I recently gave this presentation to a conference of academics in China as a way to highlight how case/ project based teaching methods can be used to increase learning capacity and leadership skills.

1. May 14, 2013
Recalibrating Education As Usual:
Teaching Sustainability and Social Innovation in China
Richard Brubaker
May 2013

2. May 14, 2013
Recalibrating Business As Usual
My focus on sustainability does not only include:

3. May 14, 2013
Recalibrating Business As Usual
Tangible byproducts
Problems we face are far
more personal than
“carbon” or climate
change

4. May 14, 2013
Image Image
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Recalibrating Business As Usual
….. are byproducts of systems we built
Business Has
Traditionally Assumed
an Infinite Capacity
Planet
• Resources were cheap
• Consumption was key
• Waste went “Away”
• No one accountable

5. May 14, 2013
Recalibrating Business As Usual
Challenges only grow in size, frequency, and severity
9 billion

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SustainabilityB.A.U. CSR
Recalibrating Business As Usual
Shifting to a new model
Beyond B.A.U.
• Growth is the primary goal
• Models are heavily subsidized
• Externalities are someone else’s problem
• Responsibility and accountability are mutually independent
• Growth is achieved through quality
• Economic and Business Model are full cost
• Externalities of models are the firm’s problem
• Responsibility and Accountability are aligned

7. May 14, 2013
Recalibrating Education As Usual:
Business, Society, and Environment Project
Richard Brubaker
May 2013

8. May 14, 2013
CEIBS Goals:
1. To institutionally support society by leveraging its students, faculty, alumni relationships
2. Improve student awareness of the most pressing social and environmental challenges in China
3. To provide a profound, integrative experience for students to learn from
1. Provide an experience that integrates academic setting and hands on experience that will:
• Highlight the business implications resulting from these challenges
• Introduce the vocabulary and practices for responsible leadership
• Highlight their role as future leaders to address social issues through responsible decision making
2. Provides a flexible platform that engages student interests, matches experiences, and provides an
opportunity to network with and engage with Shanghai’s corporate community
• Students may select partners based on research objectives, personal interests, and business planning
3. To engender an understanding of why CEIBS’ MBA students should demonstrate responsible leadership
through involvement in social and/or environmental projects and activities during their course of study.
• Using time at CEIBS to understand how to develop socially beneficial business plans
Course Goals:
Innovations in Teaching Sustainability & Social Innovation
BSE Projects

9. May 14, 2013
• Students develop clubs, initiatives and
competitions
• Which attract sponsors, speakers and
other supporters from industry, NGO’s,
government and the local community
• Which builds awareness of our programs
and attracts project sponsors and
recruiters
• Which attracts more students
• All of which grows our impact, and
increases our understanding
• Which eventually impacts our curriculum
Engagement
CapacityScale
Awareness
Innovations in Teaching Sustainability & Social Innovation
From the Bottom Up

10. May 14, 2013
PUSH: PULL:
Bootcamp Projects
• Frameworks:
• Tools:
• Strategies:
• Actions:
Innovations in Teaching Sustainability & Social Innovation
Two Sources of Pressure / Four Levels of Learning

11. May 14, 2013
Framework for Sustainability and Responsible Leadership
• What are the issues of sustainability and responsibility that companies and managers face
• What are the determining factor the issues
Stakeholder Analysis and Engagement
 Tools Stakeholder identification, profiling, and alignment
 Internal vs. External stakeholder engagement
Engagement
 Navigating an organization chart to build support for programs
 Internal vs. external collaboration & support
Risks, Rewards, and Responsibilities
 How do organizations (and managers) make decisions
 How are decisions impacted by analysis of risk and timeframes
Monitoring & Reporting
 Understanding and Managing the needs of stakeholders
 Understanding different mediums and reports to meet various needs
Engagement
CapacityScale
Awareness
Programs, and Platforms - The role of systems
 Creating sustainability through systemic change and platform development
 Importance of pilot programs, and moving past them
Innovations in Teaching Sustainability & Social Innovation
BSE Bootcamp

12. May 14, 2013
Projects focused on
solving local problems
1) Tangibility
2) Accessibility
3) Engagement
4) Impact
Innovations in Teaching Sustainability & Social Innovation
BSE Projects

13. May 14, 2013
Innovations in Teaching Sustainability & Social Innovation
2013/4 Project Partners

14. May 14, 2013
Project Goal:
Increase the recyclability of LL Bean purchase bags with the use of more sustainable materials, thus
reducing the amount of paper purchase bags used by consumers
Result:
Launch of new recyclable bag in China, to be followed by rollouts in Japan and U.S.
“Our dedication to the environment is stronger today than ever before. It’s very interesting project which
developed our green concept to China marketing and customers.”
Innovations in Teaching Sustainability & Social Innovation
Project Example: LL Bean

15. May 14, 2013
1st Project Overview:
1. Market Study and analysis of Chinese BIPV market;
2. Study the needs of Chinese architects/ buildings
3. Study the currently available products (Chinese & foreign)
4. Develop a market entry/penetration plan for Trina Solar
Result: Install 2’000 m2 (200 kW) solar panels on CEIBS roofs,
which will reduce CEIBS’s electric grid consumption by 7% and CO2
emissions by 5%
2nd Project Overview: Implement energy auditing and adopt
waste-stream-reduction approaches, and facilitate sponsoring for
PV panel on campus.
“The final deliverables exceed our expectations – formed a clear plan for penetration as well as market
overview . Recommendations for our short/long-term strategy regarding the development of BIPV in China
seems well defined and executable.”
Innovations in Teaching Sustainability & Social Innovation
Project Example: Trina Solar

16. May 14, 2013
Thank You! Richard Brubaker
Founder, Collective Responsibility
Adjunct Professor of Sustainability, CEIBS
rich@collectiveresponsibility.org
@ChinaCSR