdelbadie, Edinburgh Napier University Dr Roba Ashraf Abdelbadie, University of York	On-campus	MB706
13:45	INTERACTIVE WORKSHOP Drawing on the Arts - Facilitating Empathy in Management Education (Seed Funding Competition for Innovative Pedagogic Approaches and Teaching Practices in PRME, Winner 2023) Dr Lucy Gill-Simmen, University of London	On-campus	MB402
14:45	Coffee / networking break	On-campus	Great Hall
15:15	KEYNOTE: Roadmap to 2023 - Monitoring Report Anna Bright, Chief Executive Sustainability West Midlands	Blended: on-campus and online	Sumpner Lecture Theatre
15:30	PLENARY PANEL SESSION: SUSTAINABLE BUSINESS Panel Moderator Paula Whitehouse, Associate Dean for Enterprise, Director, Aston Centre for Growth, Aston University Nicky Conway, Senior Sustainability Manager at Severn Trent IT Sustainability and Circular Economy David Abosch, Director, Cognition Cloud Nourishing Social Entrepreneurs: Ten Years of Impact Haleh Moravej, Senior Lecturer in Nutritional Sciences, Founder of MetMUnch	Blended: on-campus and online	Sumpner Lecture Theatre
16:15	INTERACTIVE WORKSHOPS Development and Assessment of Sustainable Development Competences in Business and Management Degree Courses Dr Georgina Gough, UWE Bristol	On-campus	MB402
16:15	Step Out for Sustainability: Developing a PRME i5 Informed ESD Walking Tour Dr Laura Steele and Dr Xinwu He Queen’s Management School, Belfast	On-campus	MB406
16:15	Sustainability, Jobs of the Future and Graduate Employability Dr Jonathan Louw and Dr Karen Cripps Oxford Brookes University	On-campus	MB408
17:00	PLENARY SESSION Chartered ABS and PRME Session Moderator Dr Jonathan Louw, Chair, PRME Chapter UK and Ireland Oxford Brookes University An opportunity for incoming CABS CEO, Flora Hamilton, to greet the conference, having spent the day getting to know the PRME community	Blended, on-campus and online	Sumpner Lecture Theatre
17:10	PLENARY SESSION Learning from the wider PRME Global movement, and opportunities for engagement in it Dr Alec Wersun, Glasgow Caledonian University Past Chair of PRME UK and Ireland and currently Member of the PRME Global Chapter Council	Blended, on-campus and online	Sumpner Lecture Theatre
17:30	PLENARY SESSION Chapter Local Networks Showcase Highlights from the Tenth Anniversary Events held by the Chapter's 7 Local Networks to date, all focused in some way on SDG2 (food) Dr. Rachel Welton, Nottingham Business School, Local Network UK & PRME Lead	Blended, on-campus and online	Sumpner Lecture Theatre
18:00	Reflections and first day close	On-campus	Sumpner Lecture Theatre
19:00	Drinks reception, Aston Conference Centre	On-campus	Aston Conference Centre Courtyard Bar
19:40	Professor Zoe Radnor Pro-Vice-Chancellor and Executive Dean of Aston University’s College of Business and Social Sciences	On-campus	Aston Conference Centre Courtyard Bar
20:00	CONFERENCE GALA DINNER Aston Conference Centre	On-campus	Courtyard Restaurant
20:15	Live streaming: Professor Mette Morsing Head of PRME Principles of Responsible Management, UN Global Compact, New York, USA	On-campus	Courtyard Restaurant

Day 2

Conference Day 2 - Wednesday 28 June 2023 - (Aston University, Main Building)

Time	Wednesday 28th June	Format	Room
8:00	Conference Registrations	On-campus	Upper Foyer
8:30	Welcome and overview of the day Dr Jonathan Louw, Chair, PRME Chapter UK and Ireland Oxford Brookes University	On-campus	Sumpner Lecture Theatre
8:40	PRME Chapter UK and Ireland - Progress Review AGM and announcement of conference hosts 2024	Blended: on-campus and online	Sumpner Lecture Theatre
9:40	Coffee / networking break	On-campus	Great Hall
10:10	KEYNOTE: The practice of tackling complex sustainability challenges on the ground: Emerging research insights and implications for responsible management education Dr Gary Burke, University of Bristol	Blended: On-campus and online	Sumpner Lecture Theatre
10:30	PLENARY PANEL SESSION: Sustainable Research and Innovation Panel Moderator Dr Mohamed Saeudy, Research Leader of Centre for Contemporary Accounting, Finance and Economics Research, University of Bedfordshire Circular Economy Principles and Innovations: Sustainable Research and Innovation Dr Luciano Batista, Director, Centre for Circular Economy and Advanced Sustainability (CEAS), Aston University Entrepreneurs: Change Agents for a Sustainable World? Dr Elinor Vettraino, Head of Department, Work and Organisation and Founder/Director of Active Imagining, Aston University Dr Gary Burke, Associate Professor in Strategy and Organisation, University of Bristol	Blended: On-campus and online	Sumpner Lecture Theatre
11:15	PRESENTATIONS AND WORKSHOPS RESPONSIBLE MANAGEMENT EDUCATION: Strategic Perspectives Chair Professor Natascha Radclyffe-Thomas, Deputy Chair, PRME Chapter UK and Ireland, British School of Fashion, GCU London Does a vice-chancellor’s (VCs) career horizon matter for sustainability performance? Evidence from UK higher education institutions (HEIs) (Research Seed Funding Winner 2023) Dr Lee Roberts and Dr Yang Wang University of Dundee The role of higher education in an effective Global Value Chain (GVC): The positioning of Arden University Dr Terfot Ngwana and Dr Emmanuel Murasiranwa Arden University Understanding Sustainable Diet and Accounting for the SDGs (UKI PRME Chapter's Seed Funding Competition for Innovative Pedagogic Approaches and Teaching Practices in PRME, Winnter 2023) Dr Xinwu He, Queen's Management School, Belfast	On-campus	MB702
11:15	ENVIRONMENTAL CHALLENGES Chair Professor Chris Jones, Economics, Finance and Entrepreneurship, Aston University Carbon Accounting Towards Net Zero (CANZ) in BSc Accounting and Finance Dr. Madlen Sobkowiak and Dr. Mayya Konovalova, Birmingham Business School Marine Dumping on UK Coastlines: Raising Sustainability Awareness through a Stakeholder-Orientated Experiential Learning Approach (UKI PRME Chapter's Seed Funding Competition for Innovative Pedagogic Approaches and Teaching Practices in PRME, Winners 2023) Dr Pamela Yeow and Dr Neil Pyper, University of London Dr Krish Saha and Professor Maharaj Vijay Reddy, Birmingham City University Developing a multi-media SDG13-Climate Action module to support a cross-university Community of Practice and capacity building in Education for Sustainable Development Dr Milena Bobeva and Dr Phyllis Alexander Bournemouth University	On-campus	MB704
11:15	RESPONSIBLE MANAGEMENT EDUCATION: Chair Carrianne Wallace Lecturer in Marketing and Entrepreneurship. Aston University Career Building for the Sustainable Development Goals: A Co-Created Masterclass (UKI PRME Chapter's Seed Funding Competition for Innovative Pedagogic Approaches and Teaching Practices in PRME, Winners 2023) Dr Karen Cripps, Dr Cathy d'Abreu Oxford Brookes University Dr Milena Bobeva, Bournemouth University Transforming Sustainability Pedagogy using Cartoon-Based Real-Life Case Studies: A Framework (UKI PRME Chapter's Seed Funding Competition for Innovative Pedagogic Approaches and Teaching Practices in PRME, Winners 2023) Dr Ann-Christine Frandsen and Dr Anupam Mehta University of Birmingham Helping North East of England SMEs develop and implement strategic documentation for sustainability Dr Elaine Crawford, University of Sunderland	On-campus	MB706
11:15	INTERACTIVE WORKSHOP Understanding and Preparing for SIP 2.0 Dr. Laura Steele, Queen's University, Belfast Dr. Alex Hope, Newcastle Business School		MB402
12:15	Lunch	On-campus	Great Hall
13:15	KEYNOTE: LEGO I5 Project Professor Natascha Radclyffe-Thomas British School of Fashion, GCU London	Blended: On-campus and online	Sumpner Lecture Theatre
13:45	PLENARY PANEL SESSION: Conflict and Peace - Implications for RME, Research and Business Engagement Panel Moderator Dr Laura Steele Senior Lecturer (Education) Queen's University Belfast Engaging Business on Human Rights Steve Kenzie, Executive Director at UN Global Compact Network UK Safeguarding and Enhancing Ukraine's Intellectual Capital in Research and Education in the War Against Ukraine Dr Victoria Vdovychenko, Ukrainian Prism Europe, Associate Professor, Kyiv Borys Grinchenko University Pathways to strengthen business recovery and resilience following crisis and disasters Professor Maharaj Vijay Reddy Birmingham City University	Blended: on-campus and online	Sumpner Lecture Theatre
15:15	Farewells and conference close	Blended: on campus & online	Sumpner Lecture Theatre

Doctoral Colloquium Programme

PRME UK & Ireland Doctoral Colloquium 2023

26 June 2023, Aston University, Birmingham

prme_uk_ireland_doctoral_colloquium_2023.pdf517.62 KB

Download the programme

11:00-11:30	Registration
11:30 - 13:00	Creative workshop Prof. Natascha Radclyffe-Thomas, UK & Ireland PRME Vice-Chair and member of the PRME i5 Expert Pedagogy Group
13:00 - 14:00	Lunch
14:00 - 15:00	Keynote Dr Andrew Farrell Challenges and opportunities in publishing sustainability-related work in highly-ranked journals
15:00 - 16:30	Roundtable Discussion Prof. Natascha Radclyffe-Thomas, Prof. Mohamed Saeudy, Dr Rachel Welton, Ass. Prof. Andrew Farrell
16:30 - 17:30	Panel Session Prof. Mohamed Saeudy, Prof. Natascha Radclyffe-Thomas, Ass. Prof. Andrew Farrell

Calls for Proposals - CLOSED

Our third Doctoral Colloquium - 26 June 2023, Aston University, Birmingham - CALL FOR PROPOSALS
Our Tenth Anniversary Conference - 27 & 28 June 2023, Aston University, Birmingham - CALL FOR PROPOSALS

Doctoral Colloquium

We are very pleased to invite applications from doctoral students to this 'FREE OF CHARGE' event in which we will provide peer and experienced scholar... Please send your applications for consideration to Rachel Welton. Places are limited and the successful applicants will also be able to attend the full conference (27-28 June) free of charge.

Please pass this call to students and supervisors on your doctoral programmes.

Deadline for abstracts: 17 April 2023, with confirmation of acceptance by 2 May 2023

Tenth Anniversary Conference

UK and Ireland PRME Chapter 10 years on: Reflecting, refreshing and re-envisioning

Our 10th Anniversary Conference aims to provide multiple opportunities for critical reflection on the impact that the Chapter, and UN PRME more widely, have had in promoting and embedding responsible management education over the past decade. Beyond a reflection on the past and present, the conference also seeks to encourage contributions on how to refresh and re-envision the work of PRME and RME more widely for the decade ahead. The PRME community in Ireland and the UK is marked by innovation in pedagogy and classroom practice, and the conference seeks to highlight this. But the PRME community now stretches well beyond those focused mainly on teaching and learning, and this conference also seeks to provide a platform to celebrate and engage with the many wider research programmes and traditions now recognised as intersecting with the PRME agenda. Likewise, innovative cross-sector and interdisciplinary partnerships broadly focused on the SDG agenda are also now thriving within the greater PRME community, and the conference organisers would welcome academics and practitioners willing to share their partnership journeys with a wider audience.

Our more detailed Call for Proposals expands on these questions and outlines the four proposed conference tracks: (1) Responsible Management Education (2) Sustainable for-profit and non-profit organisations (3) Environmental challenges (4) Emerging sustainability challenges for business schools.

Deadline for proposals: 17 April 2023, with confirmation of acceptance by 2 May 2023

Our colloquia and conferences are justifiably well-known for their friendly, open, supportive environments that nurture our community of responsible management scholars. So we very much look forward to your participation in these events. Delegate costs will be kept at a modest level, with all student delegates attending free of charge, to help enable maximum participation. Full conference details including delegate costs, accommodations options etc will be published during March.

Accommodation

We have negotiated preferential accommodation rates with the two following providers:

University Locks
Conference Aston

To benefit from these preferential rates, you must book before the DEADLINES (more information below)

More information on University Locks' accommodation. Deadline: 19 June 2023
Book your place at University Locks
View the alternative accommodation option at Conference Aston here.

The hotel bedrooms set aside on allocation for the 2023 UKI PRME Conference at the Conference Aston Hotel have now been released for general sale by the hotel. For PRME delegates, hotel accommodation remains available at the preferential PRME rates, however rooms are now on a first-come, first-served basis. Should the hotel become fully booked, you will need to source alternative nearby hotel accommodation.

Parking for Guests staying at Aston Conference Hotel
Parking needs prebooking through Conference Aston.

Once booked guests will receive an email with all the relevant information. Please note that parking is subject to availability so book early.

Directions and Transport

If travelling via car or public transport, find more information on how to find us.

About Aston University

Our mission is to be the UK's leading university for students aspiring to succeed in business and the professions, where original research, enterprise and inspiring teaching deliver local and global impact.

Students from over 120 countries choose to study at Aston University - a safe and friendly campus enjoyed by a global, multicultural community.

Find out more about Aston University, including our history, values and rankings.

Aston University Research Centres

Our mission is to deliver research that changes lives for the better. As a public research university, we foster collaboration between students, academics and industry leaders, bringing together people from all backgrounds and disciplines in the pursuit of knowledge, academic excellence, and a better world.

Find out more about our world-leading research.

College of Business and Social Sciences Research Centres

Our research centres and centres of excellence link expertise within the College of Business and Social Sciences (BSS) to our beneficiaries. The centres address real-world problems with their impactful research, they develop innovative methods to support teaching and learning and they provide highly successful leadership programmes to help small and medium-sized enterprises (SMEs) grow.

They are an interface through which we shape and influence the world around us adding value in a variety of ways.

Discover more about research carried out by the College of Business and Social Sciences.

Find your course

UKI PRME Conference 2023

UK and Ireland PRME Chapter's 10th Anniversary Conference

Conference Day 1 – Tuesday 27 June 2023 (Aston University, Main Building)

Conference Day 2 - Wednesday 28 June 2023 - (Aston University, Main Building)