Table of ConTenTs
Introduction
about net impact i
about the Guide i
is Business school for You? v
school stand-Outs v
aggregate Responses v
How You Can Get involved vi
Part 1: school Profiles
Bainbridge Graduate institute - MBa in sustainable Business 3
Carnegie Mellon university - Tepper school of Business 6
Claremont Graduate university - Peter F. Drucker and Masatoshi ito school of Management 8
Columbia university - Columbia Business school 10
Columbia university - school of international and Public affairs 13
Cornell university - Johnson Graduate school of Management 15
Dalhousie university - Dalhousie Faculty of Management 18
Dartmouth College - Tuck school of Business at Dartmouth 20
Duke university - Fuqua school of Business 23
George Washington university - George Washington school of Business 26
Georgetown university - McDonough school of Business 29
Gordon institute of Business science - Pretoria university 32
Hanken - swedish school of economics and Business administration 35
Harvard university - Harvard Business school 37
Harvard university - Kennedy school of Government 39
HeC school of Management - Paris Master of Business administration 41
indiana university - Kelley Business school 44
inseaD - Master of Business administration 47
instituto de impresa - international MBa, MBa, MMM 50
Massachusetts institute of Technology - sloan school of Management 52
Monterey institute of international studies 54
new York university - stern school of Business 56
north Carolina state university - College of Management 59
northwestern university - Kellogg school of Management 60
Pennsylvania state university - smeal College of Business 64
Presidio school of Management 66
Purdue university - Krannert school of Management 69
school for international Training - Master of science in Management 71
simmons College - school of Management 74
Tufts university - The Fletcher school 77
university of alberta - school of Business 80
university of arkansas-little Rock - College of Business 82
university of British Columbia - sauder school of Business 83
university of California - Berkeley Haas school of Business 85
university of California - Davis Graduate school of Management 88
university of California - irvine Paul Merage school of Business 91
university of California - los angeles uCla anderson school of Management 93
university of Chicago - Graduate school of Business 96
university of Colorado - Boulder leeds school of Business 99
Published by net impact • Content submitted by current students in spring 2007
university of Denver - Daniels College of Business 101
university of Geneva - international Organizations MBa 104
university of iowa - Henry B. Tippie school of Management 107
university of Maryland - Robert H. smith school of Business 110
university of Massachusetts - amherst isenberg school of Management 113
university of Michigan - Ross school of Business 115
university of Minnesota - Carlson school of Management 118
university of north Carolina - Chapel Hill Kenan Flagler Business school 120
university of Pennsylvania - The Wharton school 123
university of Rochester - simon Graduate school of Business 126
university of san Francisco - Masagung Graduate school of Management 128
university of southern California - Marshall school of Business 130
university of south Carolina - Moore school of Business 133
university of Texas - McCombs school of Business 135
university of utah - David eccles school of Business 137
university of Wisconsin - Madison school of Business 139
Yale university - school of Management 141
York university - schulich school of Business 144
Part 2: Ratings and aggregate Responses
Rating Charts 147
aggregate Responses 159
Part 3: special advertising supplement
MBaMath: Build the pre-MBa math and spreadsheet skills you’ll need a2
accepted.com: Your one stop shop for MBa admissions a3
ecolibris: Moving towards sustainable reading a4
university of Geneva inside front cover/top page
Monterey institute of international studies a5
Haas school of Business at uC Berkeley a6
school for international Training a6
The Fletcher school Tufts university a7
Michigan Ross school of Business a8
Bainbridge Graduate institute a9
Graduate school of Management uC Davis a10
Presidio school of Management a11
Duke Fuqua school of Business a12
Marlboro College Graduate Center a13
nottingham university Business school a14
Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
About Net ImpAct
InTRoduCTIon
Net Impact’s mission is to make a positive impact on society by growing and strengthening a community of new leaders
who use business to improve the world.
Since 1993, we have supported a grassroots movement of student chapters to educate, inspire, and equip individuals with
ideas and tools for using business for social good. As of August 2007, we have more than 150 student and professional
chapters on 6 continents in 90 cities and 110 graduate schools. Our central office in San Francisco provides tools for
member networking, organizes an annual conference, and manages programs to support members in combining business
skills with values on their campuses, in their companies, or in their communities. Net Impact has chapters in schools
that include the top 30 business programs (as ranked by Wall Street Journal), 22 international business programs, and 8
non-business graduate programs.
Our student chapter leaders, usually elected by their classmates, are committed individuals who organize events and
activities for their chapters while serving as a liaison to the larger Net Impact network. Student members participate
in local chapter activities as well as activities with Net Impact Central, such as our annual fall conference, Issues in
Depth conference calls, and online career resources. Net Impact also has a professional membership, which includes both
business school graduates and other professionals working in socially responsible business and related industries. Our
website is www.netimpact.org.
About the GuIde
The information in Business as UNusual: The 2007 Net Impact Student Guide to Graduate Business Programs was compiled
from two sources: a qualitative survey completed by chapter leaders from 56 programs, and an online survey completed
by 1264 student Net Impact members. This version is our second annual publication, and contains 44% more program
descriptions than the first edition. Net Impact started the Guide in 2006 for several reasons. First, we received numerous
inquiries from prospective business school applicants who wanted to know what MBA programs had to offer for those
with social and environmental interests. Second, we heard from many of our chapter leaders that they wanted the chance
to share the student perspective on how their program addresses these issues. Finally, we believed that the Guide would
be a useful tool for business schools to compare themselves with their peers and develop more robust social impact
curricula, career services, and support for student activities.
Which schools are included in the school profiles?
Net Impact asked each of the chapter leaders in our MBA and graduate school programs to complete a survey with
information on their school curriculum, student activities, career services, and administrative support. You can find a full
list of our student chapters at www.netimpact.org/chapters. We were pleased that 56 chapters completed the survey.
What schools are included in the ratings?
Net Impact sent an online survey to 3723 student chapter members. We included schools in the ratings that received
more than ten responses,. A total of 1264 students answered the full survey. Note: since the survey was sent only to Net
Impact members, and not to the student body as a whole, the opinions represent a sub-set of students who are committed
to and interested in Net Impact issues. We asked students not to forward the survey to their classmates so we could
ensure a consistency in type of respondents between schools.
Who wrote the school profiles? Were they edited? did admissions offices submit any content?
Net Impact chapter leaders wrote the school profiles, at times with input from other Net Impact students. Members of
the Net Impact staff provided edits, focusing mostly on clarity, grammar, and consistency. Our goal was to keep as much
of the students’ original language and writing as possible; in almost every case the profile published in the Guide is very
close to the content the student submitted. Net Impact staff did insert quotes into the profile that were submitted by
students in the online survey. Net Impact also contacted admissions officers from every program profiled in our Guide
and invited them to review their program’s entry. We made factual edits and clarification edits based on their feedback.
No alterations to the opinions and subjects of the students’ text were made based on admissions’ comments. To learn
more about the process involved in creating and compiling the Guide, please email chapters@netimpact.org.
Published by net impact • Content submitted by current students in spring 2007
i
What does the “At a Glance” box show?
The “At a Glance” box contains the following information:
- The number of full-time students, as reported by the Net Impact chapter leader(s) at that program
- The percentage of full-time students at the program who are Net Impact members, based on numbers provided
by the Net Impact chapter leader(s) at that program.
- The Net Impact chapters’ self-reported percentage of “very active” members and “somewhat active” members
- Three words that the chapter leader(s) chose, to characterize their program.
- A quotation from one student survey respondent from the featured school, selected by Net Impact staff.
- The names of chapter leader(s) who completed the chapter leader survey. In some instances the chapter leaders
have provided their email addresses, and in most cases, these leaders wrote the school’s profile.
- This is the number of students who took the all student survey. Please note that even if this number is more than
ten, some of the sections may still not be included if fewer than ten students chose to respond to a particular
question.
how should I read the “data bars”?
Many profiles include data in the bars that divide the profile into subsections. The data presented in these “data bars”
were compiled from our spring 2007 survey of Net Impact members at the program being profiled. Data bars appear for
schools that generated at least ten responses to the question to which each percentage corresponds. Percentages of 0%
were omitted.
cuRRIcuLum
Program strengths: Each respondent to the all-student survey was asked if applicants interested in international
development, nonprofit management, community development, corporate responsibility, environmental sustainability,
and social entrepreneurship would have a positive experience at their program. Each area of study was rated on a 3-point
scale. The three highest-rated areas of study are included as program strengths. Program strengths were required to
receive an average rating of at least 2 out of 3 to be included
Student support for social and environmental themes in curriculum: Each respondent to the all-student survey
was asked to rate student enthusiasm about social and environmental themes in their program’s curriculum. Ratings
were done on a 5-point scale with “enthusiastic” being the highest rating. The first number in the curriculum bar is the
percentage of respondents who said that students at their program are “enthusiastic” about social and environmental
themes in their program’s curriculum.
Faculty support for social and environmental themes in curriculum: Each respondent to the all-student survey
InTRoduCTIon
was asked to rate faculty enthusiasm about social and environmental themes in their program’s curriculum. Ratings
were done on a 5-point scale with “enthusiastic” being the highest rating. The second number in the curriculum bar is
the percentage of respondents who said that faculty at their program are “enthusiastic” about social and environmental
themes in their program’s curriculum.
StudeNt ActIVItIeS
Student activity level: Each respondent to the all-student survey was asked to rate the activity level of their Net Impact
Club on a five point scale from “inactive” through “one of the most active clubs at the program.” The most frequent
response (the mode) is included as the activity level.
Student support for social and environmental themes in extracurricular events and activities: Each respondent
to the all-student survey was asked to rate student enthusiasm about social and environmental themes in their program’s
extracurricular events and activities. Ratings were done on a 5-point scale with “enthusiastic” being the highest rating.
The first number in the student activities bar is the percentage of respondents who said that students at their program
are “enthusiastic” about social and environmental themes in their program’s extracurricular events and activities.
ii Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
Faculty support for social and environmental themes in extracurricular events and activities: Each respondent
to the all-student survey was asked to rate faculty enthusiasm about social and environmental themes in their program’s
extracurricular events and activities. Ratings were done on a 5-point scale with “enthusiastic” being the highest rating.
InTRoduCTIon
The second number in the student activities bar is the percentage of respondents who said that faculty at their program
are “enthusiastic” about social and environmental themes in their program’s extracurricular events and activities.
cAReeR SeRVIceS & ALumNI
Career Services: Each respondent to the all-student survey was asked to rate their career services office. Ratings were
done on a 3-point scale with “very helpful” being the highest rating. The first percentage in the career services and
alumni bar is the percentage of respondents rating their career services as “very helpful.”
Job/internship placement: Each respondent to the all-student survey was asked to indicate if they had found an
internship or job that “utilizes their values and their business skills.” Respondents who did not have this as their end
goal were asked to skip the question. The possible responses were, “no,” “somewhat,” “yes,” and “still looking.” Six or more
responses were required for this section to be included. The percentages of respondents answering “yes” or “somewhat”
were combined to get the second percentage in this box.
Alumni Network: Each respondent to the all-student survey was asked to rate their alumni network from “not at all
helpful” to “very helpful.” Ratings were done on a 3-point scale with “very helpful” being the highest rating. The third
percentage in this bar is the percentage of respondents rating their career services as “very helpful.”
Prominent Alumni: chapter leaders were asked to name up to five prominent alumni.
AdmINIStRAtIVe SuppoRt
Administration support for social and environmental themes in curriculum: Each respondent to the all-student
survey was asked to rate their administration’s enthusiasm about social and environmental themes in their program’s
curriculum. Ratings were done on a 5-point scale with “enthusiastic” being the highest rating. The first number in
the administrative support bar is the percentage of respondents who said that the administration at their program is
“enthusiastic” about social and environmental themes in their program’s curriculum.
Administration support for social and environmental themes in extracurricular events and activities: Each
respondent to the all-student survey was asked to rate their administration’s enthusiasm about social and environmental
themes in their program’s extracurricular events and activities. Ratings were done on a 5-point scale with “enthusiastic”
being the highest rating. The second number in the administrative support bar is the percentage of respondents who
said that the administration at their program is “enthusiastic” about social and environmental themes in their program’s
extracurricular events and activities.
ReASoNS to AtteNd
Social and environmental leadership preparation for Net Impact members: Each respondent to the all-student
survey was asked whether their program prepared Net Impact members for socially responsible leadership. Ratings were
done on a 5-point scale with “strongly agree” being the highest rating. The first percentage in this box is the percentage
of students who selected “strongly agree.”
Social and environmental leadership preparation for the general student body: Each respondent to the all-
student survey was asked whether their program prepared the student body as a whole for socially responsible leadership.
Ratings were done on a 5-point scale with “strongly agree” being the highest rating. The second percentage in this box is
the percentage of students who selected “strongly agree.”
Published by net impact • Content submitted by current students in spring 2007
iii
To sum it up: The chapter leader survey asked the chapter leader to choose from four statements about what type of
student their program would be best for. Net Impact created icons to go with each statement to draw a comparison
between the chapter’s development and the building of a house.
The statements chapter leaders chose from are:
someone interested in laying the foundation for social/environmental awareness at the
program;
someone interested in building upon an existing base of social/ environmental impact
activities with opportunity for significant growth;
someone interested in refining and growing a mostly socially aware program and student
body;
someone interested in attending a school where students and faculty are on the forefront of
social/environmental issues.
how should I read the Ratings section?
The Ratings section is not meant to give a definitive ranking of business programs; rather, the data presents a way to
compare student opinions of their schools. When reviewing the data, please keep in mind the “n” for each school as
programs included in the ratings had anywhere from 10 to 84 survey responses.
Who funded the Guide?
InTRoduCTIon
Net Impact accepted no payments for including school profiles in the MBA Guide. Student writers submitted the
published content voluntarily and without compensation from Net Impact. Paid advertisements from schools and
businesses appear in a “Special Advertising Section” at the back of the Guide. Proceeds from the sale of these ads were
used to publish 400 hard copies of the guide (available for sale at http://www.netimpact.org/bizschoolguide) and to
market the Guide to new readers.
If you find the Guide interesting or helpful and if you’d like to see us continue with similar projects, we encourage you to
make a tax-deductible donation to Net Impact at www.netimpact.org/donate.
If you are interested in advertising in the 2008 version of the Guide, please write to us at chapters@netimpact.org.
What other information should I use to learn about what business schools are doing in these areas?
We encourage you to take a look at publications from the Aspen Institute. Their Beyond Grey Pinstripes publication is a
biennial survey and ranking of business schools, which spotlights innovative full-time MBA programs and faculty that
lead the way in integrating issues of social and environmental stewardship into business school curricula and research. The
information in Beyond Grey Pinstripes is provided by faculty and staff and thus complements the student perspective. To
learn more about Beyond Grey Pinstripes and other Aspen institute publications, please visit www.beyondgreypinstripes.org.
iv Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
Another good resource is the Idealist.org Graduate School Fairs, which take place in major cities across the United States. See
InTRoduCTIon
www.idealist.org for more details.
We also encourage you to speak with student members of Net Impact at programs that interest you. Each program’s
admissions office will be able to put you in touch with them.
IS buSINeSS SchooL FoR You?
Today, business school is no longer just for future bankers, consultants, and corporate executives focused only on bottom-
line financial results. More and more graduate business programs are recognizing the importance of training values-based
leaders who understand the significance of a healthy environment, strong communities, and long-term sustainability. Many
of today’s business schools have both required and elective courses that include discussion and assignments focusing on the
triple bottom line (financial, social, and environmental).The students at business programs today include former and future
nonprofit leaders, social entrepreneurs, public sector leaders, and corporate employees who are committed to helping their
company make a positive net impact on the environment and society. Some of the recent alumni highlighted in this Guide
include an ethics and compliance officer at Starbucks; the CFO of Citizen Schools, Inc; and the director of TransFair USA.
Net Impact encourages individuals with all backgrounds and interests to apply to business school. The management, strategy,
and financial skills taught in an MBA or similar program will be valuable for anyone who will manage people, programs, or an
organization in all sectors. While strong grades, GMAT scores, and professional achievement are required to gain admission
to top programs, admissions officers are increasingly aware of the importance of ‘Net Impact’ values and priorities among
their business school classes.
SchooL StANd-outS
A number of MBA and graduate programs stand out in the Guide. Last year, programs were ranked by how many times
they received a top-10 rating from their students. This year’s Guide foregoes an overall ranking and focuses instead on how
programs performed in individual categories, as determined by aggregated student survey data. These category ratings can
be found on pages 147-158.
A cautionary note on the ratings: please be sure to take into account the number of respondents from each program as they
differed widely between programs. Our goal with the ratings is not to give a definitive ranking, but rather to provide an easy
way to compare how students assess their own programs.
As you read through the school profiles, you will be impressed with the amount of activity that is going on today at business
schools. As a preview, we are including some brief excerpts here:
• UCLA’s Anderson School of Management collaborated with UC San Diego and Cal Tech to co-host the Clean Innovation
Conference which attracted industry leaders and held a business-case competition.
• The Duke and George Washington chapters collaborated for an international development career trek in Washington DC
• The Net Impact chapter at HEC in Paris hosts an annual Sustainable Development Conference, which has become a
compulsory part of the MBA program’s curriculum.
• The School for International Training (SIT) has implemented wide-ranging campus greening projects including instating
food composts, installing lights with timers in classroom, and working with campus vendors to sell only fair-trade coffee.
• The University of California – Davis chapter worked with their administration to create a new class on sustainability and
were able get it on the schedule for the following quarter.
AGGReGAte ReSpoNSeS
The all-student survey was emailed to a total of 3,723 students and yielded a 33% response rate, with 1,264 of those students
answering the survey. The response rate was up 5% from the 28% response rate in 2006. The respondents consist of 724 first
year students, 487 second year students, and 53 students who are in their third or fourth year. Although the majority of our
respondents are in school in the United States, 30 students answered the survey from schools in Canada, 70 in Europe, 2 in
Australia, and 10 in Africa. The 112 international respondents in 2007 is up 46% from 70 international respondents in 2006.
Published by net impact • Content submitted by current students in spring 2007
v
Overall, most students are positive about how their program is incorporating social and environmental issues to date,
while signaling that there are still opportunities for growth. Most students described their fellow students, faculty,
and administration as supportive or enthusiastic about social/environmental themes in business school. As with 2006,
each of the groups was described as slightly more enthusiastic about the themes in extracurricular activities than in
curriculum. For more detail on the 2007 breakdown, please see pages 160-162.
Students also told us whether they thought their program prepares students like themselves – Net Impact members
with an interest in social and environmental issues – for ethical and socially responsible leadership. In 2007 85% of
students agree or strongly agree that their program prepares Net Impact members for ethically and socially responsible
leadership, exactly the same percentage as in 2006. When asked if their program prepares the general MBA/grad school
population for ethical and socially responsible leadership, 68% agree or strongly agree a slight change from 70% in 2006.
For more detail on the 2007 breakdown, please see page 159.
On the career front, most programs were rated fairly well. Of the 744 students whose goal was to find an internship that
utilized both their values and their business skills, 47% told us they did find an appropriate internship, with an additional
28% answering “somewhat” and 21% “still looking” in April. Of the 385 second year students with the same goal for a
full-time job, 35% found a position, with another 27% answering “somewhat” and 35% still looking as of April.
The majority of students called their fellow students, alumni networks, and career services staff somewhat or very
helpful, with fellow students getting the most enthusiastic response. For more detail on the 2007 breakdown, please see
pages 163-164.
In terms of student club activity, 44% consider their chapter “one of the most active clubs at their program,” up from
36% last year; only 7% of students said their Net Impact chapter was less active than others at the school. 16% said their
chapter had an average level of activity while 32% called their activity above average.
Next StepS: hoW You cAN Get INVoLVed
We hope that Business as UNusual: The 2007 Net Impact Student Guide to Graduate Business Programs will serve a variety
of purposes. For readers considering graduate school, it demonstrates the breadth of opportunities to build business
skills while cultivating social/environmental interests and career prospects. The Guide also provides insight into different
programs to help applicants make an informed graduate school choice. Current students, faculty, and administration,
can use information in the Guide to benchmark how their program compares to others, and to identify specific ideas and
opportunities for improvement.
InTRoduCTIon
We think readers will be impressed with the wealth of classes, variety of student activities, and dedication of career
services to incorporating social and environmental issues into the business school experience.
If you did not see your program in the Guide this year and would like to see it in next year’s publication, please email us
at chapters@netimpact.org.
vi Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
PaRT 1: sCHool PRofIles
Published by net impact • Content submitted by current students in spring 2007
1
baInbRIdge gRaduaTe InsTITuTe
mbA IN SuStAINAbLe buSINeSS
aT a glanCe
“
Full-time MBa students: ~150
~67% of Bainbridge students are net impact members The school attracts very smart and
interesting students, and great faculty
18% of those members are “very active” who are able to teach things at
”
80% are “somewhat active” Bainbridge that they often can’t teach
anywhere else.
This chapter in three words:
collaborative, Sustainable, Visionary
chapter leaders: Jean-Michel Toriel (jmtoriel@gmail.com) and andre Furin (drefur.bgi@gmail.com) n= 46
CuRRICulum
students identified their program’s strengths as being in the areas of Corporate social
Responsibility, environmental sustainability, and social entrepreneurship. 96%
of respondents say the students at their program are enthusiastic about social/environmental
themes in the curriculum; 93% of respondents say the faculty at their program are enthusiastic.
B GI is the first graduate school with an MBA program fo-
cusing on sustainable business. It incorporates action-
learning and distance learning with a triple-bottom-line
and share a passion for sustainability. One student notes
that the school attracts “faculty [members] who are able to
teach things at Bainbridge that they often can’t teach any-
focus. All classes incorporate social justice, sustainable man- where else.” This makes BGI “an inspiring place to study,
agement, green marketing, lean operations, values-based learn, and connect” writes another.
entrepreneurship and intrapraneurship with strong leader- Guest speakers, executives and “entrepreneurs in resi-
ship skills and diverse community building based on mutual dence”, are encouraged to join the students and participate
respect. Every course infuses sustainability, environmental in our monthly intensives which are held in our Bainbridge
and social responsibility with traditional MBA courses, like Island Gold LEEDS-standard facility, called Islandwood.
finance and economics. The emphasis is on making a differ- We nearly have 100% membership in Net Impact which ex-
ence, and “changing business for good” (BGI’s motto). All emplifies the values-driven mandate in business that BGI
faculty and staff are innovators and pioneers in business stands for.
sTudenT aCTIVITIes
student activity level in net impact compared to other clubs on campus: above average. 93%
of respondents say the students at their program are enthusiastic about social/environmental
themes in the extracurricular events and activities; 91% of respondents say the faculty at their
program are enthusiastic.
B GI strives to be at the forefront of sustainability in busi-
ness and our community continues to lead the way. We
are a new school, heading into the 6th year. We started our
intensive, we have “community processing” time where the
students are encouraged to participate in bettering the com-
munity of BGI. One student reports that the BGI Net Im-
Net Impact Chapter in the third year and we continue to grow pact chapter is “relatively inactive, but that is only because
with the engaged community. In each monthly face-to-face everything that all students do at BGI is focused on sustain-
Published by net impact • Content submitted by current students in spring 2007
3
bAINbRIdGe GRAduAte INStItute, continued
ability…We are very active in the work, just not through the meals and events.
channel of Net Impact.” Last year, we won fourth place in the Leeds School of Busi-
As we are already a “green” campus with exceptionally low ness Net Impact Case Competition. Our Vancouver-based
emissions, due to the green buildings that host us at Island- students won a similar competition in that city with the Net
wood, we still encourage greater reductions of our ecological Impact Chapters at UBC and Simon Fraser Universities.
impacts. For instance, we measure our emissions and water This year, four teams emerged to participate in the Thun-
use and are currently researching fair and efficient ways to derbird/Net Impact Competition, and one team made it to
offset the emissions our students incur when they travel the final round.
from as far away as Boston, Houston, Atlanta and Toronto. The BGI Chapter is beginning to organize a possible Net
We encourage guests to participate in our Sustainable Impact event next year that would encourage widespread
Speaker series. In addition, we have “Family Intensives” participation from all MBA programs with Net Impact chap-
where we invite family members to participate in our classes, ters.
CaReeR seRVICes & alumnI
41% of respondents described their career services as very helpful; 67% found jobs that utilize
their values and skills; 33% of respondents rated their alumni network as very helpful.
F unding is available through grants for students and the
community is currently engaged in developing a grant to
further encourage greater diversity at BGI.
for loans. Grants and/or scholarships covering all demon-
strated financial need are extremely rare. All students have
the opportunity to apply for student loans that are not based
Phil Ronniger is a tremendous asset to our community and on financial need.
heads the BGI Center for Work Transition and Redesign. He Before applying for a grant, you might first consider other
leads Designing Your Future sessions on the first mornings sources of aid and/or loans aside from those that BGI may
of each intensive. He remains at the intensives for face to be able to provide. The average BGI grant in the 2006-2007
face discussions as well as to assist in finding work or tran- year was $5,441 and ranged from $906 to $7,965 for a total
sitioning to a more sustainable employment opportunity. of $168,673 in institutional grants. For the 2007-2008 aca-
There is also a constant stream of postings for employment demic year, we anticipate a similar average award size and
on our interactive community website, the Channel. range. The total amount of institutional grants awarded is
We have fieldtrips or career treks before every intensive to expected to be between $217,500 and $261,700 depending
businesses or non-profits. on the size of the class and its students’ financial need.
BGI believes that no student with demonstrated financial
need should be forced to borrow an unreasonable amount of prominent alumni
money to fund their education. We will do everything pos- Michelle Knab (2006) - Manager, GoToMyPC
Karin Borgerson (2006) - Community Leader, BGI
sible to ensure that our students are not strapped with un-
Eric Magnuson (2006) - Entrepreneur, Magnuson Consulting
reasonable financial burden upon graduation. Don Wong (2006) - Director, Camp Mumba
However, every aid recipient should still expect to apply Kevin Hagen (2005) - Sustainability Director, REI
admInIsTRaTIVe suPPoRT
96% of respondents say the administration is enthusiastic about social/environmental themes in
the curriculum; 89% of respondents say the administration is enthusiastic about social/environ-
mental themes in extracurricular events and activities.
J ill Bamburg, BGIs Dean, strongly encouraged full (100%)
Net Impact participation and offered to assist members
who could not afford the fee. BGI and Net Impact are virtual-
by the students and faculty. This living system of an institu-
tion constantly improves itself to deliver the most current
content via world renowned experts.” Another adds that BGI
ly aligned in values. One student writes that “The curriculum “is the only place that I have found that practices everything
and the guiding principles of the institution are co-created it preaches.”
Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
bAINbRIdGe GRAduAte INStItute, continued
Reasons To aTTend
91% of respondents strongly agree their program adequately prepares net impact members for
ethical and socially responsible leadership; 76% of respondents strongly agree their program
adequately prepares all students for ethical and socially responsible leadership.
T he strength of BGI is primarily the incredibly support-
ive community. Faculty and staff members are extremely
encouraging, knowledgeable and experienced in their fields.
to express a uniform opinion. It is a diverse community of
people who’ve all come together for many different reasons,
with a singular guiding motivation: to learn and to make the
Many of them are alumni who assist in bridging the faculty world a better place.”
and staff with the students. This greatly expands and inte-
grates the community’s core values. The curriculum speaks
for itself. A few highlights: MGT 551 Foundations of Sus-
tainable Business, MGT 553/MGT 554 Finance, Accounting to sum it up
& the Triple Bottom Line I, and II, MGT 567 Social Justice
& Business, MGT 564 Sustainable Operations Management,
Bainbridge would be most fitting for someone interested
MGT 568 Creativity & Right Livelihood, MGT 566 Dal La- in attending a school where students and faculty are on
Magna Series on Responsible Capitalism. the forefront of social/environmental issues.
One student concluded, “Bainbridge is not a group of radi-
cal environmentalists and socialists who’ve come together
284 Madrona Way NE, Suite 124, Bainbridge Island, WA 98110, USA • Phone: +1 206 855 9559 • E-mail: info@bgiedu.org
Published by net impact • Content submitted by current students in spring 2007
CaRnegIe mellon unIVeRsITy
teppeR SchooL oF buSINeSS
aT a glanCe
“
Full-time MBa students: 275
15% of Tepper students are net impact members The small program provides a strong
25% of those members are “very active” community focus and the cross campus
collaboration provides opportunities not
”
55% are “somewhat active” available in most business schools.
This chapter in three words:
collaborative, Innovative, expanding
chapter leaders: : Curtis stratman (stratman@cmu.edu) and Oren lieberman (olieberman@cmu.edu)
CuRRICulum
T he Tepper School continues to incorporate the themes of
corporate social responsibility throughout the curricu-
lum. While there are a limited number of courses that spe-
credible asset to allow students to pursue their own interests
and initiatives,” one wrote. The Heinz School of Public Policy
and Management, in particular, provides a number of classes
cifically focus on these topics, there are many opportunities in conjunction with the following programs: The Center for
for discussion through seminars, speakers, and club activi- Economic Development, Institute for the Study of Informa-
ties and events. The faculty and administration continue to tion Technology and Society, the National Consortium on
be supportive of incorporating social topics into both formal Violence Research, and the Institute for Social Innovation.
classroom curriculum and other student programs. These class resources are “at your fingertips,” wrote one sur-
vey respondent. MBA students also have the option of ap-
One of the strengths of the Tepper program is the ability plying to dual master degree programs in Public Policy and
to take graduate courses anywhere across the CMU campus. Management, Healthcare Policy and Management, and Civil
Several students surveyed cited this cross-campus collabora- and Environmental Engineering.
tion as one of the programs greatest strengths. “[It’s] an in-
sTudenT aCTIVITIes
T he Net Impact chapter at the Tepper School of Business
has a mission to promote the education and understand-
ing of business ethics and corporate social responsibility
ulty Discussion Lunch Series, field trips, community involve-
ment programs (along with Net Impact’s Service Corps),
cross-campus collaborations (including the national Solar
among MBA students and bring together other like-minded Decathlon competition, campus environmental greening,
graduate students across Carnegie Mellon University. The and mixers with students involved with the Institute for So-
chapter, founded in 2004, has established a solid foundation cial Innovation), and conferences. One student cited “activ-
of contacts and events to connect students with activities in ism in the community” as Tepper’s greatest strength, adding
almost any social interest. We have established numerous ac- that “Students have many opportunities to work with non-
tivities to benefit our members and bring awareness to the profit organizations or to volunteer. Many students have
larger student community including a Speaker Series, a Fac- been involved in at least one of these events.”
6 Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
cARNeGIe meLLoN uNIVeRSItY, continued
CaReeR seRVICes & alumnI
T he small community at Tepper allows the Career Oppor-
tunity Center (COC) to work with students individually
on their specific goals. The COC also has a dedicated staff
terested in these areas have been successful in securing posi-
tions through postings sent to the school posting board.
There is no formal program to support students pursuing
member for students interested in careers within non-profit internships with nonprofits, but in the past the school has
or governmental organizations. In addition, Tepper has an provided supplemental funds to students who have made in-
entrepreneurship track that has worked with many students dividual requests.
in starting socially focused businesses.
While there are no companies that currently perform on- prominent alumnus
David Gonzales (1975) - Vice President, Corporate Social Responsibility, Pepsico, Inc.
campus interviews for CSR or non-profit jobs, students in-
admInIsTRaTIVe suPPoRT
T he Tepper administration has been supporting the Net
Impact chapter as the driver of CSR awareness through
the student community. They have provided opportunities
also provided supplemental funds. “The strong faculty and
administration support for any career pursuit that a student
may have creates opportunities not equal anywhere else,“
to promote speakers that address social topics and they have wrote one student.
Reasons To aTTend
T he Tepper School of Business focuses on building leader-
ship of thought and influence. In class, we take the lat-
est concepts in management science and learn effective ways
pursue his or her passion. Those interested in social themes
will find the Tepper community to be an exceptional asset.
of adopting them throughout our future careers. There are
almost unlimited leadership opportunities in working with
to sum it up
the administration, in student government, and in club of-
ficer positions. The curriculum tracks also expect their par- The Tepper school would be most fitting for someone
interested in building upon an existing base of social/
ticipants to take leadership roles in arranging conferences, environmental impact activities with opportunity for
speakers, and networking events. In summary, Tepper is significant growth.
looking for individuals who want to step up and make a dif-
ference. Because of the small class size, every individual can
5000 Forbes Avenue, Pittsburgh, Pennsylvania 15213, USA • Phone: +1 412 268 2269
Published by net impact • Content submitted by current students in spring 2007
7
ClaRemonT gRaduaTe unIVeRsITy
the peteR F. dRuckeR ANd mASAtoShI Ito SchooL oF mANAGemeNt
aT a glanCe
“
Full-time MBa students: 140
social/environmental impact themes are inte-
25% of Drucker net impact members are “very active” grated in our case analysis/discussion of business
problems. and in instances when professors don’t
25% are “somewhat active” bring them up, one or more of the students always
”
brings up the issues, which the class is very recep-
tive to and appreciates.
This chapter in three words:
potential, Growing, Striving
chapter leaders: Christina lam (christina.lam@cgu.edu) and Curtis Hall (curtis.hall@cgu.edu)
CuRRICulum
T he Drucker School of Management concentrates on the
human side of management: ethics, organizational be-
havior, human capital, and leadership. The School’s flexible
for example.
In addition to the courses offered at the Drucker School,
students are welcome to take courses outside of the CGU
curriculum and small size allow students to pursue social, campus. Claremont Graduate University, Keck Graduate
environmental, and ethical issues – or any area of interest. Institute of Applied Life Sciences, and five highly regarded
Students are here to study under Drucker’s legacy. One of undergraduate colleges—Pomona, Scripps, Claremont McK-
the core leadership courses students can choose to take is enna, Harvey Mudd, and Pitzer colleges—comprise The Cla-
“Drucker on Management” taught by Joseph Maciariello. remont Colleges, also know as the “5 Cs.” In addition, the
The administration and faculty members are greatly sup- Claremont School of Theology and the Rancho Santa Ana
portive of students’ pursuing dual degrees in such areas as Botanic Garden are affiliated with the Graduate University.
politics and economics, behavioral and organizational sci- Because many of the 500 faculty members from the “5 Cs”
ences, financial engineering, and arts and cultural manage- and affiliated institutions participate actively in the Graduate
ment. The Drucker School is also enthusiastic to provide University’s programs, CGU students benefit from potential
guidance for students pursuing dual degrees outside of the access to a faculty of far greater depth than the University
“management” realm—in Women’s Studies and Education, could provide independently.
sTudenT aCTIVITIes
T he Drucker/CGU chapter of Net Impact is fairly new.
Recently, it shared with Dartmouth the honor of being
named School Chapter of the Year. When the leadership
have a large conference in late September 2007. Current stu-
dents seem to see Net Impact as an important student club
on campus, though it is somewhat difficult to recruit mem-
team graduated, the chapter slowed down its activity on bers. While the school is very much pro-Net Impact, many
campus until this year. During the 2007 spring semester, the students are commuters and working students which limits
chapter’s leadership has been working on pulling the chapter their participation in any afternoon activities.
back up to speed, making the student body aware of the club This chapter is directly linked to the Drucker School Stu-
and widening its membership net, targeting both MBA and dent Association and is a partner with other student clubs
non-MBA students. such as the Management Consulting Association and the
It is the chapter’s goal to plan out the rest of the calen- Marketing Association. In fact, our chapter is looking to oth-
dar year and to bring in a couple more leaders to succeed er clubs to help co-sponsor events so as to increase student
the current leadership by the spring semester. We hope to participation and enthusiasm.
8 Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
cLARemoNt GRAduAte uNIVeRSItY, continued
CaReeR seRVICes & alumnI
T he Office of Career Management staff is very new to the interview preparation, and skills assessment. The Drucker
school. They have been working to bring internships and School has also partnered with an outside career placement
opportunities of all kinds to Drucker students. company to expand our career placement and search services
The OCM staff usually work one-on-one with students in to students.
finding opportunities and have been receptive to students’ Since CGU is part of the Claremont Consortium, students
requests for more postings in the realm of socially respon- are welcome and encouraged to attend the “5C’s” career cen-
sible business. They have also been helpful with finding and ter workshops and conferences as well.
co-sponsoring guest speakers for all of the student clubs, in-
cluding Net Impact.
The OCM is also a sponsor of the Alumni Mentor Pro- prominent alumni
Richard Park (2005) - Management Consultant, Deloitte Consulting
gram which matches current MBA students with a Druck- Scott Collins (2005) - Admissions Coordinator, Drucker School of Management
er alum in their choice of field. In addition to this pro- Michael Crooke - Principal/Founder, Revolution
gram, OCM offers workshops such as resume building,
admInIsTRaTIVe suPPoRT
O ur new dean, Ira Jackson, is a major supporter of Net
Impact. His presence and public support of our club has
been helpful in bringing in members and boosting participa-
asked for more monetary support to expand and increase
participation for the upcoming fall semester, and we have
been approved for a bigger budget . They are committed to
tion at events. seeing Net Impact and the other student clubs succeed and
The administration is supportive of our chapter here, sug- expand. The word “no” is not in their vocabulary. In fact, they
gesting ideas and cheerleading us when we have events. We are big proponents of “Yeah! Go for it.”
Reasons To aTTend
T he Drucker School of Management would be an ideal place for a student interested in building up a solid base of ethical
and dynamic leadership skills, diving into activities relating to the social responsibility, and embracing Drucker’s phi-
losophies on innovation and the knowledge worker.
to sum it up
The Peter F. Drucker and Masatoshi ito school
would be most fitting for someone interested in
building upon an existing base of social/environmental
impact activities with opportunity for significant growth.
160 East Tenth Street, Claremont, California 91711-6163, USA • Phone: +1 909 621 8069 • E-mail: admiss@cgu.edu
Published by net impact • Content submitted by current students in spring 2007
9
ColumbIa unIVeRsITy
coLumbIA buSINeSS SchooL
aT a glanCe
“
Full-time MBa students: 1,300
24% of CBs students are net impact members The students and faculty are very eager
25% of those members are “very active” to support students who want to use their
”
MBa for a socially responsible cause.
60% are “somewhat active”
This chapter in three words:
engaged, Strong, Forward-thinking
chapter leaders: Cai steger (csteger08@gsb.columbia.edu) and Michael stone (mstone08@gsb.columbia.edu) n = 51
CuRRICulum
students identified their program’s strengths as being in the areas of International development,
nonprofit management, and social entrepreneurship. 41% of respondents say the
students at their program are enthusiastic about social/environmental themes in the curriculum;
51% of respondents say the faculty at their program are enthusiastic.
C olumbia Business School has a rigorous and stimulat-
ing curriculum which weaves social and environmental
themes into the core class offerings and is punctuated by
the Individual, Business, and Society (IBS) Curriculum. The
idea of this new initiative is to intertwine an element of so-
cial consciousness into all courses for at least one full class
highly-regarded electives which challenge students to apply session. For more information, see http://www0.gsb.colum-
core business skills to real-world problems. bia.edu/leadership/curriculum/.
The Social Enterprise Program has focused on developing Columbia Business School students are allowed to take up
high-impact courses across four broad areas of study which to six graduate credits at any on-campus graduate school, in-
include public and nonprofit management, international de- cluding the School of International and Public Affairs (SIPA),
velopment and emerging markets, social entrepreneurship, the Graduate School of Architecture, Planning and Preserva-
and corporate social responsibility and sustainability. The tion, Columbia Law School, and Teachers College.
students’ enthusiasm for this curriculum is reflected in high A number of thought leaders in social enterprise are facul-
enrollment and student ratings. A student in our survey adds ty at the Business School including: Ray Horton, director of
that “The Social Enterprise Program at Columbia is growing the Social Enterprise Program, Ray Fisman, research director
quickly, and has tremendous school resources behind it. Be- of the Social Enterprise Program (whose research interests
cause of that, an incoming student has a unique ability to include business in developing countries and corporate so-
shape the future of the program and the school.” cial responsibility), Geoffrey Heal, professor of public policy
A selection of courses include: Modern Political Economy, and business responsibility (whose research interests include
The Private Sector and International Development, Global- corporate social responsibility and controlling the impact of
ization and Markets: Reforming the International Econom- economic activity on the environment), Cathy Clark, adjunct
ic Architecture, Business in Society: Doing Well by Doing professor (whose research interests include social investing
Good?, Service Operations Management, Finance and Sus- and social capital markets), Bruce Usher, adjunct associate
tainability, Social Entrepreneurship, Board and Executive professor (whose research interests include renewable ener-
Management of Nonprofits, Education Leadership Consult- gy and the carbon markets) and CEO of EcoSecurities Group
ing Lab, Corporate Governance, New Challenges in Health- Limited, the world’s leading climate change advisory firm,
care Management, and Marketing Art, Culture and Educa- Jonah Rockoff, assistant professor, (whose research interests
tion. This fall three new courses will be launched: Strategic include local public finance and the economics of education),
Philanthropy, Credit Markets for Developing Economies, and Suresh Sundaresan, chair of the finance division (whose re-
New Directions in Energy Marketing. For more information: search interests include microfinance and microinsurance).
http://www0.gsb.columbia.edu/leadership/curriculum/ For more information: http://www2.gsb.columbia.edu/so-
All courses in the core curriculum include an element of cialenterprise/academics/faculty/.
10 Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
coLumbIA buSINeSS SchooL, continued
sTudenT aCTIVITIes
student activity level in net impact compared to other clubs on campus: one of the most
active clubs at the program. 9% of respondents say the students at their program are
enthusiastic about social/environmental themes in the extracurricular events and activities; 63%
of respondents say the faculty at their program are enthusiastic.
C olumbia Business School fosters a dynamic and intel-
lectually stimulating environment filled with passion-
ate students, active alumni, and supportive faculty and staff
Management
• Matt Flannery, CEO and Founder of Kiva.org
• Fran Barrett, Executive Director and Founder, Commu-
members who produce a variety of top-notch events and ac- nity Resource Exchange
tivities that allow you to explore the breadth of social enter- • Mr. Mallam Nuhu Ribadu, Executive Director, Economic
prise. and Financial Crimes Commission (EFCC) in Nigeria
Students were exposed to over fifty social-enterprise re- • For more information: http://www2.gsb.columbia.edu/
lated events this year including large speaker events, panel socialenterprise/events/
discussions, intimate lunches and dinners with practitio- The “Individual, Business, and Society” (IBS) curriculum is
ners, career treks, corporate visits, international study tours an integral part of the Business School’s larger aim to edu-
and consulting projects. Highlights included the Social En- cate students for a lifetime. Orientation this year included a
terprise Conference, the Social Enterprise Retreat, and the number of speakers dedicate to CSR, including Leon Cooper-
Annual Social Enterprise Reception. Noteworthy speakers man ’67, Chairman and CEO of Omega Advisors, Inc.; Dotti
included: Hatcher, Gap Inc.; Peter Knight, Generation Investment
• Jim Sinegal, President and CEO, Costco Wholesale Corpo- Management; and Eric Eve, Citigroup Global Consumer
ration Group.
• Geoffrey Canada, President and CEO of Harlem Children’s Students are enthusiastic, open, and creative in their drive
Zone to promote social enterprise issues on campus. One student
• Lord John Browne, Group Chief Executive, BP plc writes that CBS has a “great network of alums and students
• Steve Young, Global Executive Director of the Caux Round who are working in a variety of social fields; those that aren’t
Table are also supportive of those that want to work in social en-
• John Whitehead, Chairman of the Goldman Sachs Foun- terprise. We raised over $77,000 from students to subsidize
dation summer internships for people working in the nonprofit and
• William Browder, Founder and CEO of Hermitage Capital public sectors.”
CaReeR seRVICes & alumnI
37% of respondents described their career services as very helpful; 80% found jobs that utilize
their values and skills; 63% of respondents rated their alumni network as very helpful.
prominent alumni
Rohit Aggarwala (2000) - New York City Director of Long-Term Planning and Sustainability, New York City Mayor’s Office of Operations
Susan Henshaw Jones (1985) - President and Director, Museum of the City of New York
Joyce Roche (1972) - President and CEO, Girls, Inc.
Shari Berenbach (1990) - Executive Director, Calvert Foundation
Daniel Nissenbaum (1988) - Senior Vice President, Head of Community Development, HSBC Bank USA
C areer support is provided by the school in MBA Career
Services, the Social Enterprise Club, and the Social Enterprise
Program. Finding the perfect career in social enterprise requires
Staff members in MBA Career Services and the Social
Enterprise Program are devoted to supporting the career needs
of social enterprise students. Each semester, we have panels
a strong effort on the part of the student but there are extensive geared toward demystifying the non-traditional career search,
resources at the school to support students in this process. One and our “Alumni and Mentoring” initiative brings in alumni
student comments that, “I am overwhelmed by the support I’ve and professionals to advise students on the process. As the
received, including enthusiasm from colleagues and faculty and population of social enterprise students has grown, Career
financial support for my socially responsible internship.” Services has increasingly focused on the needs of the social
Published by net impact • Content submitted by current students in spring 2007
11
coLumbIA buSINeSS SchooL, continued
cAReeR SeRVIceS & ALumNI continued
enterprise students. job opportunities, and are frequently contacted to provide
Social Enterprise Club: The club has two devoted student informational interviews.
positions for careers. The student representatives work in Internship support: There are two funds designed to support
conjunction with the MBA Career Services and the Social students doing summer internships in public, nonprofit, or
Enterprise Program to keep members informed of interesting social ventures. Both programs match or supplement salaries,
job opportunities, to foster opportunities for informal offering up to $6,000 for the summer.
networking, and to support a constant stream of organization Loan Assistance: For students entering the nonprofit or public
and career information sessions. sectors, we have a loan assistance program, which guarantees
Alumni: There is a strong social enterprise alumni pool that a minimum payout based on the student’s outstanding debt
support and participate in club events, serve as mentors, post load.
admInIsTRaTIVe suPPoRT
7% of respondents say the administration is enthusiastic about social/environmental themes in
the curriculum; 3% of respondents say the administration is enthusiastic about social/environ-
mental themes in extracurricular events and activities.
T he social enterprise community receives significant sup-
port from Columbia Business School’s administration on all
levels. The bulk of this administrative support comes from the
the students to bring high-quality events and activities to the
social enterprise community.
Furthermore, the dean’s office has highlighted the program in
Social Enterprise Program, which has five dedicated administra- its fundraising efforts with the clearly stated goal of developing
tors and an active faculty director. This team works jointly with a Social Enterprise Center.
Reasons To aTTend
7% of respondents strongly agree their program adequately prepares net impact members for
ethical and socially responsible leadership; 16% of respondents strongly agree their program ad-
equately prepares all students for ethical and socially responsible leadership.
C olumbia Business School tries to get all students to
think about ethics and social impact through the Bern-
stein Center for Ethics and Leadership and the Individuals,
to sum it up
Business and Society (IBS) curriculum. Because of this inte- The Columbia Business school would be most fitting for
grated approach, students interested in social and environ- someone interested in refining and growing a mostly socially
aware program and student body.
mental issues feel like they’re part of something larger, and
not on the fringe. The Social Enterprise Program has a staff
that is committed to making Columbia Business School the
top business school in the country for students interested in policies and green building. There’s also a push to develop a lot of
careers with social impact. They’re open to ideas from students. affordable housing and to redevelop old industrial areas all over
In addition, they help make events and new initiatives possible, the city. MBAs can be involved in all of this—both the Business
and they generally help the student club meet its goals. It’s a very School and the Social Enterprise Program have great connections
collaborative relationship. to alumni and other professionals working in these areas.
A potential applicant should think about the amazing resourc- Columbia University is also a great resource for students who
es, contacts, and opportunities available to them in New York want to learn about social and environmental innovation. CBS
City. The city is home to thousands of nonprofit organizations has a relationship with the Earth Institute, led by Jeffrey Sachs,
and NGOs in need financial, managerial and operational skills and with the Center for Environmental Research and Conserva-
and leadership. And “everyone wants a b-school intern,” writes tion. Students can take advantage of courses and events at The
one student. NYC also has an expansive healthcare and human School of Architecture, Planning and Preservation (Urban Plan-
services system, and is home to many corporate headquarters. ning), the School of Public and International Affairs and the Mail-
NYC is poised to become a center for progressive environmental man School of Public Health.
Uris Hall, 3022 Broadway, New York, New York 10027, USA • Phone: +1 212 854 5553
12 Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
ColumbIa unIVeRsITy
SchooL oF INteRNAtIoNAL ANd pubLIc AFFAIRS
aT a glanCe
Full-time students: 850
18% of siPa students are net impact members
14% of those members are “very active”
47% are “somewhat active”
“ siPa has a very diverse curriculum,
which is great because students have
such wide access to many different
types of courses focused on social
”
and environmental issues.
This chapter in three words:
transforming, Growing, Networking
CuRRICulum
T he Master of International Affairs (MIA) and Master
of Public Administration (MPA) programs at SIPA offer
a number of concentrations that can be applied to using
include the School of Business, the School of Journalism,
the School of Law, the School of Public Health, the School of
Architecture, Planning and Preservation, and the School of
business for social and/or environmental impact. Social Work. Dual-degree programs for MPA students can be
The following concentrations are a sample of concentrations arranged with the School of Law, the School of Public Health,
offered: the School of Social Work, the London School of Economics,
• Economic and Political Development (EPD) and Sciences Po.
• Environmental Policy Studies (EPS) One student describes SIPA’s curriculum as “very diverse”
• Human Rights (HR) but adds that “I think that having adequate coursework
• International Energy Management and Policy (IEMP) preparation in finance is also very important, and while these
• Social Policy courses are offered at SIPA, they are not required. Therefore,
• Urban Policy the burden is really on the student to make sure that they
There are a number of elective courses offered at SIPA that select the appropriate mix of classes so that they graduate
incorporate social and environmental themes. Furthermore, with the right skills.” Another student who combined studies
through the business school, students can take courses in on environmental and energy policy with quantitative and
social entrepreneurship, nonprofit board management, and finance classes, writes “I really liked SIPA’s emphasis on
finance and sustainability. building hard skills (through the quantitative work) while
Dual-degree programs for MIA students can be arranged allowing students to become an expert in a specific policy-
with some of the university’s professional schools. These based issue.”
sTudenT aCTIVITIes
T he SIPA Net Impact chapter officially kicked off in
January 2007. These are the activities that we organized
for spring 2007: In February, we held a club kick-off meeting
Clearinghouse.” In April, we held a forum on Sustainability
in Business and a brown bag discussion entitled “Gone Rural
in Swaziland: Making a Sustainable Social Enterprise with
with special guest speakers (SIPA Alum, Elya Tagar and the Development Impact”
New York Professionals Net Impact Chapter), a monthly Our chapter collaborates with the Business School’s Social
networking happy hour with two other SIPA student groups, Enterprise Club, the Columbia University Partnership
and a brown bag discussion on “Human Rights and Supply for International Development, and other university
Chain Management – A Discussion with the Fair Factories organizations.
Published by net impact • Content submitted by current students in spring 2007
13
coLumbIA SchooL oF INteRNAtIoNAL ANd pubLIc AFFAIRS, continued
CaReeR seRVICes & alumnI
C areer Services posts a number of jobs, many of which have a social and/or environmental focus. This is an area where Ca-
reer Services has an opportunity to expand the number and type of jobs offered for students interested in these areas.
admInIsTRaTIVe suPPoRT
W e are a new chapter and we hope to have more engagement with the administration as the organization grows. The Sci-
ence and Environmental Policy MPA program was instrumental in providing funding for our Forum on Sustainability
in Business.
Reasons To aTTend
T he SIPA Net Impact chapter is unique in that it seeks
to understand issues at the intersection of business to sum it up
and policy, specifically focusing on three pillars: social
entrepreneurship, corporate social responsibility, and The Columbia school of international and Public
affairs would be most fitting for someone interested
sustainability. We have a board that is enthusiastic and in building upon an existing base of social/environmental
committed to forming this new organization and laying impact activities with opportunity for significant growth.
a foundation for future SIPA students interested in us-
ing business and policy to make a social impact.
420 West 118th Street, Room 408, MC 3325, New York, New York 10027, USA • Phone: +1 212 854 6216 • E-mail: sipa_admission@columbia.edu
1 Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
CoRnell unIVeRsITy
JohNSoN GRAduAte SchooL oF mANAGemeNt
aT a glanCe
“
Full-time students: 511
The Johnson school is at the forefront
20% of Johnson net impact members are “very active” of research being done on how
20% are “somewhat active” business can proactively address
”
emerging environmental and social
concerns.
This chapter in three words:
Leadership, Vision, Access
chapter leaders: Jeffrey Fuchs (jpf44@cornell.edu) and scott McClintock (scm7@cornell.edu) n = 47
CuRRICulum
students identified their program’s strengths as being in the areas of International development,
environmental sustainability, and social entrepreneurship. 66% of respondents say
the students at their program are enthusiastic about social/environmental themes in the curriculum;
47% of respondents say the faculty at their program are enthusiastic.
T he Johnson School has a strong curriculum relating to
business opportunities and strategies in the realm of
social, environmental, ethical, political, and international
venture capital funding for low income markets.
Students may elect to take up to 25% of their coursework
outside the Johnson School. This affords them the oppor-
issues. Many classes are taught by faculty associated with tunity to enroll in classes in any of Cornell’s nine colleges.
the Center for Sustainable Global Enterprise (www.johnson. Among the courses available are: sustainable agriculture,
cornell.edu/sge), which was endowed by the late Samuel C. ecology, renewable energy, green building, public affairs, and
Johnson to “enhance students’ understanding of global sus- international development. A document highlighting many
tainability and prepare them to be leaders of ethical, equi- of these relevant courses can be downloaded at: http://fo-
table, and economically and environmentally sustainable en- rum.johnson.cornell.edu/students/orgs/netimpact/.
terprises.” A unique aspect of the Johnson School curriculum The Johnson School also offers dual degrees with Cornell’s
is its immersions, which are electives taken in the second half other top programs including the School of Engineering, the
of the first year. Immersions supplement lecture and case- Cornell Law School, the Cornell Institute of Public Affairs,
based training with integrated experiential learning. The and the Cornell School of International Labor Relations. The
Johnson School’s Sustainable Global Enterprise immersion, programs further add to the breadth of opportunities avail-
taught by professors Stuart Hart and Mark Milstein, com- able to Net Impact members.
bines traditional case and lecture based courses with field Stuart Hart, the Samuel C. Johnson Chair in Sustainable
work to explore connections between global sustainability Global Enterprise, is one of the leading voices in the area
and business strategy. The practicum component of the SGE of corporate strategy for social and environmental sustain-
Immersion places students in multidisciplinary teams to ability. His book, “Capitalism at the Crossroads: Unlimited
solve real problems and provide practical operational solu- Business Opportunities in Solving the World’s Most Difficult
tions to participating companies struggling with social and Problems” was named by Strategy+Business as a Best Busi-
environmental business challenges. MBA participation in ness Book of 2005. In addition, his article “Beyond Green-
the SGE Immersion increased 70% from 2006 to 2007. Stu- ing: Strategies for a Sustainable World,” won the McKinsey
dents have worked on a diverse range of assignments, includ- Award for Best Article in Harvard Business Review in 1997.
ing projects related to distributed energy in Rwanda, market Professor Hart is widely sought out by top business leaders,
feasibility studies of sports apparel for Muslim women, and and Johnson students have access to him on a regular basis.
Published by net impact • Content submitted by current students in spring 2007
1
coRNeLL uNIVeRSItY, continued
sTudenT aCTIVITIes
student activity level in net impact compared to other clubs on campus: one of the most
active clubs at the program. 68% of respondents say the students at their program are
enthusiastic about social/environmental themes in the extracurricular events and activities; 3%
of respondents say the faculty at their program are enthusiastic.
F ormed in 2003, Net Impact has become one of the most active
and influential clubs at the Johnson School. The chapter enjoys
a close relationship with the school’s Center for Sustainable Global
• Community Impact – Provides students with volunteer activities
and community consulting projects. The club hosts an annual char-
ity auction to raise money for a local non-profit organization and to
Enterprise. fund a student’s non-profit summer internship.
Net Impact events from the past year included two symposiums • Microfinance Club – Increases awareness about microfinance.
(one co-sponsored by the Entrepreneurship and Private Equity The club hosts speakers, shows movies, and is currently working to
Club), one career fair, an ongoing speaker series, networking break- establish a domestic microfinance fund aimed at small business de-
fasts/lunches with professionals, a two week trip to China to study velopment in Tompkins County.
sustainability, and a video series on renewable energy co-sponsored • Big Red Ventures/Big Red Incubator – A venture capital fund and
by the Energy Club. consulting group that works with start-up companies. This year stu-
Participation in sustainability-focused case competitions is also an dents were involved with a number of clean technology ventures.
important part of our Net Impact club experience. Last year mem- • Camp $tart-up – A summer program that introduces young wom-
bers participated in the LEEDS Net Impact Case Competition, the en to aspects of business, entrepreneurship, leadership, and financial
Thunderbird Sustainable Innovation Challenge, the JP Morgan Good independence.
Venture, and GE’s Ecomagination Challenge. The Johnson School • Ethics Action Group - Seeks to strengthen the understanding of,
and the Center for Sustainable Global Enterprise often provide fund- commitment to, and integration of integrity, respect, mutual trust
ing for travel expenses related to these competitions. and ethical practices into everything we do within the Johnson
Several students cited strong student interest in sustainability. School, throughout Cornell and in our future careers
One cites the “support you get from your classmates who are just Additional clubs at Cornell that Johnson School students partici-
as passionate as you are” as a key strength of the school. Another pate in include the Sustainable Enterprise Association, Engineers
student writes that “Students [interested in sustainable business] for a Sustainable World, Renewable Energy Society, Greens, Kyoto
will find many likeminded peers.” This interest is shown in the many Now!, Society for Natural Resources Conservation, and the Solar De-
other Johnson School clubs that share Net Impact values, including: cathlon.
CaReeR seRVICes & alumnI
49% of respondents described their career services as very helpful; 89% found jobs that utilize
their values and skills; 77% of respondents rated their alumni network as very helpful.
N et Impact members have a host of resources available to can lead to internship and full-time employment opportunities.
them for pursuing careers that support their values. Many The second annual sustainability career symposium entitled “The
students opt for one-on-one job search counseling from a member Relevance of an MBA in the Millennial Age,” provided students
of the Career Management Center (CMC). In addition, one CMC with an opportunity to meet dozens of company representatives
staff member is designated to oversee Net Impact-related career in the areas of sustainability, renewable energy, and international
searches and routinely posts job opportunities to our online job development. Companies such as GE, Accenture, McDonalds, SC
database. Furthermore, there are career work groups run by sec- Johnson, and Emerging Markets Group were on hand to discuss
ond year students that specifically help first-year student prepare career opportunities and pass along advice to students.
for independent job searches. Johnson School students have access to alumni through the Cor-
The Center for Sustainable Global Enterprise supports student nell-wide alumni database. This database tracks tens of thousands
job search efforts by leveraging its contacts to generate em-
ployment leads. Professors Stuart Hart and Mark Milstein prominent alumni
provide access to their extensive network of contacts in the Justin De Koszmovszky (2006) – Manager, Strategic Sustainability, SC Johnson
area of business and sustainability and are routinely avail- Andy Dijkerman (1985) – CEO, The Emerging Markets Group
Kevin B. Thompson (2003) – Program Manager for Corporate Citizenship, IBM
able for career advice. Furthermore, students in the Sustain- Alex Sloan (1998) – Principal, Expansion Capital Partners
able Global Enterprise immersion take part in projects that Barbara Sullivan (2000) – Broad Resident, Boston Public Schools
16 Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
coRNeLL uNIVeRSItY, continued
cAReeR SeRVIceS & ALumNI continued
of Cornell alumni around the world. In addition to this resource, non-profit and international development sectors. Additionally,
the Johnson School has its own database and former Net Impact the Weil Fellowship, a loan forgiveness program, is granted to stu-
members are captured in a searchable “club” field. dents seeking full-time work in entrepreneurial ventures abroad.
A stipend of $5,000 is available to students pursuing jobs in the
admInIsTRaTIVe suPPoRT
9% of respondents say the administration is enthusiastic about social/environmental themes in
the curriculum; 1% of respondents say the administration is enthusiastic about social/environ-
mental themes in extracurricular events and activities.
O ur chapter receives a high level of administrative support and
funding from the Center for Sustainable Global Enterprise
(CSGE). Director Mark Milstein, is active in mentoring students and
Faculty members throughout the Johnson School have embraced
Net Impact and the Center for Sustainable Global Enterprise. There
are growing links between sustainability and the different functions
serves as the club’s faculty advisor. One student writes, that “The ac- and contexts of business. Classes on the commercialization of tech-
cess we have to Mark Milstein and Stuart Hart is amazing…The sup- nologies frequently bring practitioners to campus. Entrepreneur-
port we get from CSGE is second to none and a large part about what ship courses are also beginning to stress the idea of sustainability as
makes us unique.” The CSGE also organizes classes, holds workshops, the foundation for new enterprises.
and invites speakers from organization that share our mission. Next year the Johnson School will have a new dean, and two high-
The Johnson School application process allows us to identify pro- ly qualified candidates are being considered. Both candidates have
spective students who are interested in social and environmental is- cited sustainability, its relationship to international business and en-
sues as they relate to business. Net Impact members subsequently trepreneurship, and the existence and growth of the Center for Sus-
work to support these applicants through the admissions process. tainable Global Enterprise as fundamental strengths of the school.
Reasons To aTTend
87% of respondents strongly agree their program adequately prepares net impact members
for ethical and socially responsible leadership; 21% of respondents strongly agree their program
adequately prepares all students for ethical and socially responsible leadership.
S tudents at the Johnson School have access to an increasing num-
ber of faculty, a diverse array of visiting speakers, and a number
of unique networking opportunities in this area. The School’s Center
and interpersonal skills. Finally, the Johnson School is increasingly
recognized as one of the top programs for MBAs with a commitment
to sustainable enterprise, a fact reflected by the growing number of
for Sustainable Global Enterprise, led by visionary scholars Stuart students here who are enthusiastic and engaged in these important
Hart and Mark Milstein, is at the forefront of cutting-edge research issues. As one student writes “The program is constantly being im-
on how companies can profitably address growing environmental proved - new classes and initiatives are added each year. Students
and social issues. Through the Immersion in Sustainable Global have tremendous enthusiasm that generates growing support for
Enterprise, students at the Johnson School are also able to develop the program.” For applicants interested in sustainability, the John-
practical skills during their first year, which they can then draw upon son School provides a collaborative and dynamic environment that
in a sustainability-oriented summer internship. Unique among ensures their personal investment in an MBA will pay off.
business programs, the immersion also enables students to custom-
ize their experience around specific interests during their second
year. Supporting this are a number of other world-class graduate
programs at Cornell through which Johnson students are encour- to sum it up
aged to take classes. Underlying the focus on sustainability is a focus
on creating leaders capable of making a real impact in their careers. The Johnson Graduate school of Management would
be most fitting for someone interested in attending a
In addition to the Park Leadership Fellowship program, which offers
school where students and faculty are on the forefront
25 full-tuition scholarships to leaders with a commitment to social of social/environmental issues.
responsibility, there is a comprehensive leadership program avail-
able to all students who are interested in developing their personal
Sage Hall, Cornell University, Ithaca, New York 14853-6201, USA • Phone: +1 607 255 4526 • E-mail: mba@cornell.edu
Published by net impact • Content submitted by current students in spring 2007
17
dalHousIe unIVeRsITy
dALhouSIe FAcuLtY oF mANAGemeNt
aT a glanCe
“
Full-time MBa students: 75
7% of Dalhousie student are net impact members
”
60% of those members are “very active” We just have a new dean and he is very
keen on sustainability issues.
40% are “somewhat active”
This chapter in three words:
budding, energetic, Foundational
chapter leaders: Mari Beth slade (mbslade@dal.ca) and Kable Frank (frankk@dal.ca)
CuRRICulum
O ur faculty is made up of three other schools besides
the School of Business Administration: the School
of Information Management, the School for Resource
there is much collaboration between schools and between
faculties. Our University also has an Environmental Science
program, an International Development Studies program,
and Environmental Studies and the School of Public courses in Environmental Law, and a Master of Development
Administration. At present, first year graduate students Economics. The Faculty of Management offers a number of
from all programs have a mandatory interdisciplinary course dual degree programs such as MBA-LLB, MBA-MLIS, MPA-
called “Management Without Borders” that addresses social MLIS, LLB-MLIS. Faculty research also supports our social,
and environmental issues. In addition to this course, social, ethical, and environmental curricula. Julia Sagebien has a
ethical, and environmental concerns are built into other number of private-sector development and CSR classes. Our
disciplines of the core courses such as accounting and human Dean, David Wheeler, is cross-appointed with the Business
resource management. So in addition to numerous elective School and the School for Resource and Environmental
courses that students can take within the business school, all Studies.
students get some exposure in their core courses. *Note: Dr. Julia Sagebien has been on sabbatical for the last
The real strength of our program lies in its interdisciplinary academic year. Therefore, the answers below reflect typical
potential. Our students can take courses from any of the course offerings and may not be representative of 2006 to
other three schools and from other faculties as well. Indeed, 2007.
sTudenT aCTIVITIes
S tudent life at Dalhousie’s Faculty of Management is
what you make it. There are a variety of student groups
to get involved with. The Net Impact chapter is akin to
where we worked on reducing the amount of disposable
coffee cups used on campus. Perhaps the most notable event
put on by CESR is the Annual Dump and Run , a community
the student group called CESR (The Society for Corporate garage sale whose proceeds are donated to charities and
Environmental and Social Responsibility). Although CESR non-profit groups. At this event there is also a forum where
has been operational for a number of years, the official Net environmental organizations can set up exhibits.
Impact chapter is relatively new. We have a lot of potential Upon graduation, all students have the opportunity to take
for growth and development but do not have a solid strategy a Social and Environmental Responsibility Pledge.
or action plan yet. With tremendous support from faculty There is also the Dalhousie Business Ethics Case
and growing student interest, the potential is outstanding. Competition, which is a student-led conference hosted at our
We participated in this year’s Campus Greening Challenge university which focuses on ethical business decisions.
18 Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
dALhouSIe uNIVeRSItY, continued
CaReeR seRVICes & alumnI
prominent alumni
Catherine T. Enright, PhD (1986) - Associate Professor, Aquaculture and Shellfish Nutrition, Nova Scotia Agricultural College
Bill Thornton (1987) - Assistant Deputy Minister, Forests Division, Ontario Ministry of Natural Resources
Pascal A. Giasson (1991) - Manager, Species at Risk, New Brunswick Department of Natural Resources & Energy
York U. Friesen (1992) - Head of Inspections, Environment Canada Atlantic
Bryanne Tait (2001) - Project Leader, Shell WindEnergy
T he Management Career Services puts an emphasis on
the value of volunteering in the not-for-profit sector
for experience and networking opportunities. They host a
Services team is very approachable and in tune with student
needs and interests. If students do have in interest in this or
any area, the Career Services team will give personal support
variety of corporate tours, networking events, and career and use any contacts and information at their disposal to
workshops. Although there is no official career educator for connect students with careers in social, environmental, and
social, environmental, or nonprofit management, the Career nonprofit sectors.
admInIsTRaTIVe suPPoRT
A dministrative support could not be much stronger for
social and environmental issues in Dalhousie’s Faculty
of Management. Our new Dean, David Wheeler, is strongly
and outside stakeholders committed to making our campus
more sustainable. This roundtable was coordinated by the
marketing and communications manager at our school, Colin
committed to these concerns; he teaches courses in these Craig, who commits a lot of his time to making submissions
areas and provides funding for students to attend conferences such as this one and promoting our school as one dedicated
on these topics. This past fall, he led a Campus Greening to social and environmental issues.
Roundtable, a collection of students, faculty members, staff,
Reasons To aTTend
T he Faculty of Management at Dalhousie University is a Faculty or School which “retrofits” social and ecological
uniquely placed to prepare our MBA and other graduate impact considerations into the MBA experience simply
students for a world of increasing economic, political, and through electives or token introductory lectures. We aim for
technological complexity. Our four schools of Management the holistic, total student experience.
together with our five Centers for Integrated Research and
Learning and our Marine Affairs program represent some
of the best resources available in interdisciplinary
thinking and management. All units of the Faculty to sum it up
of Management maintain a genuine commitment
to students’ understanding the social and ecological Dalhousie would be most fitting for someone interested
impacts of their future employment choices. As a result, in building upon an existing base of social/environmental
our graduates are equipped to use this thinking whether impact activities with opportunity for significant growth.
they pursue careers in business, the public sector, non-
profit organizations, or indeed all three. Ours is not
6100 University Avenue, Halifax, Nova Scotia, B3H 3J5, CANADA • Phone: +1 902 494 7080
Published by net impact • Content submitted by current students in spring 2007
19
daRTmouTH College
tuck SchooL oF buSINeSS At dARtmouth
aT a glanCe
“
Full-time students: 500
2% of Tuck students are net impact members Tuck is a place where students are
60% of those members are “very active”
”
listened to and can be vehicles for
40% are “somewhat active” change.
This chapter in three words:
passion, unwavering commitment
chapter leaders: Rob Pennington (rob.pennington@tuck.dartmouth.edu) n = 28
CuRRICulum
students identified their program’s strengths as being in the areas of nonprofit management,
Corporate social Responsibility, and social entrepreneurship. 36% of respondents
say the students at their program are enthusiastic about social/environmental themes in the cur-
riculum; 36% of respondents say the faculty at their program are enthusiastic.
T uck is a small school and a general management
program, and our social and environmental offerings
reflect this. Tuck does not have an in-depth focus on any
As is always the case at Tuck, faculty members are extremely
accessible and will help students to create independent studies
in their areas of interest. This provides an opportunity to
single aspect of social or environmental issues, but offers work directly with a faculty member or a client on an in-depth
instead a broad and integrated experience around such project. Several other project-focused courses also provide
topics. The goal is to provide the knowledge and experience opportunities for students to pursue their interests in social
base for students to thrive in a social and environmental and/or environmental issues. Field Studies in international
world as a businessperson. In keeping with this, there is business are focused on gaining international experience
no dual-degree program, but students are allowed to enroll with a three-week project outside the US, and have provided
in courses throughout all of Dartmouth. Offerings include opportunities to work with nonprofits. Additionally, all
those through the Earth Sciences Department and the students have a capstone First Year Project course. Students
Environmental Studies Program. are free to choose their own clients for these projects; many
Core courses do deal with social and environmental themes, choose companies with social or environmental focuses.
but there is no required course focusing solely in this area. Tuck students are also very engaged in the administration’s
There are, however, a number of elective courses that focus push to find ways to incorporate additional social and
on these topics, such as: environmental themes into the core curriculum.
• Entrepreneurship in the Social Sector
• Leadership and Corporate Social Responsibility
• Transformative Marketing (social marketing)
• Strategic Response to Market Failure (focus on
externalities and non-market strategies)
• Ethics in Action
• Social Leadership Course (a year-long course focused
on social/environmental topics, next year on
microfinance)
20 Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
dARtmouth coLLeGe, continued
sTudenT aCTIVITIes
student activity level in net impact compared to other clubs on campus: above average. 3%
of respondents say the students at their program are enthusiastic about social/environmental
themes in the extracurricular events and activities; 0% of respondents say the faculty at their
program are enthusiastic.
T uck provides an abundance of opportunities to get in-
volved in Net Impact issues outside the classroom.
Tuck has an active Net Impact chapter, which serves to edu-
opportunities with local and nonprofit organizations (http://
mba.tuck.dartmouth.edu/pages/clubs/tscs/index.html)
• Tuck GIVES: A charitable auction with proceeds funding
cate students, help them in their job search, and provide them students’ nonprofit internships. Over $125,000 was raised
with a social outlet. We have regular events that are educa- in 2007 (http://www.tuck.dartmouth.edu/news/releases/
tional, career-focused, or simply social in nature. The group is pr20070507_gives.html)
active both in educating the broader Tuck community and in • Tuck Board Fellows Program: Provides the opportunity
providing a meeting place for those with more focused inter- to sit on the board of a nonprofit
ests. The chapter was recently re-branded Net Impact, but has • Allwin Roundtable: A group of students help to guide the
been in existence for many years as the Sustainable Business strategic direction of Tuck’s umbrella organization for all is-
Club. The goal of our chapter is to provide a central point of sues at the intersection of business and society
student community for all the social and environmental ac- • Tuck Volunteers: Provides opportunities for students to
tivities taking place at Tuck. volunteer
Under the larger Allwin Initiative umbrella, there are many • Allwin Days of Service: A school-wide day of service in
amazing activities in which to get involved. The Allwin Ini- the community
tiative is the administrative organization that deals with “the • Allwin Dialogues (fireside chats): Assortment of speak-
intersection of business and society.” Some of their activities ers speaking in an informal setting on a wide range of Net
include: Impact-related topics including international development,
• Business in Society Conference (formerly known as the global warming, nonprofit management, and ethics
Business Sustainability Initiative): A completely student-run Nearly all these activities are student-led and provide nu-
conference with approximately 300 attendees, two keynotes, merous opportunities to get involved in a leadership and sup-
and nine panels (http://mba.tuck.dartmouth.edu/pages/ port roles. In addition to Tuck activities, the larger Dartmouth
clubs/bsi/) College community also has regular speakers and events on
• Tuck Student Consulting Services: Student-led consulting environmental and social issues.
CaReeR seRVICes & alumnI
39% of respondents described their career services as very helpful; 88% found internships that
utilize their values and skills; 57% of respondents rated their alumni network as very helpful.
A lthough career services at Tuck spends much of their Net Impact-related employers at Tuck. Tuck’s alumni network
time placing “traditional” job candidates, the small size is every bit as responsive as it is reputed to be, and it proves to
of the school allows career services to be a great aide in per- be a very valuable resource for graduates seeking jobs in non-
sonalizing the job search for non-traditional candidates, traditional, Net Impact-related areas. Furthermore, the Busi-
too. Several other organizations also work to help students ness in Society Conference brings many professionals in social
find job opportunities in social and environmental fields. and environmental fields to Tuck and provides a great oppor-
The Net Impact chapter has leaders whose role it is to help tunity for students to interact with them. And nearly every
students by working with career services and holding
activities for students looking for careers in this space. prominent alumni
And the director of the Allwin Initiative is also in con- Jennifer Sikes (2006) – Advocacy Officer, Bill & Melinda Gates Foundation
Shruti Sehra (2006) – Portfolio Manager, New Profit Inc.
stant communication with career services to generate Lindsey Lee Noecker (2006) – Financial Analyst, City Year, Inc.
leads. Elizabeth S Jackson Stram (2005) – Consultant, Bridgespan Group
Anna Fincke (2003) – Director, Council on International Educational Exchange
There are many other opportunities to gain exposure to
Published by net impact • Content submitted by current students in spring 2007
21
dARtmouth coLLeGe, continued
cAReeR SeRVIceS & ALumNI continued
visiting executive holds office hours, providing students with dents interning at nonprofits receive at least $10,000 for their
the opportunity to have one-on-one time with visitors in fields summer. The school also has grants available to supplement
of their interest. the income of students interning at small for-profit businesses.
Tuck also has excellent resources to support those entering Finally, Tuck has a loan-forgiveness program for students en-
the nonprofit sector. The Tuck GIVES auction ensures that stu- tering full-time employment with a nonprofit.
admInIsTRaTIVe suPPoRT
0% of respondents say the administration is enthusiastic about social/environmental themes in
the curriculum; % of respondents say the administration is enthusiastic about social/environ-
mental themes in extracurricular events and activities.
T uck has an amazingly supportive administration relating
to Net Impact topics. The school’s Allwin Initiative seeks
to further this cause through curriculum change, research de-
pact chapter chairs.
The administration also provides great support for all social and
environmental organizations and activities. The administration is
velopment, and student activity. At Tuck, students have the helpful in ensuring the use of facilities, the availability of faculty
unique opportunity to be involved in shaping the strategic di- members, and the adequate funding for these events. The Allwin
rection of these initiatives. Students are actively engaged in Initiative has also acted as a sponsor for the Business in Society
the Allwin Initiative through the Student Roundtable. This dia- Conference and has made funds available to offset students’ ex-
logue is also frequently conducted on an informal basis as well. penses such as the Net Impact Conference. Even the Dartmouth
Tuck values students with an interest in Net Impact-related College Development Office has opened up their rolodex in an ef-
themes. Applicants expressing an interest in these areas are re- fort to help us locate keynotes for our Business in Society Confer-
ferred to both the director of the Allwin Initiative and the Net Im- ence.
Reasons To aTTend
6% of respondents strongly agree their program adequately prepares net impact members
for ethical and socially responsible leadership; 21% of respondents strongly agree their program
adequately prepares all students for ethical and socially responsible leadership.
T uck has a strong curriculum that incorporates social and
environmental leadership through coursework, the Allwin
Initiative for Corporate Citizenship, and student run events and
obtain the resources they need—be it faculty time, administra-
tion funds or alumni support—to achieve their academic and
professional goals. “I am very happy with my decision [to attend
activities. As relatively small business school, Tuck does not Tuck],” writes another student, “as I have not only found what I
have the number of in-depth courses that may be available at was looking for, but have also been able to create an impact on
larger schools. However, Tuck has great electives dealing with this program through a number of curricular and extra-curricu-
social and environmental issues, and there are many opportuni- lar initiatives.”
ties to craft academic projects to suit individual student inter-
ests. Additionally, opportunities abound for engaging in Net
Impact activities through the numerous student-run groups to sum it up
and events, and the Allwin Initiative for Corporate Citizenship.
Both faculty members and the administration are continuously The Tuck school would be most fitting for
working to improve the program’s offerings, and students have someone interested in refining and growing a
mostly socially aware program and student body.
a lot of say in this process. “Tuck is a place where students are
listened to, and students can be vehicles for change,” explains
one student. Tuck’s small size ensures that interested students
100 Tuck Hall, Hanover, NH 03755, USA • E-mail: tuck.admissions@dartmouth.edu
22 Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
duke unIVeRsITy
FuquA SchooL oF buSINeSS
aT a glanCe
“
Full-time students: 850
Fuqua as a school has an amazing spirit
50% of Fuqua students are net impact members about it that i could feel when i visited the
campus. so many drivers of change are
15% of those members are “very active”
”
student-led and the campus is truly our own.
40% are “somewhat active”
This chapter in three words:
Innovative, engaged, Inspired
chapter leaders: Jenny Harms (jenny.harms@fuqua.duke.edu) and Gita Rebbapragada (gita.rebbapragada@fuqua.duke.edu) n = 84
CuRRICulum
students identified their program’s strengths as being in the areas of nonprofit management,
Corporate social Responsibility, and social entrepreneurship. 54% of respondents
say the students at their program are enthusiastic about social/environmental themes in the cur-
riculum; 40% of respondents say the faculty at their program are enthusiastic.
S ocial entrepreneurship is a primary curricular focus at
Fuqua. This follows the philosophy that social entrepre-
neurs are the driving force behind systemic change through-
ics and moral responsibility [aspect] are interwoven into the
fabric of the program.”
An extra-curricular case competition involving issues of
out the world and that business leaders must understand the sustainability will be integrated into the core strategy course
power of innovative ideas and alternative approaches to cre- for 2007-2008. Students are given great flexibility to tailor
ating societal wealth and benefits. Fuqua has made consider- their MBA, and many entrepreneurship, finance, marketing,
able institutional investments in developing the Center for and operations classes complement the goals and studies of
the Advancement of Social Entrepreneurship (CASE), which students pursuing social sector careers. Additionally, stu-
works closely with our Net Impact Chapter, the Social Impact dents have the option to take classes and/or to enroll in dual
Club (SIC), to support curricular, career, and student develop- degrees at the Sanford Institute of Public Policy, the Nicholas
ment. School of the Environment, and Duke Law. SIC members are
Fuqua’s commitment to social and environmental ethics and also leading a movement to bring even more issues of social
innovation extends through the entire Fuqua curriculum. This responsibility and sustainability into the classroom and cur-
year the school introduced a social entrepreneurship concen- riculum.
tration. Professor Greg Dees is nationally renowned for his From the perspective of student life, SIC has been very ef-
thought-leadership in the social entrepreneurship field and fective in collaborating with the MBAA (Fuqua’s student gov-
leads a class on the same topic. In addition, two new courses ernment) to institute social responsibility and sustainability
were introduced: Corporate Social Impact Management and as a principle for all student-led clubs. The impact of these
Entrepreneurial Management in the Social Sector. Almost activities is evident in everything from an improved campus-
all of the Global Academic Travel Experience (GATE) courses wide recycling effort to a variety of symposia and conferences
incorporate social sector themes and include in-country field hosted at Fuqua to the Dean’s Distinguished Speakers Series.
visits. Furthermore, Fuqua has strong mentored internship Among social sector leaders who have come to Fuqua is Susan
and small business consulting programs. CASE works with Beresford of the Ford Foundation.
SIC to cultivate opportunities for students to receive credit The value of social innovation, responsible decisions and
while working with local values-based organizations. strategies, and ethical leadership is a widely accepted tenet
In addition to electives, many core curriculum classes en- of Team Fuqua. We are fortunate to have the support of stu-
gage students in discussions about sustainability and corpo- dent leaders, faculty members, and the dean as we continue
rate social responsibility. As one student writes, “Duke’s eth- to grow this movement.
Published by net impact • Content submitted by current students in spring 2007
23
duke uNIVeRSItY, continued
sTudenTinActIVItIeSto other sTudenT aCTIVITIes
student activity level net impact compared clubs on campus: one of the most active
clubs at the program. 63% of respondents say the students at their program are enthusiastic
about social/environmental themes in the extracurricular events and activities; 39% of respondents
say the faculty at their program are enthusiastic.
S IC, honored as Fuqua’s Club of the Year for the past two
years, was formed four years ago when three different
clubs consolidated: Net Impact, Business & Environment,
SIC’s Business & Environment group links Fuqua with the
Nicholas School of the Environment, hosts an annual Conser-
vation Week, and develops additional programming including
and Community Involvement. These were all well-established speaker events, case competitions, and company visits. Also,
clubs, allowing SIC to leverage the strengths of our diverse the campus-wide Microfinance Club was established this year
membership. Our mission is to equip students with the tools and is housed within SIC. This club strives to make Duke the
necessary to pioneer change in the public, private, and so- premiere institution for cultivating microfinance leaders and
cial sectors. We strive to meet our membership’s vast needs is pioneering the Duke Microfinance Initiative.
and interests by connecting Fuqua with social innovators SIC aims to meet the volunteer needs of local organizations
and thought leaders, offering student opportunities to effect and also to provide all students the opportunity to create
change in social sector organizations, and assisting Fuqua in their own programs benefiting organizations of their choice.
developing top-line leaders for social enterprises and value- Our annual Day in Durham kicks off the school year and in-
based businesses. troduces new students to numerous community organiza-
Our speakers and events series has added incredible value tions. Fuqua on Board, coordinated by CASE, links students
to the Fuqua community. Recent luminaries who have spoken to local non-profit boards for year-long consulting projects.
at Fuqua include Muhammad Yunus, David Bornstein, Tom In addition, SIC is constantly expanding student involvement
Tierney, Ami Darr, C.K. Prahalad, and Bill Drayton. We find in external consulting projects. This year, a team consulted
these events to not only inspire our core membership, but to for entrepreneurs in Nicaragua through Agora Partnerships.
draw students from all sectors of Fuqua. Each spring we host Another team helped a local organization look at scaling their
the Footprints Conference. This regional symposium engages social impact. SIC is also active in Junior Achievement, the
over 400 students and professionals in lively debates, interac- Student Entrepreneurs Program (STEP) with local high school
tive breakouts, and traditional panels looking at ways busi- students, and the House that Fuqua Built, a Fuqua-based ef-
ness can make a positive social and environmental impact. fort to annually sponsor a Habitat for Humanity home.
CaReeR seRVICes & alumnI
51% of respondents described their career services as very helpful; 88% found jobs that utilize
their values and skills; 50% of respondents rated their alumni network as very helpful.
F uqua’s Career Management Center, CASE, and SIC collaborate Fuqua-specific internship opportunities for students.
to support students and alumni pursuing social sector and SIC organizes at least one career trek to a major city every year.
social/environmental impact internships and careers. The CMC Location and content are largely driven by student interests.
has a visible and solid commitment to students with these inter- This year we collaborated with Georgetown’s Net Impact chapter
ests and has a dedicated advisor for social sector career counsel- for an international development trek in Washington, DC. Orga-
ing. The CMC also selects second-year Career Fellows with social nizations included Chemonics, World Bank, and Ashoka. In ad-
sector expertise and interests to provide additional support for dition, students attended a Social Entrepreneurship career trek
cover letters, resumes, mock interviews, and job search teams. in San Francisco. Organizations included REDF, Global Fund for
Additionally, SIC works with local alumni, the CMC, and CASE to Women, and Kiva.
provide seminars, workshops, and career planning panels. Work- Fuqua also has some of the most generous financial support
shops and panels cover areas from corporate
responsibility to traditional non-profit or- prominent alumni
ganizations. In addition, job listings from Keith Artin (1999) - COO, TROSA (Triangle Residential Options for Substance Abusers, Inc.)
Gordon Lefevre (1994) - Vice President, Finance and Accouting, Institute for OneWorld Health
the MBA-Nonprofit Connection and other Robert P. Hargreaves (2003) - Senior Manger of Strategic Planning, Public Broadcasing Service
sources are posted to the school’s internal ca- Chad Sclove (2003) - Portfolio Manager, Common Good Ventures
Michael E. Green (1985) - VP of Marketing and Development, Africare
reer management tool. CASE also cultivates
2 Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
duke uNIVeRSItY, continued
cAReeR SeRVIceS & ALumNI, continued
for students committed to working in the social sector and is • Loan Assistance Program – provides significant assistance to
committed to attracting top talent: graduates pursuing social sector employment with a nonprofit
• CASE Social Sector Scholarship – provides two students each or government agency and is one of the most generous and com-
year with two-years of financial support worth up to $25,000. prehensive in the MBA community
• Summer Internship Support – provides support to students More information about the above can be found at: http://ca-
pursuing social and public sector summer internships. seatduke.org/mba/financialaid/index.html#lap.
admInIsTRaTIVe suPPoRT
0% of respondents say the administration is enthusiastic about social/environmental themes in
the curriculum; 2% of respondents say the administration is enthusiastic about social/environ-
mental themes in extracurricular events and activities.
O ne of Fuqua’s greatest successes in the social impact area
comes from partnerships among its students, faculty,
and administration. The administration is very supportive
recruit applicants with social sector interests. In addition,
Fuqua faculty members have been very receptive to adding
social and environmental issues to course material and have
of our chapter. The dean of the Daytime MBA program has actively supported SIC’s extracurricular activities. One sur-
worked closely with Fuqua’s student government to make vey respondent wrote that “students get fantastic support
sustainability and social responsibility core values to be em- from all angles—peer students, faculty, and administra-
braced by the entire school and all student organizations. SIC tion—that create an environment where ideas consistently
is seen as a vital resource of information and leadership in get built upon and pushed further.”
this arena. Both the dean of Fuqua and the dean of the Day- More importantly, Fuqua established CASE to both re-
time program attend key club events and receive important search and explore the field of social entrepreneurship and
thought leaders in social entrepreneurship. to work actively with students pursuing a social sector career
The office of admissions continually shows its support by path. By recruiting Greg Dees and establishing CASE, Fuqua
working with SIC and CASE. It helped establish the Peace has strengthened its ability to develop future leaders in the
Corps Fellows program and constantly explores new ways to field.
Reasons To aTTend
69% of respondents strongly agree their program adequately prepares net impact members for
ethical and socially responsible leadership; 32% of respondents strongly agree their program
adequately prepares all students for ethical and socially responsible leadership.
I n recent years, Fuqua has dedicated significant resources to
several new initiatives that exemplify the school’s commit-
ment to social and environmental impact and ethics, a com-
Perhaps the greatest advantage for SIC members is the insti-
tutional support from CASE, the Career Management Center,
and SIC leadership. CASE continues to grow and is very re-
mitment that is integral to the school’s mission to educate sponsive to student interests. Students seeking to be involved
thoughtful business leaders worldwide – leaders with an out- with SIC and CASE will get great personal attention and guid-
rageous ambition to make a difference. ance on how to best leverage their MBA experience with their
Fuqua is a welcoming place for students with different levels interests in the social sector.
of interest in social and environmental themes. One student
confirms this, saying “Students with social/environmental in- to sum it up
terests will receive great personal attention from both faculty
and other students. Fuqua is a highly collaborative environ- The Fuqua school would be most fitting for some-
ment, and there are many people invested in the success of one who is interested in building upon an existing base of
social/environmental impact activities with opportunity for
others.” Another agrees, adding that “The collegial environ- significant growth.
ment of the school is highly empowering.”
Box 90120, Durham, North Carolina, 27708-0120, USA • Phone: +1 919 660 7700
Published by net impact • Content submitted by current students in spring 2007
2
geoRge wasHIngTon unIVeRsITy
GeoRGe WAShINGtoN SchooL oF buSINeSS
aT a glanCe
“
Full-time students: 175
The caliber and drive of students,
15% of GWu net impact members are “very active” especially the net impact members/
”
officers is incredible.
50% are “somewhat active”
This chapter in three words:
passion, dedication, Leadership
chapter leader: sarah Tuntland (Tuntland@gwu.edu) n = 10
CuRRICulum
students identified their program’s strengths as being in the areas of International
development, Corporate social Responsibility, and environmental sustainability.
40% of respondents say the students at their program are enthusiastic about social/environmental
themes in the curriculum; 20% of respondents say the faculty at their program are enthusiastic.
G eorge Washington (GW) School of Business incorporates
some social and environmental themes into its core
MBA curriculum, and Net Impact officers and members con-
also offers joint degrees with the Law School (MBA/JD) and
Elliott School of International Affairs (MBA/MA).
A number of GW faculty members are considered to be
tinue to advocate for more. As one student explains, “There is leaders in social and environmental impact fields, and as a
interest in social enterprise here, but it’s less developed--you result, “Ethics and corporate responsibility are frequent top-
have to shape the program to fit your particular interests, ics” in class discussion, writes one student. The most active
which is easy to do in your second year.” Overall, the faculty is Mark Starik, Department Chair and Professor of Strategic
has been receptive to including such themes and speakers Management and Public Policy at the GW School of Busi-
into classes and Global Leadership of Business Enterprise ness. Starik directs the Environmental and Social Sustain-
(GLOBE) events. The GLOBE program is a series of co-cur- ability Initiatives at GW and recently held a two-day climate
ricular speakers, site visits, and presentations scheduled action conference of which Net Impact was a co-sponsor.
throughout the year. GLOBE organizers encourage Net Im- Starik also leads an annual summer study abroad program
pact to arrange speakers and site visits, and awards GLOBE titled “Sustainable Communities and Organizations” in Brit-
credit for Net Impact events. Dan Bross, senior director of ish Columbia. The program enables MBA students to gain in-
Microsoft’s Corporate Citizenship department is scheduled ternational management experience by working with firms
as a GLOBE speaker this semester. Net Impact is working on to address environmental issues. Another notable professor
arranging a Green Roof Tour as a GLOBE site visit. is Timothy Fort, executive director of the newly chartered
There are countless Net Impact-oriented electives available Institute for Corporate Responsibility (ICR). The ICR aims
to MBA students at GW and throughout Washington, D.C.’s to be the world’s leading intellectual center for scholarship in
University Consortium. Classes available at GW include the field of corporate responsibility. Timothy Fort is a Lind-
NGO Strategy and Sustainability, Economics of the Environ- ner-Gambal Professor of Business Ethics and teaches courses
ment and Natural Resources, and Sustainable Tourism. GW in the GW School of Business. He is assisted by Mark Starik
students may take electives at any consortium school in the in his role as executive director of the Institute for Corporate
D.C. area. GW offers MBA concentrations in Environmental Responsibility. Professors Starik and Fort serve as Net Im-
Policy and Management and Nonprofit Management. GW pact faculty advisors at GW.
26 Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
GeoRGe WAShINGtoN uNIVeRSItY, continued
sTudenT aCTIVITIes
student activity level in net impact compared to other clubs on campus: one of the most active
clubs at the program. 60% of respondents say the students at their program are enthusiastic
about social/environmental themes in the extracurricular events and activities; 30% of respon-
dents say the faculty at their program are enthusiastic.
G W’s Net Impact chapter began as the Socially Responsible
Business Club in the mid 1990s. The club had a few name
changes before officially becoming a Net Impact chapter in
healthy” educational event. Net Impact community service
events fulfill students’ GLOBE obligations.
GW students have an opportunity to learn practical envi-
2002. The chapter is well-known throughout the GW-MBA ronmental assessment skills through the Net Impact Campus
program and is considered the most active of all student MBA Greening committees. The Campus Greening committees are
clubs. One student writes that “The Net Impact board mem- doing feasibility studies on a green roof and a light sensor
bers are very vocal and involved classmates and everyone in project for the Business School.
the program knows for what we stand.” The GW chapter is Social and environmental issues are not addressed during
reaching out beyond the MBA program by partnering with orientation, but Net Impact does make a presentation to new
the Center for International Business Education and Research students about membership. This year, we will work to en-
(CIBER), an Elliott School for International Affairs group, hance this orientation by clearly marking recycling bins at all
and the undergraduate environmental groups Green GW and meals. Each March, Net Impact also makes a presentation to
Environment GW. This semester we will co-sponsor a CIBER admitted students who are deciding whether to attend GW.
panel on working in emerging markets. The chapter will also The GW Net Impact chapter measured awareness during
partner with Green GW on an energy pledge drive, and with our green pledge drive and found most people to be at least
Environment GW and Navy Yard for DC Green Week. somewhat familiar with our mission. To clearly communicate
GW’s Net Impact chapter has a number of members par- our mission, we have adopted a descriptive slogan to accom-
ticipating in Service Corps this semester. We are also build- pany our logo: “Harnessing the power of business for a better
ing our Board Fellows program and introducing an “eating world.”
CaReeR seRVICes & alumnI
40% of respondents described their career services as very helpful; 60% found jobs that utilize
their values and skills; 50% of respondents rated their alumni network as very helpful.
G W’s vast alumni network is centrally located among so-
cial, environmental, international, and governmental
organizations. A comprehensive database is available for
prominent alumni
Andy Furrows (2005) – Aspen Institute
Rachel Goldstein (2003) – EPA Landfill Methane Outreach Program
Stephanie Stevenson (2005) – Nike
students to contact professionals in various industries. Most Jen Boulden (2004) – Ideal Bite
alumni have been very receptive to helping students find in- Mary Balmaceda (2003) – Calvert Foundation
ternships or jobs, discuss specific industries, or expand their
networks. The career center hosts a student-professional themes. We also encourage membership to Net Impact Central
breakfast each month and GW Net Impact will sponsor the for access to the job database. We are actively raising funds for
first CSR Breakfast this March. The career center database in- the GW Net Impact Summer Fellowship Fund to assist students
cludes a CSR Resume Book and an Environmental / Sustain- wishing to take an unpaid or underpaid internship. Students in-
able Business Resume Book, as well as job-searching criteria terested in climate change-related internships are also eligible to
for CSR and Environmental/ Sustainable Businesses. apply for funding from the Environmental Social Sustainability
The GW Net Impact’s weekly newsletter includes links to Initiative group. We assisted two students this year with a total
jobs and internships with social and/or environmental impact of $3,000 in funding.
Published by net impact • Content submitted by current students in spring 2007
27
GeoRGe WAShINGtoN uNIVeRSItY, continued
admInIsTRaTIVe suPPoRT
30% of respondents say the administration is enthusiastic about social/environmental themes in
the curriculum; 0% of respondents say the administration is enthusiastic about social/environ-
mental themes in extracurricular events and activities.
O ne student reports that “The administration gives Net
Impact a lot of freedom in organizing extra-curricular
activities (community service, guest speakers, etc) and then
is also covering entry fees for this semester’s Net Impact
LEEDS case competition in Boulder, Colorado. To cover the
costs of catering, meeting facilities, etc , there are six univer-
puts their weight behind those activities to encourage the sity funding sources to apply to on a rolling basis. This year,
entire class to attend.” There are a number of key faculty and we anticipate a new university president and a new associate
administration members at GW that have provided funding dean at the School of Business. We are planning meetings to
to Net Impact. Last semester, the MBA office covered entry engage these new leaders in a dialogue about GW’s environ-
fees to Net Impact’s national conference. The MBA office mental and socially-conscious objectives.
Reasons To aTTend
0% of respondents strongly agree their program adequately prepares net impact members for
ethical and socially responsible leadership; 30% of respondents strongly agree their program
adequately prepares all students for ethical and socially responsible leadership.
G W ranked sixth in a listing of the top thirty global MBA pro-
grams released by Beyond Grey Pinstripes. The ranking mea-
sures the extent to which business schools equip students with
the few graduate-level tourism programs in the world with
a number of courses focusing on sustainable tourism. Given
GW’s breadth of course offerings, customizable MBA con-
an understanding of the social, environmental, and economic centrations, strategic D.C. location, and the growth poten-
perspectives of global business. The student body is very diverse: tial of the Net Impact chapter, GW is an excellent choice for
forty percent of last year’s incoming students were international pursuing a socially and environmentally conscious education
and fifty percent were female. and career.
In addition to traditional areas of concentration like Ac-
counting and Finance, GW offers concentrations in Environ-
mental Policy and Management, Nonprofit Management,
and International Business and Real Estate Development. to sum it up
The International Business and Real Estate Development
faculty are regarded as experts in their fields and provide a George Washington university would be most fitting
great venue for students interested in green building and for someone interested in building upon an existing
base of social/environmental impact activities with
international development. GW’s Finance program is also opportunities for significant growth.
quite strong and offers a class that enables students to man-
age a real portfolio of investments. Finally, GW offers one of
2201 G Street, NW, Duequès Hall Suite 660, Washington, D.C. 20052, USA • Phone: +1 202 994 6380
28 Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
geoRgeTown unIVeRsITy
mcdoNouGh SchooL oF buSINeSS
aT a glanCe
“
Full-time MBa students: 475
28% of MsB students are net impact members
10% of those members are “very active” Georgetown attracts a lot of net impact-minded
”
individuals to its program.
40% are “somewhat active”
This chapter in three words:
collective-action, expanding, pervasive
chapter leaders: allison Blackwood (amb55@georgetown.edu) and Jamie Dunchick (dunchicj@georgetown.edu) n = 11
CuRRICulum
CuRRICulum
students identified their program’s strengths as being in the areas of International develop-
ment, Corporate social Responsibility, social entrepreneurship. 36% of respondents
say the students at their program are enthusiastic about social/environmental themes in the cur-
riculum; 27% of respondents say the faculty at their program are enthusiastic.
T he Georgetown McDonough School of Business curricu-
lum has added several socially-minded electives: Social
Entrepreneurship, Current Issues in Social Responsibility
Our objectives were to: 1) Educate McDonough students
about socially-minded opportunities across several disci-
plines (management, marketing, finance, and consulting),
(reinstated), Entrepreneurship (two social enterprise proj- and 2) Empower student with information that will help
ects), and Nonprofit Consulting. Net Impact has increased them utilize their business skills to make a net social, eco-
speaking events at MSB and instituted a separate Func- nomic, and environmental impact. We have one-hundred
tional/Career Day (detailed information provided below). In attendees and fifteen participants. The keynote speaker was
addition, our chapter continues to run the Ethics for Break- Seth Goldman, Founder and CEO of Honest Tea
fast speakers series, which gives students access to several MSB students are encouraged to take classes in George-
socially-minded fields that are not currently explored in our town’s other graduate programs, including the Georgetown
curriculum, and is designed to reach beyond our Net Impact Public Policy Institute, the School of Foreign Service, the
Member base. Net Impact established this program in the Medical School, and the Law School. The most popular dual-
spring with the Georgetown Ethics Institute to bring senior degree option is the MBA/MPP. Students wishing to supple-
executives from various functional areas to the MBA pro- ment their MBA degree with a certificate in International
gram to have a roundtable discussion with students about Business Diplomacy may do so through Georgetown’s School
an ethical situation the leader has encountered at his or her of Foreign Service without being dual-degree candidates.
company. Other events include a joint Net Impact/Emerging MSB’s new Dean, George Daly, has been receptive to the
Markets Network Case Competition. suggestions that the Net Impact leadership team has com-
In previous years, Net Impact has hosted speakers on oth- municated to him. Net Impact MSB is also advised by two
er organization’s functional days, but with increased student active faculty members, Professor George Brenkert and Pro-
interest the team decided that there was enough interest and fessor Ed Soule. This year marks the first time a designated
need to host a Net Impact Functional Day. Career Management staff member will be overseeing the ca-
Published by net impact • Content submitted by current students in spring 2007
29
GeoRGetoWN uNIVeRSItY, continued
sTudenT aCTIVITIes
student activity level in net impact compared to other clubs on campus: one of the most
active clubs at the program. % of respondents say the students at their program are en-
thusiastic about social/environmental themes in the extracurricular events and activities; %
of respondents say the faculty at their program are enthusiastic.
G eorgetown’s Net Impact Chapter strives to meet the interests
and demands of our members and to magnify the impact
of their own efforts through events, conferences, and projects.
Impact chapter works to create a variety of programs and chan-
nels that enable students to transform their ideals into measur-
able results. Net Impact is MSB’s largest club by membership.
At the McDonough School of Business, Net Impact promotes a One student and a chapter member describes it as a “functional
positive role for business in society. Our focus is on business and club,” adding that “we share our networks and support each oth-
the environment, business and social responsibility, business in er. We are very active in organizing extracurricular activities that
the public/nonprofit Sector, global trends, community develop- expand not only our knowledge but our network.”
ment, and leadership/career development. Georgetown’s Net
CaReeR seRVICes & alumnI
18% of respondents described their career services as very helpful; 88% found internships that
utilize their values and skills; 36% of respondents rated their alumni network as very helpful.
W ith its Jesuit foundation committed to education and
community service, Georgetown has an exceptional
reputation among socially responsible businesses and
Consulting Club in the past. Through the Non-Profit Internship
Fund, students wishing to do summer internships may apply
for funds to supplement their income. This year, the fund has
nonprofits. This year we will have the benefit of an appointed $32,000 available to 2008 MSB students. We are working on
Career Management staff person to oversee the career paths of establishing a loan forgiveness program, but one does not exist
Net Impact members. MSB’s career searching tools for students currently.
has seen increased opportunities for those wishing to pursue
socially-minded careers. Also, Net Impact Central has made prominent alumni
Leslie Payne (2006) - Financial Advisor, Arabella Philanthropic Financial Advisor
contact with our Career Management office, in the hopes of Stephani Kobayashi Stevenson (2005) - Corporate Social Responsibility, Nike
further increasing services offered to Net Impact students on Renee Baiorunos (2007) - Corporate Social Responsibility, Edelman Public Relations
Sarah Brenner (2006) - Community Wealth Ventures
campus. Net Impact supports career treks both independently Michael Dupee - Corporate Social Responsibility, Green Mountain Coffee
and in partnership with the Emerging Markets Network, and the
admInIsTRaTIVe suPPoRT
9% of respondents say the administration is enthusiastic about social/environmental themes in the
curriculum; 36% of respondents say the administration is enthusiastic about social/environmental
themes in extracurricular events and activities.
N et Impact receives monetary support through our Stu-
dent Government Association and our Student Services
office. The admissions office places great value on applicants
after they enroll, and various admissions events are orga-
nized both in Spring and Fall orientation events. The strat-
egy undertaken by the new Dean is definitely aligned with
with social and environmental interests, connecting inter- Net Impact values. This includes curriculum development,
ested and admitted students directly with club leaders. In- increased Career Management support, and incorporating
formation regarding Net Impact is sent to admitted students undergraduate students in joint programmatic initiatives.
30 Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
GeoRGetoWN uNIVeRSItY, continued
Reasons To aTTend
36% of respondents strongly agree their program adequately prepares net impact members for
ethical and socially responsible leadership.
W ith new leadership and a number of new faculty members,
the McDonough School of Business is in a period of transi-
tion. Our Net Impact Leadership Team saw this as a great and
of our successes is brought to the attention of the faculty and
administration. The goal of our work is to get the administration
and faculty to think of Net Impact and Georgetown as one. Ac-
rare opportunity to raise the position of Net Impact. We have cording to one student, this is already becoming the case since,
strived to demonstrate to the administration and faculty the im- “Georgetown attracts a lot of Net Impact-minded individuals to
portance of a strong Net Impact Chapter from both a student its program.”
and institutional perspective. We have done this by increasing
the number of events and expanding the reach and focus of these
events and then quantifying the interest and importance based
on student feedback and attendance. In this past year the leader- to sum it up
ship team had a number of firsts: our first case competition, the
launch of our Ethics for Breakfast Series and the inaugural Net The McDonough school would be most fitting for
Impact Functional Day. We have also strived to bring in more someone interested in building upon an existing
speakers, to host stronger consulting projects and to grow our base of social/environmental impact activities with
opportunity for significant growth.
Board Fellows program. Net Impact is MSB’s largest student club
by membership, and one of the larger chapters nationally. Each
3520 Prospect Street, NW, Suite 215, Washington, DC 20007, USA • +1 202 687 4200 • E-mail: MBA@georgetown.edu
Published by net impact • Content submitted by current students in spring 2007
31
goRdon InsTITuTe of busIness sCIenCe (gIbs)
uNIVeRSItY oF pRetoRIA
aT a glanCe
Full-time students: 250
40% of GiBs students are net impact members
10 % of those members are “very active” “ GiBs is an international quality degree with a
local south african focus. There is an oppor-
tunity to travel to other developing countries
to understand how they are dealing with the
”
50% are “somewhat active” challenges they face.
This chapter in three words:
cross-functional, cross-academic, cross-cultural
chapter leaders: Verity Hawarden (pvharden@global.co.za) and Grant little (grant.little@ecosecurities.com) n = 10
CuRRICulum
students identified their program’s strengths as being in the areas of nonprofit management,
Community development, and social entrepreneurship. 10% of respondents say the
students at their program are enthusiastic about social/environmental themes in the curriculum;
60% of respondents say the faculty at their program are enthusiastic.
I n looking at the program, one needs to understand that
GIBS is present in South Africa, a country that is just 10
years into a fully democratic society, that is dynamic and has
courages dialogue on such issues as racial tension, diversity ,
and gender issues.
A diverse range of electives is offered, from social entre-
elements of both an advanced infrastructure of a developed neurship, impacting the emergent economy, and banking in
economy and of a developing nation with all its associated the base of the pyramid. An elective on sustainable develop-
social and environmental issues. Ours is a part-time program ment and climate change impacts for business has also been
(seven days of lectures and two days of exams in an ongoing proposed. Four electives are required, with the option to
six-week cycle for twenty-four months), and the majority of take more as non-examinable courses.
our students are from Southern Africa (mainly the Gauteng Social and/or environmental themes are easily incorpo-
province) with international students generally being from rated into class dialogue. Assignments are often given with a
other African nations. Consequently, debate and class dia- broad enough base to include elements of business that are
logue, which are encouraged and form much of the learning of personal relevance. In addition, many students do a full
experience, are generally centered on the needs of an emer- research thesis on topics such as climate change, social issues,
gent African economy and the challenges and opportunities and HIV/AIDS. Many of these result in academic papers af-
within that context. ter the completion of the MBA and are published in journals
The core curriculum covers the main business subjects: ac- around the world. GIBS has a CSR program that students are
counting, marketing, operations management, innovation, encouraged to participate in, and which supports a primary
etc. However, a number of the class discussions and case school for economically disadvantaged children. Fundrais-
studies are used to encourage dialogue on issues such as di- ing, hosting activities, and teaching are all encouraged.
versity, economic empowerment, and operating a business The faculty runs the dialogue circles and a number are ac-
in a developing world environment with many of the associ- tive on NGO boards, and in the development of entrepre-
ated social and environmental concerns that go with it. Also neurs across the country. One student characterizes the cur-
on offer is a HIV/AIDS and business impact course, which is riculum as “forward-thinking and dynamic,” adding that it
completely aimed at one of Africa’s largest social and busi- is “constantly changing to adapt to changing needs in both
ness priorities for the early part of the twenty-first century. [South Africa] and Africa.”
The personal leadership course is very introspective and en-
32 Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
GoRdoN INStItute oF buSINeSS ScIeNce, continued
sTudenT aCTIVITIes
sTudenT ActIVItIeS to other clubs on campus: above average. 20%
student activity level in net impact compared
of respondents say the students at their program are enthusiastic about social/environmental
themes in the extracurricular events and activities; 70% of respondents say the faculty at their
program are enthusiastic.
G IBS is a part-time campus of early to mid-career profession-
al, and the average student age is around 30. On-campus
clubs are not the norm on South African B-schools. However, the
MBA class leading it. It aims to draw the alumni, student, and
professional base together in the greater Johannesburg / Preto-
ria area under the banner of the GIBS brand and to supplement
concept that Net Impact offered was a valuable extension of the the GIBS experience and social and environmental opportunities
B-school experience. With GIBS also being a fairly new school offered by the B-school. The chapter is very much member-driv-
(started in 2000), the alumni base is also not that strong yet. The en and the annual plan of activities is guided by current member
Net Impact chapter started in 2007, with a core of the 2005/6 needs and interests, within the Net Impact vision and model.
CaReeR seRVICes & alumnI
10% of respondents described their career services as very helpful; 10% of respondents rated
their alumni network as very helpful.
prominent alumni
Grant Little (2006) - Climate Change and SD Manager, Sappi
A s most students are fully-employed during their studies, this Paul MacKenzie (2004) - Project Manager, SOS Kinderdorf
Adam Rabinowitz (2005) - Serial entrepreneur, Imagin8 network
is not a service that is offered on the program. Many stu- Soma Zaaiman (2006) - self-employed, social networking
dents are sponsored by their companies. Coenraad Joncker (2001) - Director, Emergent Banking, Standard Bank
admInIsTRaTIVe suPPoRT
20% of respondents say the administration is enthusiastic about social/environmental themes in
the curriculum; 30% of respondents say the administration is enthusiastic about social/environ-
mental themes in extracurricular events and activities.
T he administration has been extremely supportive of the Net Impact chapter. The chapter leaders have aligned the chap-
ter closely with many aspects of the GIBS program, and the dean of the school has regular meetings with the leadership
of the chapter.
Published by net impact • Content submitted by current students in spring 2007
33
GoRdoN INStItute oF buSINeSS ScIeNce, continued
Reasons To aTTend
10% of respondents strongly agree their program adequately prepares all students for ethical
and socially responsible leadership.
G IBS encourages dialogue between members of its di-
verse student body who live in an emergent economy.
GIBS strikes an excellent balance between the core business
Europe) from a business perspective. The program’s reliance
on syndicates (team work) adds an element not often found
in an intensive MBA program.
subjects, the personal interest electives, and individual re-
search. There are ample opportunities to explore both per-
sonal interests and subjects out of your comfort zone. One
student in our survey benefited from this, saying that “I did to sum it up
not choose to attend the program for social/environmen- GiBs would be most fitting for someone who
tal reasons…[but] my experience was broadened during the is interested in attending a school to help build upon an
program to the extent that these became relevant to me.” A existing base of social/environmental impact activities
with opportunities for significant growth.
compulsory global elective gives students the opportunity to
experience Asia, North America (and previously Africa and
PO Box 787602, Sandton 2146, South Africa • E-mail: info@gibs.co.za
3 Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
Hanken
SWedISh SchooL oF ecoNomIcS & buSINeSS AdmINIStRAtIoN
aT a glanCe
“
Full-time students: 2,000
For me, i did not attend this program for
<1% of Hanken students are net impact members social/environmental reasons. But it was
”
15 % of those members are “very active” a great positive surprise when i realized
it matched my values so well.
65% are “somewhat active”
This chapter in three words:
Friendly, open, Inspiring
chapter leaders: Johanna Brotherus (johanna.brotherus@metso.com)
CuRRICulum
C SR and sustainable business are mandatory modules in
the basic class for Logistics and Corporate Geography.
Every Hanken student is provided with a sound basic back-
dents with extensive and deep knowledge in CSR, environ-
mental sustainability, and business ethics, and uses multiple
case studies, real-life problem solving, and guest lectures
ground in CSR, ethics, and environmental sustainability in as teaching methods. Students have called the class “one of
business. Additionally, the department of Logistics and Cor- the best at Hanken” and have said such things as, “This class
porate Geography provides elective classes in CSR. The class totally changed my way of thinking of business.” Different
“Corporate Sustainability” in particular is one of the most CSR-related topics are covered in several other classes, espe-
popular classes at Hanken, filling up fast every semester and cially within HR and leadership.
garnering excellent student feedback. The class provides stu-
sTudenT aCTIVITIes
N et Impact Hanken was founded in September 2006. Within
a few months, Net Impact Hanken gained over 60 mem-
bers, and the interest is definitely growing. Net Impact Hanken
to students. Net Impact Hanken has also partnered with the
“Sustainable Business Club” of the Helsinki School of Economics
to organize joint meetings and events. Highlights from 2006-7
is now one of the most active clubs at the Student Union of Han- include watching the film “An Inconvenient Truth” and organiz-
ken. Net Impact Hanken has partnered with professors at Han- ing a visit to Glope Hope, a leading ecological clothing brand in
ken who teach sustainability classes, and we have co-organized Finland. Net Impact Hanken keeps a blog at http://netimpact-
movie nights where sustainability-related movies were shown finland.blogspot.com/.
CaReeR seRVICes & alumnI
U nfortunately, Hanken does not yet have specific resources for environmental and/or social jobs.
prominent alumni
Dennis Hamro-Drotz (2006) - Environmental Analyst, The Nordic Investment Bank
Tony Eichholz (2006) - Employer Branding Consultant, Universum
Johanna Brotherus (2007) - Corporate Social Responsibility Coordinator, Metso
Magdalena Lönroth (2006) - Fund manager, ethical investing, The Finnish Lutheran Church
Published by net impact • Content submitted by current students in spring 2007
3
hANkeN, continued
admInIsTRaTIVe suPPoRT
N et Impact Hanken is a club at the Student Union of
Hanken, and as such, enjoys the union’s administrative
and financial support for such things as free use of its facili-
discussed with her various ways we could cooperate closely
on academic issues. Hanken as a business school is striving
to put greater focus on research and teaching within the sus-
ties, information channels, and financing for different proj- tainability topic, and Net Impact Hanken’s mission is already
ects and events that benefit Hanken students. Net Impact very well aligned with that.
Hanken’s board has also met the principal of Hanken and
Reasons To aTTend
to sum it up
H anken is a small and innovative business school in Fin-
land, where corporate sustainability issues are increas-
ingly given emphasis in teaching and research. One student Hanken would be most fitting for someone interested in
laying the foundation for social/environmental awareness
in our survey noted that “I did not attend this program for at the program.
social/environmental reasons. But it was a great, positive
surprise when I realized it matched my values so well.”
PB 479 (Arkadiagatan 22), 00101 Helsingfors, Finland • Phone: + 358 (0)9 431 331
36 Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
HaRVaRd unIVeRsITy
hARVARd buSINeSS SchooL
aT a glanCe
“
Full-time students: 1,800*
[There are] fantastic students here, with
*
just a ton of different backgrounds, and
a solid proportion of progressive MBas
<1 %* of HBs students are net impact members
”
at this school—perhaps my biggest and
most pleasant surprise.
*This information is from 2006.
n = 12
CuRRICulum
students identified their program’s strengths as being in the areas of nonprofit management,
Corporate social Responsibility, and social entrepreneurship. 25% of respondents
say the students at their program are enthusiastic about social/environmental themes in the cur-
riculum; 33% of respondents say the faculty at their program are enthusiastic.
I n keeping with its core mission to educate leaders who make
a difference in the world, Harvard Business School (HBS)
exposes MBA students to the principles and practices of social
practice-oriented approach designed expressly to give stu-
dents experience in working together to make difficult deci-
sions in the face of the full context and complexity of actual
enterprise, corporate governance, ethics, and values through- business situations. The first-year (required) curriculum, in-
out the curriculum, and offers a host of related activities and cludes the course Leadership and Corporate Accountability in
opportunities. which students learn about the complex responsibilities facing
In 1993, the School established the Social Enterprise Initia- business leaders today through an examination of the legal,
tive (SEI) which, through an integrated approach to social-en- ethical, economic, and societal responsibilities of corporate
terprise related teaching, research, and activities at HBS, en- leaders. Related cases are also taught in other required courses
gages with leaders in all sectors to generate and disseminate throughout the curriculum.
practical resources, tools, and knowledge with the ultimate In the second year (elective) curriculum several courses fo-
goal of bettering society. Each year, more than 60 faculty cus specifically on social enterprise, leadership, and values.
members from around the School engage in social enterprise They include Entrepreneurship in the Social Sector, Effective
through participation in individual or interdisciplinary multi- Leadership of Social Enterprise, Business Leadership and Stra-
faculty research projects, teaching within the MBA curricu- tegic Corporate Citizenship, Business Approaches to Serving
lum, teaching in the Social Enterprise portfolio of Executive Base-of-the-Pyramid Markets, Entrepreneurship in Education
Education programs, advising students on social enterprise Reform, Innovating in Healthcare, Business and the Environ-
field study projects, and more. ment, Field Studies in Social Enterprise, The Moral Leader,
Classes at HBS are taught via the case method, an intense and The Board of Directors and Corporate Governance.
Published by net impact • Content submitted by current students in spring 2007
37
hARVARd buSINeSS SchooL, continued
sTudenT aCTIVITIes
student activity level in net impact compared to other clubs on campus: one of the most active
clubs at the program. 2% of respondents say the students at their program are enthusiastic
about social/environmental themes in the extracurricular events and activities; 0% of respondents
say the faculty at their program are enthusiastic.
O utside the classroom, students can join the Social En-
terprise Club, the Business and Environment Club,
HBS Volunteers, and the International Business and De-
and the Harbus Foundation. The student-led Leadership and
Values Initiative raises awareness of ethical issues in busi-
ness through such activities as a speaker series and round-
velopment Club. There are a variety of experiential learn- table discussions. The annual student-led Social Enterprise
ing opportunities available to students including the Social Conference attracts nearly a thousand students, alumni, and
Enterprise track of the HBS Business Plan Contest, a Board practitioners each year.
Fellows program, the Volunteer Consulting Organization,
CaReeR seRVICes & alumnI
58% of respondents described their career services as very helpful; 88% found internships that
utilize their values and skills; 50% of respondents rated their alumni network as very helpful.
C areer development is supported with social enterprise spe-
cific career coaches, as well as focused industry and informa-
tional sessions. The School develops recruiting relationships and
to students through the Social Enterprise Summer Fellowship
(summer) and the HBS Leadership Fellows program (post-gradu-
ate). Additionally, a loan assistance program supports qualify-
identifies social enterprise related opportunities with nonprofit, ing students pursuing careers in the field. In 2005-06, approxi-
public, and private sector organizations for summer and full- mately 15% of the postings in the job bank represented social
time employment opportunities. Funding support is available enterprise opportunities.
Reasons To aTTend
0% of respondents strongly agree their program adequately prepares net impact members
for ethical and socially responsible leadership; 2% of respondents strongly agree their program
adequately prepares all students for ethical and socially responsible leadership.
to sum it up
A s part of the School’s general management focus, it
strives to develop leaders who can apply the principles
they have learned at HBS in any of the broad range of sectors
Harvard Business school would be most fitting for
someone interested in building upon an existing
base of social/environmental impact activities with
significant opportunities for growth.
they choose to enter at the various stages of their careers.
Soldiers Field, Boston, Massachusetts 02163, USA • Phone: +1 617 495 6000
38 Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
HaRVaRd unIVeRsITy
keNNedY SchooL oF GoVeRNmeNt
aT a glanCe
“
Full-time MBa students: 1,800*
The Kennedy school’s unique perspective combines
policy, advocacy, and business management. KsG’s
12% of KsG students are net impact members net impact chapter brings together students,
9% of those members are “very active” practitioners, and CsR leaders to act on emerging
”
trends and direct students towards careers that
91% are “somewhat active” actualize positive societal change.
This chapter in three words:
connected, dynamic, professional*
*This information is from 2006.
chapter leaders: Tony Park and Christopher sutton (christopher_sutton@ksg08.harvard.edu)
CuRRICulum
CuRRICulum
The Kennedy School of Government (KSG) offers nu-
merous electives on social and environmental themes
and social entrepreneurship, and students are free to take
ethics, food policy and agribusiness, and energy and envi-
ronmental policy. Relevant courses at HBS cover business
and the environment, and business approaches to serving
courses at Harvard Business School, MIT, and the Fletcher bottom-of-the-pyramid markets. KSG students can choose
School at Tufts University. The school’s Center for Business from concentrations in business and government policy, po-
and Government has internationally recognized faculty litical economy and development, environment and natural
in the field of CSR, including Jane Nelson, formerly of the resources, and the nonprofit sector, among others. (It should
UN Secretary-General’s office and currently affiliated with be noted that the concentrations are currently undergoing
the Prince of Wales International Business Leaders Forum a major review by the KSG administration and may be sig-
(IBLF), and John Ruggie, Special Representative to the UN nificantly revised.) The second-year Policy Analysis Exercise
Secretary General on Business and Human Rights. KSG also (PAE) for Master in Public Policy students also presents an
features faculty in social entrepreneurship: Dutch Leonard, opportunity to complete a year-long consulting project on a
Mark Moore, and Gordon Bloom teach Entrepreneurship for public interest topic related to CSR. Our chapter is working
Social Value Creation and a practical Social Entrepreneurship actively with faculty in the CSR Initiative at KSG to advocate
Collaboratory. Professor Leonard also teaches a cross-listed for courses that deal more explicitly with the connection be-
course with Harvard Business School (HBS) called “Strategic tween business and society, such as a course on Business and
Corporate Citizenship.” Other curriculum highlights include the Millennium Development Goals (MDGs).
courses on public-private partnerships, social marketing,
sTudenT aCTIVITIes
S tudents at KSG explore CSR issues through a number
of clubs, including the Corporate Responsibility Coun-
cil (CRC), the official Net Impact chapter, as well as related
on CSR practices. The CRC has hosted lectures and discus-
sions with top practitioners in the field from preeminent
global businesses. Highlights from the 2005-2006 calendar
clubs such as Social Enterprise in Action (SEIA), Environ- year included discussions with the former CEOs of Coca-Cola
mental Professional Interest Council (PIC), and Business and Heineken, SRI guru Steven Lydenberg, the directors of
and Government PIC. The Corporate Responsibility Council, human rights programs at Reebok and Abbot Laboratories,
founded by Kennedy School students just two years ago, has and the head of Bayer China’s CSR activities. A number of
quickly become one of the most visible and active student CRC alumni have also returned to campus to discuss their
organizations in the Harvard community. The CRC serves as work with organizations including Coca-Cola, Cemex, and
a lively forum for dialogue on CSR as well as a barometer of the Global Business Coalition to Fight HIV/AIDS. Our chap-
the growing interest in corporate citizenship. The CRC has ter believes strongly in providing experiential learning op-
served as a sounding board for Fortune 500 executives in- portunities through direct dialogue and focus groups with
terested in fresh perspectives from tomorrow’s leaders, by practitioners. This year, students contributed directly to the
participating in strategic reviews of draft sustainability re- inaugural corporate citizenship report for InBev, the largest
ports and forming focus groups to advise leading companies brewer in the world. This marked the second consecutive
Published by net impact • Content submitted by current students in spring 2007
39
hARVARd keNNedY SchooL oF GoVeRNmeNt, continued
StudeNt ActIVItIeS, continued
year that students were involved in producing a Fortune 500 dialogue and experiential learning in the field of corporate
CSR report. The Net Impact chapter and social enterprise responsibility and to expand resources related to addressing
club at KSG work very closely with counterpart organiza- this topic at the Kennedy School of Government, throughout
tions at Harvard Business School by co-hosting events such Harvard University, and in the Boston Area.” There is broad
as the annual Social Enterprise Conference. The Kennedy student interest among policy students as the private sector
School’s CRC is one of the nation’s most active graduate stu- deepens its involvement in social and environmental issues,
dent-run organizations focused on CSR, and its ambitions taking on some former public sector functions.
are to be even more active. The CRC’s mission is: “To promote
CaReeR seRVICes & alumnI
O ur chapter’s goal is to be an employment resource for current school’s reputation and alumni network are tremendous assets in
KSG students interested in the field, and KSG Career Services the job search. Funding for unpaid summer internships is available
supports us by hosting practitioner panel discussions in the field through the Summer Internship Fund and various centers such as the
of CSR. By establishing a formal alumni network for KSG alumni Carr Center for Human Rights, Women and Public Policy Program,
working in the field of CSR, our chapter ensures that job and the Hauser Center for Nonprofit Organizations, and the Center for
internship opportunities will continue to be offered in years to come. International Development. The school also offers a four-year Loan
We are working actively with recent alumni in the field of CSR to Repayment Assistance Program (LRAP) for students working for
develop specialized job and internship opportunities for chapter the public interest and earning up to $50,000 for single applicants
members. KSG Career Services specializes in placing students in ($80,000 for married applicants).
nonprofits and is developing its capacity
to support cross-sector opportunities. CSR prominent alumni
opportunities are ad hoc but faculty contacts Marika McCauley – Research Analyst, The Coca-Cola Company
are very helpful. Students wanting to start Celina Gorre – Technical Manager, Global Business Coalition to Fight HIV/AIDS
Arturo Franco – Corporate Advisor for Social Responsibility and Community Development, CEMEX
their own social enterprise can incubate it in Tom Knowlton – Vice President and Director, TCC Group
the Social Entrepreneurship Collaboratory. The
admInIsTRaTIVe suPPoRT
T he purpose of the Kennedy School is to train leaders to solve
public problems and the administration demonstrates a com-
mitment to fulfilling this mission by supporting a wide range of
available for clubs and activities. Faculty also support CSR work
through various centers, including: the Corporate Social Respon-
sibility Initiative, the Center for Business and Government, the
student activities and the development of new curricula that re- Carr Center for Human Rights, the Women and Public Policy Pro-
flect the changing needs of cross-sector professionals. Through gram, the Hauser Center for Nonprofit Organizations, and the
the Kennedy School Student Government (KSSG), funding is Center for International Development.
Reasons To aTTend
B ecause it is a policy school, the Kennedy School is unique
among Net Impact chapters in providing the best of both
worlds: in-depth study of social and environmental issues
with cutting-edge faculty in CSR and social entrepreneurship
at KSG is complemented with access to courses and activities
at Harvard Business School and other Boston area schools.
alongside core management, leadership, and evaluation skills.
Students from a wide array of professional, educational, and
geographic backgrounds thrive at the Kennedy School, as evi-
denced by this year’s Net Impact leadership team which rep-
to sum it up
resented eight countries and included a lawyer, a pharmacist, The Kennedy school of Government would be most
two investment bankers, a fair trade advocate, a journalist, a fitting for someone who is interested in attending a school
social worker, four MBA students, and representatives from to help build upon an existing base of social/environmental
impact activities with opportunities for significant growth.
the fields of healthcare, international development, philan-
thropy, education, and national security. Close interaction
79 John F. Kennedy Street, Cambridge, Massachusetts 02138, USA • Phone: +1 617 495 1100
0 Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
HeC sCHool of managemenT - PaRIs
mASteR oF buSINeSS AdmINIStRAtIoN
aT a glanCe
“
Full-time MBa students: 250
16% of HeC students are net impact members [HeC is a] good alternative to the cut-
50% of those members are “very active” throat, grow-or-die approach that many
”
25% are “somewhat active” other business schools teach in MBa
programs.
This chapter in three words:
entrepreneurial, Growing, Active
chapter leaders: leticia Kawanami (leticia.kawanami@gmail.com) and Gajender sharma (gajender.sharma@mailhec.net) n = 10
CuRRICulum
CuRRICulum
students identified their program’s strengths as being in the areas of International develop-
ment, Corporate social Responsibility, and environmental sustainability. 20% of re-
spondents say the students at their program are enthusiastic about social/environmental themes
in the curriculum; 10% of respondents say the faculty at their program are enthusiastic.
M BA HEC program takes a proactive, holistic approach
in training leaders with a high degree of ethical aware-
ness. HEC has responded to environmental issues by further
range of management education subjects, from accounting
and strategy to communications and marketing.
• The MBA participants can choose from a wide range of
developing the quantitative and qualitative role of sustain- sustainable electives, such as “Business ethics”, “CSR be-
able development within the MBA program. On a quanti- yond the controversy”, and “Corporate strategy and devel-
tative basis, the MBA HEC program has added more weight opment.”
to the teaching of business ethics, sustainable development, • MBA HEC students have the opportunity to enroll in a
and corporate social responsibility, thereby increasing the sustainable development program at a partner school. No-
number of electives in these key areas. tably, HEC has joint degrees with the Fletcher School of Law
The qualitative changes are materialized through a “sus- and Diplomacy and the London School of Economics and
tainable development strategy.” It has been launched Political Science.
through the creation of a “positive management program” • Students are required to work on a Marketing Project as
whose aims are to reinforce and coordinate the sustainability part of Core 2. Many students choose to work with non-
business within the HEC MBA curriculum. profit or fair-trade companies on this project.
HEC believes that these subjects should not be taught in • Some HEC MBA students have taken the initiative to
isolation or added artificially to existing courses. Instead, we work for nonprofit organizations as part of a summer in-
take an integrated approach to positive management, encour- ternship program.
aging participants to draw from a wide range of viewpoints Candidates will not only understand the relevant ethical
on a daily basis over the sixteen-month program. This inte- and ecological issues, they will also be able to play an active
grated approach is put into practice in a number of ways. role in this area. Whatever their position, company, or con-
• All HEC MBA candidates follow an experiential learning tinent, HEC alumni will contribute to spreading awareness
process that trains them to adopt high ethical standards in and global change.
their actions, whether in the classroom, in work groups, or In September 2007, the fourth HEC Sustainable Develop-
in project work. ment Seminar, which will be organized in connection with
• All HEC MBA participants take a “Sustainable Business the Spanish business school ESADE, will feature keynote
Strategy” course and several “positive economy” seminars. speakers from sustainable development organizations, as
• Faculty members are required to teach sustainable man- well as guest speakers from the corporate world, and presti-
agement concepts in a systematic manner across the entire gious European business schools.
Published by net impact • Content submitted by current students in spring 2007
1
hec SchooL oF mANAGemeNt, continued
sTudenT aCTIVITIes
student activity level in net impact compared to other clubs on campus: above average. 10%
of respondents say the students at their program are enthusiastic about social/environmental
themes in the extracurricular events and activities; 20% of respondents say the faculty at their
program are enthusiastic.
T he Net Impact HEC MBA chapter was created in 2005, and
is in its peak period of growth and development. Members
are self-motivated and collaborative. They come with new ideas
We encourage members to participate in debates to
which the Club is invited. These include the Human Rights
Workshop at the UN and the conference at the World Bank
to strengthen and grow the club. The Club Officers are very entitled “Tomorrow’s Leaders Speak Out: Partnering to
active and they constantly work on new events, activities, and Combat Corruption.”
networking. Net Impact HEC MBA is well-linked with other chapters
The main activity at Net Impact HEC MBA is the Sustainable and “positive” MBA clubs in Europe. Our aim is to support
Development Conference, which takes place in the fall. This the Net Impact HEC MBA members to attend conferences
conference is a compulsory part of the MBA’s curriculum, at other schools and to promote networking and career
which explains its importance and size. It is a two-day opportunities. We are also working with organizations such
conference with very important guest speakers from diverse as MBAs Without Borders on fundraising and internships in
areas of sustainable development including energy, CSR, and the area of sustainable development. We have also started to
economic development. It is a great opportunity for students work with ESF (Entrepreneurs without Borders) in France.
to learn more about these specific areas, to discuss their point In addition, we collaborate with the undergraduate clubs
of views, and to network. and associations at HEC. We have an on-campus Sustainable
In addition to the conference, our aim is to have at least Development Day and other events, which we develop
one speaker come to campus monthly. together.
CaReeR seRVICes & alumnI
10% of respondents described their career services as very helpful; 29% found internships that
utilize their values and skills; 40% of respondents rated their alumni network as very helpful.
C areer Services acts on demand. They are working hard to
improve their network of nonprofit organizations and
increase the number of internship and job offers in that sector.
prominent alum
Thierry Fornas – Sales and Marketing Director, EcoAct
admInIsTRaTIVe suPPoRT
30% of respondents say the administration is enthusiastic about social/environmental themes in
the curriculum; 40% of respondents say the administration is enthusiastic about social/environ-
mental themes in extracurricular events and activities.
T he administration is very supportive. The associate dean
and academic director are members of the Net Impact
HEC Governance Board.
dean and the administration to implement the changes.
To develop individual, interpersonal, and collective skills,
the MBA program has developed a Mission and Action project
Increasingly, they admit candidates who are interested in (MAP) within its curriculum. MAP offers an opportunity for
the field. those who are ready and willing to be actively engaged in
The curriculum is being changed to include more subjects strategic social and humanitarian missions. Walid Malouf
in this area not only as part of the electives but as part of (MBA 2006) was the first to take advantage of this option.
the core. Net Impact HEC MBA played a leading role in this He joined a team of experts to rehabilitate semi-arid land,
change. The club conducted a student survey to understand sustain habitats, and develop rural life in Western African
their needs; afterwards, the club worked with the associate countries.
2 Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
hec SchooL oF mANAGemeNt, continued
Reasons To aTTend
T he HEC MBA program is the place to come if you have
great ideas and a huge drive to make them happen!
The program also offers a flexible and open environment in
marketing, entrepreneurship, finance, or strategy track and
complement those with the electives of their interest. They
can focus on their track but participate in the club’s events to
which to exercise your leadership skills. The sixteen-month develop their social and environmental side as a very impor-
program balances academics and personal growth. The cur- tant complement to their career in the for-profit sector. One
riculum gets stronger every year. We have the support from student cites these as the reason to attend: HEC has “strong
administration to create events and influence changes in the links between best business practices and the humanitarian
curriculum. The Sustainable Development Conference is an sector, creating added value for both.” It is therefore a “good
excellent opportunity to network and develop your skills alternative to the cut-throat, grow-or-die approach that
since it is made by the students for the students. We are very many other business schools teach.”
well-linked with other “positive” clubs in European Business
Schools which creates the perfect opportunity to expand your
network. Our club is here to support you with job and intern- to sum it up
ship searches, career advice, and academic development.
The HEC MBA program is also ideal for those candidates HeC would be most fitting for someone interested in build-
who are interested in social and/or environmental themes ing upon an existing base of social/environmental impact
activities with opportunities for significant growth.
but do not necessarily want to work in that field. Students
are offered a very strong curriculum where they can choose a
14, avenue de la porte de Champerret, 75838 Paris, FRANCE • +33 01 44 09 34 00
Published by net impact • Content submitted by current students in spring 2007
3
IndIana unIVeRsITy
keLLeY buSINeSS SchooL
aT a glanCe
“
Full-time students: 400
Kelley is one of the warmest and friend-
13 % of Kelley students are net impact members liest environments where business is
”
20% of those members are “very active” viewed holistically as an integral part of
the social fabric of life.
15 % are “somewhat active”
This chapter in three words:
diverse, enthusiastic, Revered
chapter leaders: Trevor lobo (tjlobo@indiana.edu) n = 11
CuRRICulum
students identified their program’s strengths as being in the areas of International develop-
ment, Corporate social Responsibility, and social entrepreneurship.
18% of respondents say the students at their program are enthusiastic about social/environmental
themes in the curriculum; 9% of respondents say the faculty at their program are enthusiastic.
K elley’s flexible curriculum and university partnerships al-
low students to pursue social and environmental interests.
Beginning in the core curriculum, social and environmental
wards social and environmental issues in several elective
courses. Kelley also offers “Kelley International Perspectives”
classes in which students learn about international business
issues are included as part of case discussions and competi- development and then travel to another country during spring
tions. The depth of the issue depends on the case, professor, break. KIP classes usually focus on developing markets, and
and level of student interest. Strategy discussions are led by recent trips include those to Brazil, Peru, China, India, South
Professor Kesner and are one of the strongest elements of the Africa, and Eastern Europe.
Kelley core. These debate-style discussions incorporate all At Kelley, students join “academies,” which are a combina-
aspects of corporate strategy, including social responsibility tion of a club and an academic class. These faculty-led orga-
concerns. Also in the core, Professor Metzger leads a critical nizations provide an intimate setting for both learning and
thinking module that incorporates ethics and the responsibil- career development and give students opportunities to pursue
ity of managers. Other core professors incorporate social and their areas of interest, including social and environmental ca-
environmental issues as is appropriate to their teachings. reers and projects. Since academies change from year to year
In a unique partnership with Indiana University’s School depending on demand and interest, there is also the potential
of Public and Environmental Affairs (SPEA), Kelley students to initiate an academy more specifically focused on social and
can choose to pursue a Certificate in Social Entrepreneurship. environmental issues.
The certificate merges the respective schools’ strengths in pri- Finally, Kelley faculty members and administrators are ex-
vate and public/nonprofit management and requires classes tremely responsive to student ideas and input. This is for-
in each, as well as an integrative course and an appropriate malized through the Curriculum Advisory Committee, a stu-
internship experience. In addition, Kelley students can take dent-led group that brings students’ concerns and ideas to the
electives at SPEA, which is located just across the street from school’s attention. Through both formal and informal means,
the School of Business. Other formal joint degree programs Kelley students have the opportunity to continuously develop
that may meet the needs of students with social and environ- their curriculum. Currently, Kelley Net Impact members are
mental interests are available at the School of Law and several working with the MBA program chair and various department
other graduate schools. heads to present ideas for greater integration of social and en-
Kelley students have the ability to frame their projects to- vironmental issues.
Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
INdIANA uNIVeRSItY, continued
sTudenT aCTIVITIes
student activity level in net impact compared to other clubs on campus: above average.
18% of respondents say the students at their program are enthusiastic about social/environmen-
tal themes in the extracurricular events and activities; 18% of respondents say the faculty at their
program are enthusiastic.
N early all of Kelley’s graduate clubs consider the social
and environmental aspect of business, but Kelley’s Net
Impact chapter leads the way.
has also organized a series of documentary/discussion events
that allow students to gain awareness of corporate social
responsibility-related issues through the viewing of a movie
The Kelley chapter of Net Impact is well-established and followed by a faculty-led discussion on the topic. Net Impact
builds momentum every year. More and more students and also volunteers in the community; for example, students
faculty are becoming interested in companies that are socially helped plant trees to support Earth Day and Net Impact will
responsible and that work toward making the world a better also host a clothing and book drive. To keep its members up
place. “The general receptivity of the program to Net Impact to date and informed of all these activities, Kelley Net Impact
topics has made programming easy and highly effective, and holds regular meetings and provides timely announcements.
the possibilities seem endless,” writes one student. Aside from these activities, our chapter works closely with
Net Impact has several events that are held every year. In the other graduate business clubs to make sure that events
the fall, for incoming students, Net Impact partners with have a socially relevant component.
the Consulting Club and Entrepreneur Club to hold a case “Plenty of opportunities exist, be it in a leadership role or
competition that focuses on a socially relevant business otherwise, for student involvement in the Net Impact club,”
problem taking place in the world today. Net Impact also writes one student. “In addition, the atmosphere at the
hosts an ethics panel, where industry executives are invited Kelley School of Business is very supportive of fresh ideas in
to discuss ethical issues they have faced in the business world the realm of social/environmental/ethical impact themes.”
and to answer any questions students may have. Net Impact
CaReeR seRVICes & alumnI
64% of respondents described their career services as very helpful; 75% found jobs that utilize
their values and skills; 36% of respondents rated their alumni network as very helpful.
T he Kelley School of Business has a Graduate Career
Services (GCS) department that gives students the
opportunity to prepare for interviews in the corporate
tips on how to conduct job searches, and there are ways for
students to contact alumni.
Aside from the GCS department, students who are
setting, and these skills are also valuable to students pursuing admitted into the Social Entrepreneurship Certificate
careers in nontraditional settings. However, the vast majority Program can select from a number of established internships
of career services’ effort is geared toward corporate jobs, with nonprofit organizations in the surrounding area, as
especially by corporations that recruit at Kelley. It also seems well as a few corporations that have active corporate social
that a majority of Kelley students are interested in the jobs responsibility initiatives. In the past, students have held
offered by the corporate recruiters. Still, the GCS has offered internships with organizations such as Middle Way House,
various and continuous workshops on how to pursue jobs in United Way, Clarian Health Partners, and Eli Lilly and
corporate social responsibility. The counselors offer a lot of Company.
Published by net impact • Content submitted by current students in spring 2007
INdIANA uNIVeRSItY, continued
admInIsTRaTIVe suPPoRT
T he leadership and administration of Kelley appreciate
students who are interested in Net Impact and show
strong support for the club in various ways.
the Dean’s Council, or the MBA club chairperson. In addi-
tion, the Ethics Institute often covers much of the expense
to bring in speakers who are focused on business ethics.
Net Impact receives funding from the school that can be Thus, the school at large recognizes the importance of Net
used for socially relevant events decided upon by the current Impact. “The administration is always receptive to students’
Net Impact leadership with the influence of the active mem- interests and is always looking for ways to improve the pro-
bership. Most years, the school also reimburses a number gram,” writes one student. However, the school can only de-
of students for expenses incurred at the annual Net Impact liver what is requested by the students, so it is imperative
conference, which they highly encourage students to attend. that in upcoming years there are dedicated students who
In addition to its base of funds, Kelley Net Impact can also keep social and environmental issues at the forefront of the
receive additional funds from the Bunke’s Ethics Institute, school’s consciousness.
Reasons To aTTend
27% of respondents say the administration is enthusiastic about social/environmental themes
in the curriculum; 9% of respondents say the administration is enthusiastic about social/envi-
ronmental themes in extracurricular events and activities.
I ndiana’s Kelley School of Business has a strong entrepre-
neurship program. As a result, there are opportunities to
pursue a Certificate of Social Entrepreneurship, which en-
profit sector, many students pursue work that is aligned with
their social and environmental priorities by working with
companies with excellent reputations for corporate respon-
tails taking classes in both the School of Public Affairs and sibility.
Environment (SPEA) and the Kelley School of Business. En- Kelley’s Graduate Career Services office recently started an
trepreneurship, finance, and marketing programs at Kelley initiative to address the needs of students interested in less
provide a good foundation for starting and growing a busi- traditional careers.
ness—a skill-set very applicable to someone considering a
nonprofit management track.
In addition, while Kelley does not have a formal loan for- to sum it up
giveness program, the school’s tuition is the one of the low-
est of the top business schools. Considering that the school The Kelley school would be most fitting for
is also very generous with assistantships and grants, all stu- someone interested in building upon an existing base of
social/environmental impact activities with opportunity
dents, not just those participating in a loan program, have a for significant growth.
wide variety of career options available to them.
While almost all students accept employment in the for-
309 East Tenth Street, Bloomington, Indiana 47405, USA • +1 812 855 8100 • E-mail: mbaoffice@indiana.edu
6 Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
Insead
mASteR oF buSINeSS AdmINIStRAtIoN
aT a glanCe
“
Full-time MBa students: 900
The inDeVOR club (i.e. net
22% of inseaD students are net impact members impact) is the largest student
club on campus and it is very
10% of those members are “very active” proactive. also, the alumni
”
25% are “somewhat active” network in net impact related
areas is large and helpful.
This chapter in three words:
Influence, engagement, opportunities
chapter leader: Megan Pillsbury (megan.pillsbury@alumni.insead.edu) n = 41
CuRRICulum
CuRRICulum
students identified their program’s strengths as being in the areas of International development,
Corporate social Responsibility, and social entrepreneurship. 34% of respondents
say the students at their program are enthusiastic about social/environmental themes in the
curriculum; 27% of respondents say the faculty at their program are enthusiastic.
T he INSEAD MBA curriculum incorporates social and en-
vironmental issues through a combination of required
modules at the beginning of the program, specific cases and
Some examples of electives include courses in: ethics and
business, business and the social sector, environmental
management, managing in developing countries, and social
sessions as part of the core courses, and a large set of elec- entrepreneurship. While the MBA program at INSEAD is a
tives. general management MBA and does not offer specializations
Our MBA curriculum is composed of twenty-three and a or majors, students can shape almost forty-five percent of
half credits, of which thirteen are core courses. Social and their curriculum. As such, students could take all their elec-
environmental issues are included in three levels: tives in the area of social and environmental issues.
• During the introduction to the program, all students go In recent years, these electives have introduced an increas-
through modules on management, culture and values, and ing number of projects that have a real social impact. These
ethics. projects, sometimes in regions of the world with which stu-
• During the required courses, we encourage faculty to in- dents might not be familiar (South Africa, Kenya, India, Chi-
clude materials that are relevant to their courses, but which na), provide a hands-on experience that complements the
also have a social or environmental component. As an exam- material discussed in the courses.
ple, discussions on ethics and business are included in several A new center for social responsibility provides an umbrella
sessions of the courses in leading organizations, finance, and for research and activities in this area. A group of about ten
accounting; issues related to international development ap- faculty members from very different disciplines is respon-
pear in the macroeconomics and political analysis courses. sible for the development of the curriculum.
• There are about fifteen different electives with content Because we are a business school without a university
that is mainly related to social and environmental issues. around us, we do not offer dual-degree programs.
Published by net impact • Content submitted by current students in spring 2007
7
INSeAd, continued
sTudenT aCTIVITIes
student activity level in net impact compared to other clubs on campus: one of the most
active clubs at the program. 46% of respondents say the students at their program are
enthusiastic about social/environmental themes in the extracurricular events and activities; 46%
of respondents say the faculty at their program are enthusiastic.
F ounded in 1993 and made an affiliate chapter of Net Impact
in 2003, our Net Impact club (INDEVOR) is the largest
MBA student club at INSEAD. Students, partners, faculty,
areas is large and helpful,” writes one student. Finally, we run
fundraisers and community involvement activities, such as
Habitat for Humanity.
and staff are all invited to become members of INDEVOR. It Due to overwhelming interest in INDEVOR-related issues this
serves as a forum to examine the role of business in society, year, two clubs have been spun off to focus on specific issues:
and our main areas of concern are international development, • The INSEAD Energy Club aims to leverage its alumni network
corporate social responsibility, environmental sustainability, and INSEAD’s existing corporate relationships to provide
nonprofit and non-governmental organizations, and social ongoing career services and to support future entrepreneurs in
entrepreneurship. nascent industries such as alternative energy technologies and
We host speaker events featuring students, faculty members, energy trading. We encompass the entire energy spectrum from
and industry professionals. Among those who have spoken or are nuclear, oil, gas, and coal through to the newer technologies,
scheduled to speak are Sir Richard Feachem of the Global Fund, often in association with private equity and venture capital
Patrick Cescau of Unilever, and Peter Goldmark of Environmental firms. Here, we work closely with the INSEAD Private Equity
Defense. We also focus on networking with alumni, identifying Club.
career opportunities for our members, influencing the academic • The INSEAD Emerging Markets Club examines business
curriculum, distributing a monthly newsletter, and liaising opportunities and strategies for meeting the needs of emerging
with other clubs both within INSEAD and externally. With markets. We recently co-hosted a social entrepreneurship event
such enterprises, “the alumni network in Net Impact-related with INDEVOR that featured students and faculty members.
CaReeR seRVICes & alumnI
44% of respondents described their career services as very helpful; 73% found jobs that uti-
lize their values and skills; 54% of respondents rated their alumni network as very helpful.
prominent alumni
I NSEAD’s MBA Career Services
provides advice and assistance to
companies wishing to recruit our
Penny Grewal (1984) - Head of Sector Health Care, Novartis Foundation Sustainable Development
Alain Bougard (1967) - President, Fondation Crusoé Suisse
Sarah Dodds (1997) - Director of Ventures, Un Ltd
Julien Morcom Harneis (1997) - Chief of Field Office, UNICEF
MBA participants and supports MBA Eric Usher (1998) - Head, Renewable Energy Finance Unit, United Nations Environment Programme
participants in optimizing their career
choices after graduation. Two members INSEAD has been able to bring to campus such organizations as
of our teams in Fontainebleau and Singapore cover the social Environmental Defense, Ashoka, the British Red Cross, Oxfam,
sector, building relationships with recruiters from nonprofit and the Global Fund to fight AIDS. Here, these organizations
organizations, consulting firms that operate in nonprofit or have presented and met the MBA participants, providing them
development sectors, for-profit companies that pursue socially with first-hand information about the sector.
responsible business practices, and for-profit ventures within Although few students join the nonprofit world directly after
nonprofit organizations. Currently over fifty foundations, their MBA (approximately five percent), we see many MBA
nonprofit organizations, and inter-governmental agencies turn participants show a strong desire to work in socially responsible
to INSEAD to meet their recruitment needs. companies. Several participants are planning to build their
A dedicated NGO career website on our intranet provides own social venture in the future. In addition, a growing number
research material to all MBA participants, and we have several of MBA participants use their two-month summer break
subscriptions to job boards that specialize in nonprofit or the first months after graduation to do an internship at a
opportunities. Our team offers individual counseling sessions, nonprofit or in a CSR-related field. Lastly, our Career Services
feedback on CVs and cover letters, and assistance in interview has successfully increased the internship and project offerings
preparation. Due to our strong commitment to this sector, over the past few years.
8 Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
INSeAd, continued
admInIsTRaTIVe suPPoRT
1% of respondents say the administration is enthusiastic about social/environmental themes in
the curriculum; 9% of respondents say the administration is enthusiastic about social/environ-
mental themes in extracurricular events and activities.
T he INSEAD Social Innovation Center centralizes all
activities related to social and environmental issues in
the school (research, teaching, events). It also supports the
emphasis in profiles that are considered to be different from
the more traditional MBA profiles. Interest in social issues,
and experience in nonprofit or international institutions is
student activities and the Net Impact chapter (INDEVOR). valued by the admissions committee.
When it comes to the admissions process, INSEAD Currently the school has set three priorities in terms of
emphasizes diversity in the classroom as a key value of future developments and strategy. One of them is social
the MBA program. When looking for diversity, there is responsibility, very much linked to the Net Impact values.
Reasons To aTTend
44% of respondents strongly agree their program adequately prepares net impact members
for ethical and socially responsible leadership; 22% of respondents strongly agree their pro-
gram adequately prepares all students for ethical and socially responsible leadership.
T he main differentiating factor of the INSEAD MBA pro-
gram is its international reach and the diversity of its
participants. With two campuses (one in France and one in
are coordinated by the INSEAD Social Innovation Center. A
group of about ten professors are committed to this area and
they provide the research and teaching that our participants
Singapore) and an alliance with the Wharton School in the are exposed to in our programs. The center is linked with the
United States, INSEAD brings participants from all over the Net Impact chapter, INDEVOR, which has about 200 mem-
world and provides a learning experience based on the expo- bers. In addition to the courses, we organize a good number
sure to different ideas and values. Discussions on values and of activities (events, conferences, projects) in this area. There
cultural differences are an integral part of the everyday life in is also a focus, within the Career Services team, in linking
the INSEAD MBA program. our participants to organizations that have an interest in re-
Ours is a general management program with emphasis on cruiting in this area (nonprofit, international organizations
leadership. Participants take a set of required courses that or multinational companies that are developing teams spe-
provides the foundation, and then they choose among a very cialized in social issues).
large number of electives (more than eighty) to complete
their curriculum.
Discussions on the impact of business in society, on in-
to sum it up
ternational development, and on values are common in the
inseaD would be most fitting for someone
classroom because of the diversity in the backgrounds of interested in attending a school where students and
our participants. The fact that there is no dominant culture faculty are on the forefront of social/environmental
issues.
makes it a very open environment.
Activities that relate to social and environmental topics
Boulevard de Constance, 77305 Fontainebleau, FRANCE • Phone: +33 (0)1 60 72 40 00 • E-mail: mba.europe@insead.edu
Published by net impact • Content submitted by current students in spring 2007
9
InsTITuTo de emPResa
INteRNAtIoNAL mbA, mbA, mmm
aT a glanCe
“
Full-time students: ~600
2% of ie students are net impact members [students’] views about worldwide con-
cerns will be enriched and there is a lot
20% of those members are “very active”
”
of room for enthusiastic net impacters.
40% are “somewhat active”
This chapter in three words:
Social responsibility, conferences, the Net Impact day
chapter leaders: soledad Pons Caruso (soleponscaruso@hotmail.com) and laurence Friberg (laufriberg@gmail.com)
CuRRICulum
T he Instituto de Empresa is very active concerning social
responsibility and entrepreneurship. Social responsibili-
ty is something really important to the school: every instruc-
ganize a Christmas market. As has been widely announced,
the IE won the Thunderbird competition this year. IE is lis-
tening to the students and tries to fulfill their needs and ex-
tor talks about it during his or her classes (e.g., in designing pectations. To this end, a cycle of “social and environmental”
business plans for our class on entrepreneurship, we were re- conferences has been organized recently. There are numer-
quired to have a “social impact” section). You can see books ous elective courses about social and environmental themes
about social responsibility in the hallways or in the store, and and quite a few conferences that are organized throughout
there is always support from the faculty members to organize the year on these subjects, either by Net Impact or by faculty
any type of event related to social responsibility, whether it members. Net Impact organized a conference with a faculty
is to send students to the Thunderbird competition or to or- member who is part of the Global Compact.
sTudenT aCTIVITIes
T he Net Impact chapter started two years ago and is devel-
oping. Currently we have forty-five members of whom
twenty are pretty active. One of our key events is the annual
but we want this action plan to be flexible so that any idea a
member may have can be realized. We often organize events
together with many other clubs, including an entrepreneurs
conference on social responsibility, which takes place in No- club, an environmental club, a global warming club and the
vember. Last year, Jed Emmerson joined us for the conference Venezuelan club. Net Impact is labeled “the social responsibil-
and it was a huge success. We are currently getting organized ity club” and we have a pretty good reputation among faculty
for the 2007 event. We do special events such as conferences members and students. We are seen as a club that concerns
or whatever comes up to mind. In December, we organized itself with a serious issue, and our conferences always attract
a Christmas market, and we are thinking about organizing people. Social and environmental issues are really integrated
a “Diversity Day.” We have a strategy and an action plan, into school life at the Instituto de Empresa.
CaReeR seRVICes & alumnI
W e have a department in charge of helping students to find a job, and slowly but surely, there are jobs with more of a
“social side,” such as positions in the Red Cross. We also have a program for social internships, whereby a student may
do such things as help a local NGO define their strategy. One of the NGOs with which we have a partnership is in Kenya.
0 Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
INStItuto de empReSA, continued
admInIsTRaTIVe suPPoRT
O ur Net Impact chapter and the other clubs related to so-
cial or environmental issues always get support from the
faculty members. We believe the social office places special
value on applicants with a social background. For instance,
one of our active members used to work for the NGO sector.
The future priorities are aligned with Net Impact values.
Reasons To aTTend
I nstituto de Empresa IMBA and MBA programs are recog-
nized for their focus on entrepreneurship, the diversity
of their classes, their high percentage of women enrolled,
to sum it up
The instituto de empresa would be most fitting
and their diversity. Moreover, it is possible to focus on so- for someone interested in attending a school
cial entrepreneurship through a concentration in the “Ven- where students and faculty are on the forefront of social/
environmental issues.
ture Lab” elective. Throughout the year, there are also many
conferences and events related to social and environmental
themes.
María de Molina 11, Edificio A - Planta Jardín, Madrid, SPAIN • Phone: +34 91 568 96 10 • E-mail: admissions@ie.edu
Published by net impact • Content submitted by current students in spring 2007
1
massaCHuseTTs InsTITuTe of TeCHnology (mIT)
SLoAN SchooL oF mANAGemeNt
aT a glanCe
“
Full-time students: 750
it is easy to talk about ideas, but at sloan
13% of sloan students are net impact members i felt that students were more likely to
40% of those members are “very active”
”
take action and do something about it.
20% are “somewhat active”
This chapter in three words:
Active, Growing, hot
chapter leaders: Joanna Brownstein (jbrownstein@sloan.mit.edu) and Gabe shapiro (gshapiro@mit.edu) n = 19
CuRRICulum
students identified their program’s strengths as being in the areas of International develop-
ment, environmental sustainability, and social entrepreneurship. 42% of respondents
say the students at their program are enthusiastic about social/environmental themes in the cur-
riculum; 53% of respondents say the faculty at their program are enthusiastic.
A t orientation, students are introduced to a clear ethics and
social focus which is carried out in the core. In each of
our core classes there is at least one case that touches upon
entrepreneurship are incorporated in many classes, even if it
is not the primary focus of the class. Students also have many
opportunities to attend seminars in the MIT Sloan Innovation
social/environmental/ethical themes. We are working with Period and winter break.
key faculty and staff to incorporate more of these teachable There is a core group of senior faculty, staff, and administrators
moments into the core and popular electives. Also, because who are committed to social/environmental issues. A very
MIT Sloan’s core requirements are all taken in the first active sustainability working group is also raising the profile
semester, one student notes that “There is a lot of time and of these issues throughout the MIT Sloan community.
flexibility to pursue very specific areas of interest.” Dual degree programs are offered through the Kennedy
MIT Sloan has many opportunities to explore Net Impact School of Government at Harvard University, the Harvard-
issues in elective classes. This semester, a class entitled MIT Division of Health Sciences and Technology, and the
Sustainability Lab was introduced. There are also electives Faculty of Engineering. MIT Sloan students can also cross
on ethics and environmental issues. Themes around social register for any class at Harvard or MIT.
sTudenT aCTIVITIes
student activity level in net impact compared to other clubs on campus: one of the most ac-
tive clubs at the program. 42% of respondents say the students at their program are enthu-
siastic about social/environmental themes in the extracurricular events and activities; 42% of
respondents say the faculty at their program are enthusiastic.
T he MIT Sloan Net Impact chapter has doubled in size dur-
ing each of the last 2 years. One student comments that
despite the “growth by leaps and bounds,” entering students
ronment, international development, global health, ethics, and
curriculum change. “The level of engagement and action that I
saw in the student body” is what attracted at least one survey
will still find opportunities “to help shape the future of MIT respondent to MIT Sloan.
Sloan Net Impact” which is now one of MIT Sloan’s largest and We work with the MIT Sloan Senate to coordinate the MIT
most active clubs. Our members are active in sustainability is- Sloan Service day, where volunteers go into the community and
sues across the MIT campus, including energy and the envi- do projects for nonprofits. We also coordinate the “Food Fight”
2 Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
mASSAchuSettS INStItute oF techNoLoGY (mIt), continued
StudeNt ActIVItIeS, continued
a competition between cohorts to see who can raise the most work in the nonprofit and social impact space, and implement-
money for hunger relief organizations. We co-sponsor events ing new initiatives such as a CSR seminar series. We are also
with almost every other professional club at MIT Sloan. increasing our involvement with the Career Development Of-
Our strategic plan for the next year includes implementing fice, to improve recruiting opportunities for people interested
a Board Fellows program, expanding support for students who in impact-based careers.
CaReeR seRVICes & alumnI
16% of respondents described their career services as very helpful; 89% found internships that
utilize their values and skills; 26% of respondents rated their alumni network as very helpful.
prominent alumni
T he MIT Sloan Career Development Office (CDO) has made a
great effort to increase the resources for students interested
in social impact careers. They have partnered with the MBA -
George Chu (2004) - CFO, Citizen Schools, Inc.
Alberto Citarella (1999) - Director of Finance, Jumpstart for Young Children
Johanna Klein (2005) - Structured Finance Specialist, Asian Development Bank
Laura Paglione (1999) - Director of the iBridge Network, Kauffman Foundation
Nonprofit Connection and Common Good Careers to increase Dale Galvin (1998) - COO, Rare Conservation
the number of job postings available to students. In addition, the
CDO holds information sessions on social impact careers. The summer internships with nonprofit organizations. The Net
CDO also supports the student-run Sloan Nonprofit Internship Impact chapter sends out a weekly digest which includes career
Fund (SNIF) which provides up to $5,000 to students who take opportunities gathered from a variety of resources.
admInIsTRaTIVe suPPoRT
3% of respondents say the administration is enthusiastic about social/environmental themes in
the curriculum; 68% of respondents say the administration is enthusiastic about social/environ-
mental themes in extracurricular events and activities.
T he administration is a great supporter of the MIT Sloan Net
Impact chapter. Net Impact receives $1,000 of funding each
semester from the Student Affairs Office (SAO). In addition,
students interested in social/ environmental issues, and reach
out to prospective students interested in this area. As an exam-
ple of administrative support, one student mentioned “a grow-
the SAO provides financial support for Net Impact members to ing focus on renewable energy brought on by a mandate from
attend the Net Impact national conference. The administration MIT’s president to focus on this issue.”
is also very open to suggestions about how they can support
Reasons To aTTend
32% of respondents strongly agree their program adequately prepares net impact members
for ethical and socially responsible leadership; 11% of respondents strongly agree their program
adequately prepares all students for ethical and socially responsible leadership.
O ur program has a very strong, committed leadership
team that is active across campus. We have the support
of the administration, and a core group of senior faculty who
interest and activity surrounding social impact, and the num-
ber of involved students is increasing every day.
are committed to bringing MIT Sloan to the forefront of sus- to sum it up
tainable business. The strong ties we have with the rest of MIT
provide amazing opportunities to be involved in leveraging The MiT sloan school would be most fitting for
someone interested in building upon an existing
new technologies for social good. The entrepreneurship com- base of social/environmental impact activities with
munity at MIT Sloan is quite strong and there is a lot of sup- opportunity for significant growth.
port for social entrepreneurs. Our school has a high level of
Suite E52-126, Cambridge, MA 02142-1347, USA • Phone: +1 617 258 5434 • E-mail: mbaadmissions@sloan.mit.edu
Published by net impact • Content submitted by current students in spring 2007
3
monTeRey InsTITuTe of InTeRnaTIonal
sTudIes
FISheR GRAduAte SchooL oF INteRNAtIoNAL buSINeSS
aT a glanCe
“
Full-time students: 80
With [relatively few] students in the
21 % of Fisher students are net impact members business school, you have the power to
make large changes to the school and a
46% of those members are “very active”
”
lot of opportunity to grow and develop
34% are “somewhat active” yourself as a business person.
This chapter in three words:
energetic, Resourceful, collaborative
chapter leaders: neal Reardon (neal.reardon@miis.edu) and Rashelle simpson (rashelle.simpson@miis.edu)
CuRRICulum
O ur school is currently exploring ways in which to incor-
porate social and environmental themes into the core
curriculum. As the program stands, it is possible to find
“the business and policy schools don’t usually see eye to
eye,” which means “ you must create your own program and
sometimes fight your way into policy classes.” The school
courses of interest within these areas, but they are not nec- is exploring the option of a Green Business track in which
essarily part of the traditional program. “There is…a strong students could receive a degree related directly to busi-
environmental policy program at the Monterey Institute ness and the environment. This is possible now, but only
which allows for increased learning in the subject area” one through formal enrollment in dual-degree programs. Many
student writes. Another adds, however, that many of these students pursue a Master’s in International Environmental
courses are offered by the school of public policy and that Policy and an MBA.
sTudenT aCTIVITIes
sTudenTNet Impact chapter has been ac-
aCTIVITIes
T he Monterey Institute
tive for about four years. It is not large but remains one
of the most active clubs on campus. The chapter hosts an
Monterey Institute club that focuses on sustainability issues
for the campus. They have activities ranging from recycling
efforts to increasing plant-based offerings in the cafeteria
annual forum in which speakers are invited from the San to hosting an Earth Day event. ETF and Net Impact have
Francisco Bay area to discuss issues related to business and been working closely together to build a strategy for campus
sustainability. The most recent forum in March 2007 was greening. One student notes that “people’s intentions here
entitled “Greening Outside the Niche.” Our chapter also re- are good when it comes to social and eco issues, but turnout
ceived money to begin an on-campus speaker series focused at our Net Impact events is low. There is a degree of extra-
on business sustainability. In addition, we work with anoth- curricular participation apathy here that, with all the appar-
er student-led club, the Environmental Task Force (ETF), a ent ‘green’ attitude while in class, is surprising.”
CaReeR seRVICes & alumnI
C areer Services at the Monterey Institute are rather gen-
eral. Due to the small size of the school, there is only
one person who interacts with students in the career ser-
jobs, there is a high degree of individual attention to pursue
such interests.
vice department but this allows for highly specialized career prominent alumni
searches and individual attention. Therefore, while there is Kate Butchart (2006) - Business Development Manager, SustainLane
Alison Hopcroft (2006) - Consultant, Good Company
not a specific career service for social/environmental impact
Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
moNteReY INStItute oF INteRNAtIoNAL StudIeS, continued
admInIsTRaTIVe suPPoRT
T he Business School staff has been supportive of activities
put on through the chapter, but they are still working on
implementing social and environmental initiatives within the
been realized through the school’s administration and Board
of Trustees, who are quite interested in learning how the Mon-
terey Institute can become a green campus and integrate sus-
curriculum and office spaces. However, recent momentum has tainable practices into the core values of the Institute.
Reasons To aTTend
to sum it up
T he Monterey Institute is a small school which affords
numerous opportunities for students to make an impact
in areas they are passionate about. If a student wants to
The Fisher school at Miis would be most fitting
for someone interested in building upon an exist-
ing base of social/environmental impact activities with
help move the Institute into a new era of sustainability, the opportunity for significant growth.
Monterey Institute is the place for them. There are many
movements underway at this time to establish a base for sus-
tainability. Because of the small size, individuals can make Along the same lines, specializations can be created rather
lasting impressions and effect change in extraordinary ways. easily within the program to find each student’s niche.
460 Pierce Street, Monterey, California 93940, USA • Phone: + 1 831 647 6586 • E-mail: fgsib@miis.edu
Published by net impact • Content submitted by current students in spring 2007
new yoRk unIVeRsITy
SteRN SchooL oF buSINeSS
aT a glanCe
“
Full-time students: 800
[stern’s] social entrepreneurship resources
are very impressive, including the classes
12 % of stern students are net impact members (e.g. the student-run social Venture Fund)
”
30% of those members are “very active” and extracurricular opportunities (e.g. the
20% are “somewhat active” Business Plan Competition).
This chapter in three words:
passionate, dynamic, Inspiring
chapter leaders: liz Greenbaum (liz.greenbaum@stern.nyu.edu) and Mel Ochoa (mel.ochoa@stern.nyu.edu) n = 15
CuRRICulum
students identified their program’s strengths as being in the areas of International development,
Corporate social Responsibility, and social entrepreneurship. 27% of respondents say
the students at their program are enthusiastic about social/environmental themes in the curriculum;
27% of respondents say the faculty at their program are enthusiastic.
S tern currently offers a breadth of academic opportunities
in social enterprise. The majority of these opportunities
are offered through electives rather than through the core
how much to integrate social and environmental themes
into the coursework. Most professors are aware of the
growing interest in social enterprise, so an increasing focus
curriculum. Some of these electives include corporate is evident in classes. Certainly professors doing research on
branding and social responsibility, social venture capital, and these topics include them in their lectures. Additionally,
the social venture fund practicum, one of the school’s most students have the flexibility to incorporate these themes
unique courses. “The Fund,” as the practicum is called, serves into their papers and projects. Stern students can also cross
as a catalyst for social change by supporting organizations register at Wagner, the NYU School of Public Policy, which
that are committed to improving the social and economic has many well-known leaders in the social enterprise field.
position of underserved communities in New York City. Despite the variety of resources available to students, there
Throughout the course, NYU graduate students serve as high- is currently no formal “social enterprise” program. Most of
engagement grantmakers, providing both financial grants the information synthesis and distribution is provided by the
and ongoing organizational assistance to the grantees. The student-led Social Enterprise Association. However, a social
Fund has raised and granted $250,000 since its inception in enterprise specialization is in the works. The program will
2005. formalize and integrate the myriad social and environmental
In the core curriculum, professors have discretion about opportunities at Stern.
6 Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
NeW YoRk uNIVeRSItY, continued
sTudenT aCTIVITIes
student activity level in net impact compared to other clubs on campus: one of the most
active clubs at the program. 33% of respondents say the students at their program are
enthusiastic about social/environmental themes in the extracurricular events and activities; 33%
of respondents say the faculty at their program are enthusiastic.
S tern provides a number of opportunities through
extracurricular activities, the most popular of which are the
Social Enterprise Association (SEA) and the Stern Consulting
of Kraft Foods, who discussed marketing to “the bottom of
the pyramid,” and a presentation by Wal-Mart’s vice president
of corporate strategy and sustainability. The SEA leadership
Corps. board is already collaborating with the administration and
Students wishing to make a social impact through business other Stern clubs to make SEA even more valuable and relevant
will definitely be interested in SEA, the home of the NYU Stern to Stern students.
Net Impact Chapter. SEA’s mission is to serve as a resource Stern Consulting Corps is one of the dean’s strategic
and conduit for students who desire to use their business skills initiatives. This unique program links graduate students seeking
for social good in the for-profit, nonprofit, and public sectors. consulting experience with local nonprofit organizations for a
Given the breadth of student interest, the organization focuses semester-long consulting-based internship. The students are
on a wide variety of topics: corporate social responsibility, mentored by leading consulting firm managers and have the
social entrepreneurship, economic development, microfinance, chance to work with prominent New York-based organizations,
socially responsible investing, education, environmental such as the Clinton Foundation and Jazz at Lincoln Center.
management, and nonprofits. The organization is young but Additionally, students take advantage of the Stern Incubator,
growing and the Stern population is supportive and responsive a business plan competition with a $100,000 prize for the social
to our growing presence within the school. We have had great track, the Reynolds Program in Social Entrepreneurship, the
feedback on this year’s events, which have included a fundraising Berkley Center for Entrepreneurial Studies, and a new venture
and awareness generating party, a speech by the vice president mentor program.”
CaReeR seRVICes & alumnI
33% of respondents described their career services as very helpful; 90% found internships that
utilize their values and skills; 33% of respondents rated their alumni network as very helpful.
T his is the first year NYU Stern has made a formal effort for students by frequently posting job opportunities on its
to include discussion on careers with a social and website. These include well-publicized openings, such as those
environmental focus in the on-campus recruiting program. through Net Impact and other organizations’ newsletters,
The Office of Career Development dedicated a small team and those that come from members’ broad individual
to finding related networks.
job opportunities At this time, few
and these became prominent alumni students seem to
a part of weekly Anne Burkhardt - Ethics and Compliance, Starbucks be interested in
Sarah Chiles - Director, Entrepreneurship Program, Berkley Center, NYU Stern School of Business
newsletters sent Christine Looney (2001) - Program Manager, Ford Foundation pursuing a post-
to all students. Sean Pfitzenmaier (2006) - Co-founder, Social Sauce MBA career in these
Judy Sanford - Brand and CSR Strategist, Addison
Earlier this year, areas, and there
we also initiated a are fewer options
relationship with presented than
Commongood Careers. The organization presented to a group those available in the traditional “business school” areas. We
of dedicated first and second-year students and included them are interested in seeing more opportunities and we plan to
in its ongoing efforts. Additionally, SEA acts as a resource pursue these more actively in the coming years.
Published by net impact • Content submitted by current students in spring 2007
7
NeW YoRk uNIVeRSItY, continued
admInIsTRaTIVe suPPoRT
33% of respondents say the administration is enthusiastic about social/environmental themes in
the curriculum; 47% of respondents say the administration is enthusiastic about social/environ-
mental themes in extracurricular events and activities.
W e have made great headway in this area over the past
year, bringing our perspective to almost all areas of the
administration. SEA’s leadership has actively participated in
collaborating with several professors to develop a course on
social entrepreneurship that focuses on New Orleans and
culminates in a trip to the region. We have also worked closely
recruiting at events, online, and through direct contact with with the school’s Office of Public Affairs to inform them of
interested students. The percentage of applicants interested our programs and we have received positive press coverage
in “social enterprise” and related areas is at an all time high both internally and within New York City. With the help of
and the current population, too, has a growing interest in Student Activities, we are planning a Social Enterprise Trek
the topic. The administration is responding to this interest! to a developing country to look at microfinance, fair trade,
We are in final discussions with the vice dean of academic and environmental stewardship education. In general, “the
affairs regarding a major social enterprise initiative, which administration is extremely open to allowing the students
would include a specialization, a summer internship salary to steer the wheel and conceive new programs,” one student
fund, and a “social impact project.” Additionally, we are writes.
Reasons To aTTend
20% of respondents strongly agree their program adequately prepares net impact members
for ethical and socially responsible leadership; 13% of respondents strongly agree their program
adequately prepares all students for ethical and socially responsible leadership.
N YU Stern’s Net Impact Chapter has huge potential. Despite
the school’s long-time expertise in finance, it has only just
begun to focus on the intersection of traditional business topics
increases students’ networking and educational opportunities
exponentially on a daily basis. As students consider which
business school to attend, they will likely consider two options:
and social and environmental themes. This, of course, occurs those leading the way for programs focused on social enterprise
at the same time that the for-profit sector is recognizing their and those just beginning on the path. NYU Stern is one of the
interdependency as well. This benefits our efforts greatly. NYU latter. This means that students have the incredible opportunity
Stern’s program has a number of critical strengths, which will to impact the program and the flexibility to shape their graduate
allow Net Impact-related topics to become a more integral part educational experience however they wish. It is perfectly suited
of the formal program over the next few years. SEA’s leadership for passionate, inventive, self-driven leaders and we look forward
is by far the most dedicated team within the school. Not only is to attracting many more in the next few years.
the team committed to social enterprise generally, but it is also
focused on cementing it as part of the school. Each member is a to sum it up
champion for the themes publicly through his or her involvement
in academics and extracurricular activities. The school also has The stern school would be most fitting for
an incredibly supportive administration. As student interest someone interested in building upon an existing
grows, the deans continue to prove their support, as discussed base of social/environmental impact activities with
opportunity for significant growth.
above. Finally, the school has the distinct advantage of being
located in New York, a critical hub for the field. The location
Henry Kaufman Management Center, 44 West Fourth Street, New York, New York, 10012, USA • Phone: +1 212 998 0100 E-mail: sternmba@stern.nyu.edu
8 Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
noRTH CaRolIna sTaTe unIVeRsITy
coLLeGe oF mANAGemeNt
aT a glanCe
“
Full-time MBa students: 75
nC state’s MBa program focuses on
20% of nCsu students are net impact members two areas that are key to...a sustain-
30% of those members are “very active” able economy: entrepreneurship and
”
supply Chain Management. students
50% are “somewhat active” are encouraged to look holistically
at sustainability from the ground up
This chapter in three words:
and the inside out.
on the rise
chapter leaders: sheldon Gay (ncstatenetimpact@gmail.com) and David Bunge (dmbunge@ncsu.edu)
CuRRICulum
CuRRICulum related in the curriculum. The closest we have are the discussions on ethics.
We don’t have anything “Net Impact”
sTudenT aCTIVITIes
O ur local Net Impact chapter was founded in the fall of
2005 by Gary Bernstein and Jacob Traverse, who both
share a passion for different areas of sustainable and respon-
theme. A link to the podcast of this event can be found on
our chapter website at http://www.mbasa.org/netimpact.
We don’t have a formal strategic plan right now. We have
sible business. We have since grown to 15 members. The linked with businesses in the area such as the NC Solar Cen-
chapter serves to complement our MBA education by orga- ter, Advanced Energy, Cherokee Investors, and more. We are
nizing tours of local sustainable companies, hosting speakers thinking of working something into orientation that will
and employers, and sharing information that our members show students how important social and environmental is-
have learned. sues are to business, and that it’s not just for grassroots orga-
This past semester we had the first student-organized con- nizations anymore. In general, people here don’t want to be
ference within the MBA program, and sustainability was the involved with Net Impact unless it will get them a job.
CaReeR seRVICes & alumnI
T here are limited options available but we have had businesses such as Arborgen visit our campus. Most opportunities are things one has
to find on his/her own. Our program is new so we have not built much of a reputation yet. Due to pressure from our members, the career
resources department has provided access to a few sites with nonprofit job listings. We will also be looking to utilize www.idealist.org more.
admInIsTRaTIVe suPPoRT
T he administration provided some support for our conference this term. We are working with them to get them more involved.
We are making sure that we provide events that are of interest to all types of Net Impact members (environmental, social, and
economic).
Reasons To aTTend
to sum it up to sum it up
O ur chapter’s strengths surround our program’s focus on
technology. We feel as though we will have both the fu-
ture business problem-solvers and the future tech-company nC state is most fitting for someone interested in laying
the foundation for social/environmental awareness at
leaders who will use their knowledge to change the corporate the program.
landscape.
Campus Box 8114, Raleigh, North Carolina 27695-8114, USA • Phone: + 1 919 515 5584
Published by net impact • Content submitted by current students in spring 2007
9
noRTHwesTeRn unIVeRsITy
keLLoGG SchooL oF mANAGemeNt
aT a glanCe
Full-time students: 1,200
33% of northwestern students are net impact members
18% of those members are “very active” “ i found the people at Kellogg to be amazing;
they are passionate about the issues i am
interested in, while also being some of the
”
nicest, most intelligent business school
38% are “somewhat active” students out there!
This chapter in three words:
engaged, collaborative, Far-reaching
chapter leader: nicole Barry Dorn (nbarry2008@kellogg.northwestern.edu) n = 56
CuRRICulum
students identified their program’s strengths as being in the areas of nonprofit management,
Corporate social Responsibility, and social entrepreneurship. 41% of respondents say
the students at their program are enthusiastic about social/environmental themes in the curriculum;
23% of respondents say the faculty at their program are enthusiastic.
T hrough the creation of the Social Enterprise at Kellogg
(SEEK) program in 2005, Kellogg provides students
interested in applying their business skills to social/
study component.
One of the highlights of the SEEK program is Kellogg’s
Board Fellows program, which brings together students with
environmental issues with an academically rigorous, globally professional interests in the nonprofit and private sectors.
relevant curriculum. The Social Impact Club (as Kellogg’s This program combines two courses in board governance
Net Impact chapter is known) and a multidisciplinary group with a year-long practical experience as a non-voting board
of faculty and administrators worked together to create member of a Chicago-area nonprofit. During the first year,
SEEK, which combines into one academic program Kellogg’s students explore aspects of good board governance through
previous offerings for students interested in the social lectures, guest speakers, case readings, and simulations. The
sector, the Public/Nonprofit Management and Business and second year consists of both small and large group sessions
its Social Environment (BASE) majors. through which students share experiences from their current
SEEK is affiliated with Kellogg’s Center for Nonprofit board service and study different aspects of board governance,
Management and the Ford Center for Global Citizenship, and such as fundraising and personnel selection. Approximately
draws on faculty from multiple disciplines, including those 45 students participate in this popular program each year.
with interests in social enterprise, public policy, and non- The academic committee of the Social Impact Club works
profit management. Students have access to thought leaders with the SEEK Department, through the student-faculty
in these areas, including the Director of SEEK Timothy SEEK Advisory Board, to consistently evaluate and adjust
Feddersen, and affiliated faculty such as Daniel Diermeier. the program so that it remains aligned with student interests
The SEEK curriculum provides students with the skills to and relevant issues at the forefront of social/environmental
lead successfully in a variety of roles and across a variety of themes in business. For example, in 2006 a new course
industries in the for-profit, nonprofit, and public sectors. was introduced: Microfinance and the Role of Financial
The program encompasses both a regular SEEK major and a Institutions in Development. In addition, our club focuses on
SEEK major with a nonprofit specialization. The curriculum creating partnerships with professors within the traditional
includes courses in values-based leadership, social departments (i.e., Marketing and Strategy) to incorporate
entrepreneurship, public economics, nonprofit leadership, social/environmental topics across the curriculum. Finally,
and socially responsible business. In addition, SEEK 440A- Kellogg also offers dual-degree programs with Northwestern’s
Values and Crisis Decision-Making, is part of Kellogg’s core School of Law and Feinberg School of Medicine.
curriculum. The SEEK program also includes an independent
60 Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
NoRthWeSteRN uNIVeRSItY, continued
sTudenT aCTIVITIes
student activity level in net impact compared to other clubs on campus: one of the most ac-
tive clubs at the program. 50% of respondents say the students at their program are en-
thusiastic about social/environmental themes in the extracurricular events and activities; 36% of
respondents say the faculty at their program are enthusiastic.
T he Social Impact Club is the leading club at Kellogg that
inspires and supports student interest in using business
skills for social and environmental good in any industry.
The Global Health Initiative (GHI), which works to develop
innovative solutions to global health concerns, gives students
the chance to develop, market, and implement health
During the academic year, the club brings to campus over a products in developing countries to better the lifestyles of
dozen speakers who are leaders in these sectors, and organizes those living with HIV/AIDS. Through GHI, Kellogg students
a faculty case debate around a specific social/environmental work closely with Northwestern engineering students in
theme. In addition, the club operates several career-related the development of these products. Furthermore, Kellogg
programs for students pursuing internships and full-time offers students the chance to provide pro-bono marketing or
opportunities in nonprofit and public management, and in strategy consulting to local nonprofit organizations through
for-profit areas such as corporate social responsibility. The the Neighborhood Business Initiative. Business With A Heart
club financially supports member attendance at the annual organizes numerous volunteer opportunities for students
Net Impact conference, and in 2006, Kellogg hosted the Net throughout the year, and through KelloggCorps, small teams
Impact conference. Our club also administers the Gap Inc. of graduates go on four- to six-week long consulting projects
CSR Scholars Program. This unique fellowship, supported with nonprofit organizations in developing countries
by the Gap Foundation, supports one Kellogg student each worldwide.
year who has demonstrated a commitment to the field of Finally, the Social Impact Club organizes the annual
corporate social responsibility in their professional and “Innovating Social Change” Conference. The conference
educational pursuits. Finally, the club regularly plans social theme for 2007 is Awareness to Action: Empowering
events to promote networking between club members. Socially Responsible Leaders. Through a series of expert
The Social Impact Club collaborates with numerous other panels, keynote speakers, and networking opportunities,
clubs on campus to provide Kellogg students with multiple this conference will examine how leaders in the private,
ways to explore social/environmental themes. The Board public, and nonprofit sectors are working to integrate social
Fellows Program prepares Kellogg students to be civic leaders responsibility into their businesses and organizations
by training them to be effective nonprofit board members. through their actions and strategic decisions.
CaReeR seRVICes & alumnI
45% of respondents described their career services as very helpful; 84% found jobs that uti-
lize their values and skills; 46% of respondents rated their alumni network as very helpful.
prominent alumni
T hrough both the Social Impact Club and Kel-
logg’s Career Management Center (CMC), there
are several ways that Kellogg supports students in-
Darryl Cobb (2000) – Chief Learning Officer, KIPP Foundation
Andrew Youn (2006) – Founder, One Acre Fund
John Wood (1989) – Founder and CEO, Room to Read
Sheryl O’Laughlin (1994) –CEO, Clif Bar, Inc.
terested in working on social/environmental issues Janet Froetscher (1983) – President and CEO, United Way of Metropolitan Chicago
in the nonprofit, public, and for-profit sectors. First,
the CMC supports and assists students with non- profit sectors by paying a percentage of student loan debt
traditional and off-campus job searches; approximately 50% for students working in low-salaried positions within these
of first-year students get their internships from off-campus sectors. Kellogg also offers the Beacon Capital Fellows Pro-
sources. In addition, Kellogg provides a limited number of gram, a highly-competitive one-year fellowship for graduat-
summer internship stipends to students working in the non- ing Kellogg students working on outstanding projects in se-
profit and public sectors, and the Loan Assistance Program lected nonprofit and public organizations. Finally, Kellogg’s
(LAP) helps graduates enter careers in the public and non- Levy Institute for Entrepreneurial Practice provides support
Published by net impact • Content submitted by current students in spring 2007
61
NoRthWeSteRN uNIVeRSItY, continued
cAReeR SeRVIceS & ALumNI, continued
to students interested in social entrepreneurship. sectors. Most of the organizations are from the Chicago area;
The Social Impact Club recently created a club co-chair however, there are always a few from other parts of the coun-
position in Corporate Social Responsibility (CSR) to work try. Additionally, our club organizes a career trek each year to
with the CMC on providing students with increased access to cities and companies of interest to the students. In the past,
career opportunities in CSR and related roles in the private these treks have gone to San Francisco and Washington, DC
sector. In addition, the Social Impact Club hosts a career fair to meet with both nonprofit and for-profit organizations. Fi-
each year to provide students with networking opportuni- nally, each year the Social Impact Club assists students with
ties with organizations in the nonprofit, public, and private developing their resumes for non-traditional job searches.
admInIsTRaTIVe suPPoRT
32% of respondents say the administration is enthusiastic about social/environmental themes in
the curriculum; 41% of respondents say the administration is enthusiastic about social/environ-
mental themes in extracurricular events and activities.
T he administration at Kellogg fully supports the Social
Impact Club. This commitment can be seen in the cre-
ation of the SEEK program and in the significant resources
focused on social/environmental themes while at Kellogg.
The admissions office is also very interested in hearing how
applicants have been involved in the social/environmental
provided to the Social Impact Club. The club is funded by areas through their work and/or volunteer experience. As a
the Kellogg Student Association, the Ford Center for Global result, “the student body is incredibly active and involved in
Citizenship, and the Center for Nonprofit Management. Like and supportive of social and environmental issues,” writes
any other club at Kellogg, the Social Impact Club also has ac- one student, adding that “I was most impressed by the num-
cess to all of Kellogg’s facilities. ber of Kellogg students who become involved with nonprof-
The Kellogg community highly values students who are its, governmental, and mission-based organizations for their
interested in applying their business skills to effect positive internship, full-time employment, or board service.”
social change, and encourages students to engage in a project
Reasons To aTTend
48% of respondents strongly agree their program adequately prepares net impact members
for ethical and socially responsible leadership; 14% of respondents strongly agree their program
adequately prepares all students for ethical and socially responsible leadership.
K ellogg’s strength draws from the combination of its Social
Impact Club and SEEK program, which together provide
Kellogg students with numerous opportunities to apply business
The Social Impact Club works closely with the administration,
faculty, and with other students to integrate social/environmen-
tal themes into the overall Kellogg experience, and frequently
skills to social and environmental themes. The SEEK program is collaborates with other clubs on campus to co-host events. The
continuously evolving and growing, with new courses added each students at Kellogg have a wide-range of professional back-
year that reflect students’ interests. At the same time, the Social grounds and interests – from social entrepreneurship to CSR.
Impact Club (one of the most active clubs on campus) plans nu- Those with non-business backgrounds are “welcomed, respected
merous activities to enhance the classroom experience, provide and valued,” writes one student who “came from a career in in-
students with a community of like-minded peers, and connect ternational nonprofit work” and found that his experience “has
students with career opportunities in the public, nonprofit, and been highly valued” by fellow students who were “truly…inter-
private sectors. Kellogg students have significant opportunities ested and respectful of my experiences and opinions.” The So-
for leadership, and are very active and engaged in shaping both cial Impact Club works to support these diverse interests, and,
extracurricular offerings and the curriculum. As one student in conjunction with other clubs on campus, provides students
writes, “right now, there is a solid group of students committed with numerous ways to engage in socially responsible business.
to keeping the changes initiated over the past few years moving.” Whether it is serving on a nonprofit board through the Kellogg
62 Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
NoRthWeSteRN uNIVeRSItY, continued
Reasons To aTTend, continued
Board Fellows program, volunteering as a tutor in a local school to sum it up
through Business With a Heart, consulting to a local nonprofit
through the Neighborhood Business Initiative, hearing the CEO The Kellogg school would be most fitting for someone
of a microfinance organization speak at the Social Impact Speak- interested in building upon an existing base of social/
environmental impact activities with opportunity for
er Series, or working on an education business plan in the Educa- significant growth.
tion Industry class, there is something for everyone interested in
social/environmental themes at Kellogg.
Donald P. Jacobs Center, 2001 Sheridan Rd., Evanston, Illinois 60208-2001, USA • Phone: +1 847 491 3308 • Email: MBAadmissions@kellogg.northwestern.edu
Published by net impact • Content submitted by current students in spring 2007
63
PennsylVanIa sTaTe unIVeRsITy
SmeAL coLLeGe oF buSINeSS
aT a glanCe
“
Full-time students: 150
This is a well-rounded program; you’ll gain
31% of smeal students are net impact members exposure to a wide variety of business
”
30% of those members are “very active” functions while truly developing personally
and professionally.
50% are “somewhat active”
This chapter in three words: Respected, Growing, energetic
chapter leader: Kirsten Grenoble (kgrenoble@psu.edu)
CuRRICulum
A t Penn State, Penn State Net Impact (PSNI) is working
with the MBA faculty to strengthen the presence of social
and environmental themes in both the core curriculum and
the form of a corporate social responsibility course in the core
curriculum as well as a closed-loop supply chain elective. One
of the great things about Penn State is the breadth of learning
the electives. In its short three years of existence, PSNI has opportunities available to all students. “The program is small
been able to establish itself as an influential group within the enough that you can mold it … to get out of it what you are
program. We have helped to shape an elective entitled “Busi- looking for,” writes one student. Specifically, students can take
ness and the Environment” which educates MBAs (nineteen sustainability courses through both the School of Engineering
are enrolled this year) about the interaction between our busi- and the School of Architecture.
nesses and their physical environment. In addition to this “This is a well rounded program,” adds another student.
course, Penn State’s faculty members support the expansion “You’ll gain exposure to a wide variety of business functions
of social and environmental themes, which will likely come in while truly developing personally and professionally.”
sTudenT aCTIVITIes
sTudenT aCTIVITIes
I n 2006-2007 (PSNI’s third year of existence), our chapter
had 46 members out of a student body of 150, which makes
it the largest student club in the MBA program. PSNI offers
bers to participate in yearly projects organized by PSNI and to
volunteer in community improvement activities. In the past,
PSNI has participated in the LEEDS Case Competition, worked
its members opportunities to learn, participate, and enhance. with a local nonprofit to establish a marketing strategy, and
The “learn” part of this vision is accomplished by bringing volunteered with the local Habitat for Humanity chapter. In
speakers to campus, working with the administration to im- addition to our activities, PSNI helps to develop its members’
prove course offerings, and helping our members get to the careers by connecting current students with PSNI alumni and
conferences they want to attend. PSNI encourages its mem- by helping them attend career expos.
CaReeR seRVICes & alumnI
P enn State MBAs enjoy career development through three terested in working for a certain company, there is an alum at
major avenues: on-campus interviewing, career treks, that company willing to do whatever he or she can to help. If
and alumni interaction. The MBA career development cen- there is an industry that a student is interested in, there is an
ter does an excellent job of bringing companies to campus. alum with contacts in that industry. If there is a nonprofit
The companies that visit vary greatly in size, industry, and that a student wants to connect with, there is probably an
location. Since Penn State is not in a major city, career treks alum that works there or knows someone that does.
to New York City, Philadelphia, and Washington
DC are also organized. Finally, and by far the prominent alumni
most important aspect of the Penn State experi- Ian Joseph (2007) - Banking Officer, M&T Bank Corp. Non-Profit Lending
ence is the bond with alumni that becomes clear Derek Six (2006) - Controller, Environmental Credit Corp.
Stephanie Martz (2006) - Chief of Party, Afghanistan, Futures Group, a Constella Company
when developing one’s career. Once a Nittany
Patricia McGoldrick Sheehan (2005) - Marketing Manager, Dupont
Lion, always a Nittany Lion. If a student is in- Edward Robinson (1995) - Vistage Chair, Groups 130 & 663, Capacity Building Solutions Inc.
6 Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
peNNSYLVANIA StAte uNIVeRSItY, continued
admInIsTRaTIVe suPPoRT
I t is a great time to be a Penn State MBA interested in
social and environmental themes in our program. There
is tremendous support from our faculty, especially the eight
the administration the demand–both from incoming students
as well as potential employers–for social and environmental
themes in the classroom. The future at Penn State is bright
faculty members who make up the PSNI Faculty Advisory for students interested in CSR. The small size of our program,
Board. These eight outstanding faculty members work combined with the interests of our faculty members, enable
directly with PSNI to assist in any efforts we care to take on. us to stay flexible and incorporate changes to the program
Specifically, they have supported our efforts to impress upon quickly.
Reasons To aTTend
W ithout communication skills, how are you going to
get your great ideas across? At Penn State, the MBAs
pride themselves on their communication skills and leader-
more CSR themes is apparent and PSNI has helped and will
continue to help develop this aspect of an already outstand-
ing MBA experience.
ship potential. The core classes are integrated in the first
year with a communications course that gives the students
the opportunity to learn and practice written and oral com-
munication. Often, second-year students return from their to sum it up
summer internships and comment on the effectiveness of Pennsylvania state university would be most
their presentation skills, especially when compared with fitting for someone interested in building upon
an existing base of social/environmental impact activities
their internship counterparts from other schools. Currently, with opportunity for significant growth.
Penn State provides applicants interested in social and envi-
ronmental themes with ample opportunities. The desire for
220 Business Building, University Park, Pennsylvania, 16802, USA • Phone: +1 814 863 0474 • E-mail: smealmba@psu.edu
Published by net impact • Content submitted by current students in spring 2007
6
PResIdIo sCHool of managemenT
aT a glanCe
“
Full-time students: 190 Presidio’s range of diversity with regard
to interests, backgrounds, and goals
100% of Presidio students are net impact members makes for a very rich environment while
5% of those members are “very active” the shared commitment to sustainability
”
10% are “somewhat active” makes for a very friendly, open, and
productive environment.
This chapter in three words:
determined, Resourceful, Focused
chapter leaders: Brie Johnson (bjohnson@presidiomba.org) n = 73
CuRRICulum
students identified their program’s strengths as being in the areas of of Corporate social Re-
sponsibility, environmental sustainability, and social entrepreneurship. 100% of re-
spondents say the students at their program are enthusiastic about social/environmental themes in
the curriculum; 97% of respondents say the faculty at their program are enthusiastic.
T he MBA in Sustainable Management at Presidio School
of Management is unique in that it engages students
and faculty members alike in the process of integrating
finance, operations, marketing, and strategic management)
require a sustainability section. The economics classes
delve into the sustainability implications of economic
social and environmental values with the application of systems. Courses on sustainable business and management
practical business skills. As one student puts it, “You can’t provide essential established and emerging frameworks
opt out of social/environmental impact themes without and tools to guide and shape businesses. Additionally, the
opting out of the school.” The school’s academic calendar communications, leadership, and ethics classes contain
schedule also sets it apart: classes meet once a month over readings and assignments on how to effectively build values-
an intensive four-day weekend, thus facilitating working driven organizations and be a values-based leader. In their
professionals. final semester students take a course entitled “Integrative
The curriculum is based on four strands: numbers, people, Capstone Venture Plan,” in which they plan, start, or build
markets, and sustainability. The concepts of sustainable an ethical, sustainable, and profitable venture for a new or
management are integrated into all courses. One student existing business, NGO, or governmental organization.
comments that “The shared commitment to sustainability Students are encouraged to incorporate social and
makes for a very friendly, open, and productive environment.” environmental issues into their work through faculty-
Sustainable management is defined as the ability to direct facilitated Project-Oriented Learning (POL) projects where
the course of a company, community, or country in ways that they engage and work with existing or emerging sustainable
restore and enhance all forms of capital– human, natural, businesses, or businesses that want to further integrate
and financial–to generate stakeholder value and contribute sustainability into their business model. Commenting on
to the well-being of current and future generations. this collaborative learning model, one student notes that
In all assignments, students are challenged to consider the “you have to be mature to be able to take advantage of the
social and environmental impact of their work. For example, program,” but that “the people who are successful set the
the final projects for a number of classes (e.g. accounting, standards extremely high for the rest of the school.”
66 Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
pReSIdIo SchooL oF mANAGemeNt, continued
sTudenT aCTIVITIes
student activity level in net impact compared to other clubs on campus: above average. 91%
of respondents say the students at their program are enthusiastic about social/environmental
themes in the extracurricular events and activities; 88% of respondents say the faculty at their
program are enthusiastic.
P residio students are focused on making a positive social
and/or environmental impact through their work; thus,
most student activities cluster around themes relating to
• Improve the ability of Presidio students to be agents of
sustainability-change through activities that provide skills
development, support, and education, provide opportuni-
sustainable business. ties for Presidio students to learn from, and interact with,
The school, now in its fourth year, has had a Net Impact both leaders in sustainable business and aspiring leaders
chapter since day one. Dev Novack, in the first Presidio grad- (student and professional members from other Net Impact
uating class, started the Presidio chapter, and has since gone chapters, for example)
on to lead the Northern California Professionals Group of • Supplement Presidio’s curriculum and career develop-
Net Impact. ment activities by assisting with or organizing additional
In spring 2007, the school held its inaugural Presidio Net educational and career development opportunities for Pre-
Impact Firm Night, which was a tremendous success. More sidio students.
than one-hundred Presidio MBA students and grads along The chapter is linked to all the other clubs at Presidio, in-
with other MBAs across the San Francisco Bay Area came to cluding the Green Building Club, International Development
network with twenty-one organizations. Firms included Wil- Club, the Sustainable Food Club, and the Profit Club.
liams-Sonoma, Patagonia, McKesson, 3 Phases Energy, and Social and environmental issues are integrated into stu-
Free Range Studios. Sustainability consultancies included dent orientation and school life through postings and dis-
WSP Environmental, Innovest Strategic Value Advisors, and cussions on the school’s intranet, and through the organic,
Act Now Productions. Nonprofit organizations and govern- zero-waste community dinners that are served by the school
ment agencies included TransFair USA, Build It Green, and each month.
the U.S. Environmental Protection Agency. The Presidio Net Although all students are automatically enrolled in Net
Impact chapter has also organized workshops on resume Impact, most students aren’t actively involved in our chap-
writing, interviewing, and salary negotiation. ter because they feel that Presidio is sufficiently focused on
The chapter developed its own Mission Statement, which sustainable business. Net Impact at Presidio is somewhat
guides our activities. The Presidio Net Impact Chapter’s mis- redundant. That is why the Presidio Net Impact chapter has
sion is to: focused on career development and networking, areas where
• Leverage Net Impact and its network to serve the needs Presidio lacks resources but where Net Impact can help.
of Presidio students
CaReeR seRVICes & alumnI
9% of respondents described their career services as very helpful; 67% found jobs that utilize
their values and skills; 23% of respondents rated their alumni network as very helpful.
prominent alumni
P residio excels in preparing students to be
compelling sustainable business entrepreneurs
and/or candidates for jobs with a social or
Corina Beczner (2006) - Founder, VibrantEvents.net
Dedee Delongpré (2005) - Director of the Office of Sustainability, University of Florida
Taja di Leonardi (2005) - Owner and Founder, EcoHome Improvement
Jason Smith (2006) - Executive Director, DriveNeutral
environmental focus. However, its career services Holly Coleman (2006) – Managing Director, Highwater Research (Paul Hawken)
are only beginning to be formally developed. Presidio
recently conducted a survey on the type of career Impact Firm Night. The school also established a program
services most in demand by students, and is budgeting to on Project-Oriented Learning (POL) to pair students with
accommodate these demands in the next school year. In emerging and existing companies for consulting projects
2007, it devoted faculty, staff, and funding to the Presidio Net that serve as school assignments, which also helps students
Published by net impact • Content submitted by current students in spring 2007
67
pReSIdIo SchooL oF mANAGemeNt, continued
cAReeR SeRVIceS & ALumNI, continued
gain experience in, and exposure to, potential careers. Other year. Nonprofit internship funding and/or loan forgiveness
career resources available include an online jobs database, programs have not yet been developed but are under
guest speakers in sustainable business, and very accessible consideration for the future.
faculty who willingly provide references, contacts, and career Among socially responsible businesses and nonprofits,
advice. Presidio has a reputation for experienced professionals with
While the school has not yet offered career treks, the diverse backgrounds and a focus on achieving triple-bottom-
Net Impact chapter is planning on organizing some next line results.
admInIsTRaTIVe suPPoRT
99% of respondents say the administration is enthusiastic about social/environmental themes in
the curriculum; 86% of respondents say the administration is enthusiastic about social/environ-
mental themes in extracurricular events and activities.
P residio’s administration contributes staff, resources, and
funding to our Net Impact chapter for the Presidio Net
Impact Firm Night and other activities. Presidio’s admissions
interests to apply, and considers their desire and ability to
contribute to sustainable business. The program, as a whole,
is closely aligned with Net Impact values.
office encourages applicants with social and environmental
Reasons To aTTend
93% of respondents strongly agree their program adequately prepares net impact members for
ethical and socially responsible leadership; 82% of respondents strongly agree their program
adequately prepares all students for ethical and socially responsible leadership.
P residio’s main strength is that it integrates sustainability
principles throughout its entire curriculum. Students are
challenged to make the business case for sustainability and to
strength also lies in its faculty members who are experienced
professionals in sustainable management and who have paved
the way for future leaders.
develop new metrics and models of sustainable business. The
school prepares students to be values-based leaders of sustainable
organizations. Students get hands-on learning through the
Project-Oriented Learning model wherein they have the chance to sum it up
to apply the concepts they are learning in class to real world
situations. With the constantly evolving field of sustainability, The Presidio school would be most fitting for
it is particularly important to test the cutting edge theories and someone interested in attending a school where
students and faculty are on the forefront of social/
practices learned about in the classroom. Through such projects, environmental issues.
students learn how to overcome resistance to sustainability
initiatives and develop strategies to implement them. Presidio’s
Presidio Building 36, P.O. Box 29502, San Francisco, California 94129, USA • +1 415 561 6555 • E-mail: info@presidiomba.org
68 Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
PuRdue unIVeRsITy
kRANNeRt SchooL oF mANAGemeNt
aT a glanCe
“
Full-time MBa students: 400
10% of Purdue students are net impact members There’s a great potential to participate
25% of those members are “very active” as net impact members will get support
”
from the faculty and administration.
50% are “somewhat active”
This chapter in three words:
burgeoning, hopeful, Active
chapter leaders: Jess O’leary (jcoleary@purdue.edu) n = 11
CuRRICulum
CuRRICulum
students identified their program’s strengths as being in the areas of International development,
Corporate social Responsibility, and social entrepreneurship.
9% of respondents say the students at their program are enthusiastic about social/environmental
themes in the curriculum.
O ne area of development has been the CSR course. Net
Impact Purdue conducted a survey of current students
to assess interest in such an offering. After discovering sig-
This is an area of opportunity, writes one student: “While
[this initiative is] still in its infancy [Net Impact members]
can help to grow the program, make it much stronger and
nificant student interest, the club has been working on get- more important to the curriculum.”
ting a class in the schedule that would address this area.
sTudenT aCTIVITIes
student activity level in net impact compared to other clubs on campus: above average. 9% of
respondents say the students at their program are enthusiastic about social/environmental themes
in the extracurricular events and activities.
enthusiastic.
N et Impact Purdue is still developing its direction and
focus. We have concentrated on a few key areas this
past year: case competitions and educational events, social
of students pursued an independent study on the topic of
microfinance.
Our social events centered on communication and exploring
events, community events, and fundraising. student interests. We hosted coffee hours, movie nights, and
For case competitions and educational events, the club social hours. These events gave students the opportunity
participated in three key case competitions—Case and Race, to discuss current CSR and ethics topics, as well as network
the Leeds Ethics Case Competition, and the Thunderbird with fellow students and faculty and staff members.
Innovation Challenge. We also had a presence at the national Our community events encompassed an array of activities.
conference as well as at the Purdue University Sustainable A number of students were active with the campus greening
Supply Chain Conference. Furthermore, we brought in committee and a few members volunteered in pro-bono
outside speakers and local experts for roundtable discussions activities for local businesses. These opportunities gave
on microfinance and CSR measurements. Lastly, a group students a chance to prove themselves outside of the
Published by net impact • Content submitted by current students in spring 2007
69
puRdue uNIVeRSItY, continued
AdmINIStRAtIVe SuppoRt, continued
classroom and to participate in the community. Additionally, events, social activities, and whatnot, the club had to raise
we planned a series of Earth Week events that encouraged some funds. We engaged local businesses in mutually beneficial
campus-wide participation. events to raise over $1,200 in the spring semester.
Lastly, and in order to pay for the conferences, educational
CaReeR seRVICes & alumnI
18% of respondents described their career services as very helpful; 67% found internships that
utilize their values and skills
admInIsTRaTIVe suPPoRT
T he faculty and staff at Krannert and Purdue are becom-
ing more aware of Net Impact’s influence on admissions
and career paths. During our Earth Week activities, several
potentially introducing a stand-alone Corporate Responsibil-
ity class are possibilities for increasing awareness that are on
the table. The Master’s Office has also expressed an interest
prominent faculty and staff members participated in the in co-sponsoring future on-campus CSR speakers. “There’s
Earth Week Trivia Challenge, which included a “Jeopardy- a great potential to participate, as Net Impact members will
style” competition during the popular business school coffee get support from the faculty and administration,” writes one
hour. Including CSR-related themes into the coursework and student.
Reasons To aTTend
9% of respondents strongly agree their program adequately prepares net impact members for
ethical and socially responsible leadership; 9% of respondents strongly agree their program ad-
equately prepares all students for ethical and socially responsible leadership.
N et Impact Purdue has grown significantly since its 2006
inaugural year. Membership has exceeded forty stu-
dents with several attending CSR-related case competitions,
tour in Chicago, Earth Week events, networking and fund-
raising events, and a handful of other activities.
Net Impact Purdue has only begun. With a strong leader-
conferences, lectures, and a variety of other activities spon- ship team already in place for next year, Net Impact Purdue
sored by the club. will grow not only in membership, but also in activities. The
This has been a great year for case competitions. For the new team is already working on implementing CSR-related
second year in a row, our Net Impact Race and Case Team courses at Krannert, finding speakers for next year, and ini-
placed in the top four of the case competition. We also had tiating campus-wide greening activities.
two teams selected to compete in the Net Impact/Leeds
School of Business case competition and one of those teams
made it to the top five. Finally, a team made it to the top to sum it up
ten in the Thunderbird Sustainable Innovation Submit which
Purdue would be most fitting for someone interested
drew eight-eight teams from forty-five countries. in building upon an existing base of social/
This year was not just about case competitions. We had environmental impact activities with opportunity for
guest speakers, campus greening activities, pro-bono con- significant growth.
sulting, CSR-related independent studies, a green building
403 W. State Street, West Lafayette, Indiana 47907-2056, USA • Phone: +1 765 494 0773 • E-mail: masters@krannert.purdue.edu
70 Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
sCHool foR InTeRnaTIonal TRaInIng
mASteR oF ScIeNce IN mANAGemeNt
aT a glanCe
“
Full-time students: 220
18% of siT students are net impact members There is no better place to build a skill set
50% of those members are “very active” and be prepared for the ever changing
”
30% are “somewhat active” world that will dictate our careers.
This chapter in three words:
motivated, passionate, Innovative
chapter leaders: audra Grady (audra.grady@mail.sit.edu) and Talia levin (Talia.levin@mail.sit.edu) n = 10
CuRRICulum
CuRRICulum
students identified their program’s strengths as being in the areas of International development,
nonprofit management, and Community development. 70% of respondents say the
students at their program are enthusiastic about social/environmental themes in the curriculum;
60% of respondents say the faculty at their program are enthusiastic.
F ostering a worldwide network of individuals committed to
social responsibility is one of the School for International
Training’s chief objectives, and as such, the institution bases
causes of environmental and global health issues.
Faculty members at SIT are diverse in their fields of
expertise, their places of origin, and their work experience.
its curriculum entirely on social, environmental, and fiscally Through its rigorous hiring process, SIT ensures that its
responsible themes. The School for International Training instructors hold similar values to the institution and are
(SIT) believes that promoting intercultural understanding equally as committed to promoting cultural understanding
through education is one of the key paths to achieving its and global responsibility. As a result, the majority of the
goals of positive social change. For this reason, SIT recruits course assignments are related to social themes, and students
responsible leaders from all over the world to participate in its are usually given the option of incorporating environmental
programs. Each SIT student and faculty member brings rich themes. In fact, environmental themes have become more
experience and background in social issues to the campus, prevalent both on campus and in the curriculum in recent
adding invaluable depth to the curriculum and learning years, which can partially be attributed to the SIT Net
environment. One student puts it this way: “This is a school Impact Chapter’s Campus Greening Initiative. In addition,
and a program that is different from MBA and/or green students at SIT are always developing ways to incorporate
MBA programs. It adds to the mix intercultural relations, social and environmental topics into their learning through
responsibilities, theory in nonprofit organizational behavior, extracurricular activities, an integral part of one’s education
accountability, and theory of social change.” at SIT.
In SIT’s required core courses, social and environmental Weaving cross-disciplinary courses into the management
themes are woven into every class session. Because teaching degree is an important part of an SIT education. MSM
students to be culturally sensitive and socially responsible is students interested in courses outside of the MSM program
a key component of SIT’s mission, students are consistently can choose to fill their elective credits with courses from
encouraged to critically think about global issues and how to other degree areas such as sustainable development, conflict
approach them appropriately and effectively. “The academic transformation, international education, social justice,
process at SIT focuses not only on books and papers but also and intercultural relations. Through this flexibility and
offers students the time and space to develop into strong program collaboration, students are able to develop a deeper
global citizens,” writes a student. In elective courses, such understanding of key social issues while enhancing their
as Issues in Sustainable Development, students explore root intercultural communication skills.
Published by net impact • Content submitted by current students in spring 2007
71
SchooL FoR INteRNAtIoNAL tRAINING, continued
sTudenT aCTIVITIes
student activity level in net impact compared to other clubs on campus: one of the most
active clubs at the program. 80% of respondents say the students at their program are
enthusiastic about social/environmental themes in the extracurricular events and activities; 50%
of respondents say the faculty at their program are enthusiastic.
S ince the on-campus phase of SIT’s graduate program is
only nine months, student life on the Vermont campus
is exciting, challenging, and filled with wonderful learning
a number of social and environmental goals on campus.
Our chapter chose to focus on three distinctive topics dur-
ing the 2006-2007 academic school year: the environment,
and growing opportunities both in and outside of the class- Darfur, and responsible business. Activities have included
room. bringing over fifteen speakers to campus to speak on these
Each year, the incoming graduate students are charged important issues, organizing a statewide race to raise aware-
with creating their own extracurricular initiatives. In 1999, ness about the atrocities being committed in Darfur, and col-
a group of students decided to found the SIT Net Impact lecting funds for an organization which is supporting women
Chapter. Some of the chapters’ key achievements in the past social entrepreneurs in the region, and sponsoring dozens of
have included the instatement of food composts, the replace- activities related to SIT’s Campus Greening Initiative and cli-
ment of all coffee sold on campus with fair trade coffee, and mate change. Through our efforts, we have been successful
the installation of lights with timers in every classroom. In in raising issues of concern on campus and bringing some of
addition, each year, the SIT Net Impact chapter organizes a these important topics into the classroom and curriculum.
“Race For A Reason,” a 5k/10k with proceeds benefiting a In addition, we have cultivated strong relationships with
social cause. Beneficiary organizations in the past have in- several local community groups through the events we spon-
cluded the American Cancer Society, the Spina Bifida Clinic: sor both on and off campus. Our efforts are far-reaching,
Children’s Hospital at Dartmouth, and the ALS Association and thus most SIT community members have been directly
of New England. or indirectly involved with the work of Net Impact this year.
This year, SIT’s Net Impact Chapter set an ambitious Overall, SIT’s Net Impact Chapter is generally perceived to
agenda, deciding that the club would need to be fully insti- be an asset to the institution; many consider it to be a won-
tutionalized. We set out to create a set structure, gain the derful educational and experiential addition to the required
institution’s support at the administration level, and achieve coursework and campus environment.
CaReeR seRVICes & alumnI
50% of respondents described their career services as very helpful; 25% found internships that
utilize their values and skills; 40% of respondents rated their alumni network as very helpful.
T he School for International Training offers a vast network students for free, they are offered for the entirety of an al-
of dedicated professionals worldwide as well as compre- um’s life for a small fee. The jobs that you can find through the
hensive career resources for students and alumni; through PDRC are socially and/or environmentally focused, and range
the Professional Resource and Development Center (PDRC), from internships with the UN to Executive Director positions
students are given the opportunity for career development in business-oriented and/or international development orga-
assistance through workshops, one-on-one consultations, nizations.
networking, and job data banks. The PDRC of-
fers the only two certified resume writers in the prominent alumni
state of Vermont, an excellent support staff, Venkatesh Raghavendra (2007) - Director, Global Diaspora Initiative, Ashoka
Debra B. Natenshon (2005) - CEO, The Center for What Works
and career services that are highly sought after- Tamara Stein (2004) - CEO, Kusikuy Clothing Company
- not to mention extremely expensive elsewhere. Donna Shepherd (1992) - Co-Founder/Co-Director, Creating Communities
While these services are available to registered Mary Hensley (2004) - Founder and Project Developer, Eighth Wonder
72 Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
SchooL FoR INteRNAtIoNAL tRAINING, continued
cAReeR SeRVIceS & ALumNI, continued
SIT’s phenomenal reputation, combined with its impressive receiving an incredible education and an internationally rec-
professional career services, provides its students and gradu- ognized institution’s stamp on your diploma, but you also
ates with endless job opportunities in the fields of nonprofit will enter into an extensive and supportive network of SIT
and for-profit management, social entrepreneurship, social graduates. This network can provide lifetime, career-enhanc-
responsibility, and sustainable development management. ing opportunities and collaborations that you will not find
With highly accomplished alums worldwide, you are not only elsewhere.
admInIsTRaTIVe suPPoRT
0% of respondents say the administration is enthusiastic about social/environmental themes
in the curriculum; 0% of respondents say the administration is enthusiastic about social/
environmental themes in extracurricular events and activities.
T he SIT administration’s support for our Net Impact chap-
ter has grown substantially this year. Through our various
committees we have encouraged the administration and staff
the forefront of social change and leading the way in environ-
mental sustainability and innovation.
Over the last year, the administration has taken steps
to become more involved with Net Impact and the various through its strategic planning and reorganization of the Pro-
initiatives that we have organized throughout the year. The gram for Intercultural Service, Leadership, and Management
administration and the overall community at SIT values posi- (PIM) to continue transmitting its institutional values to fac-
tive social change in society at large, which is echoed through- ulty members and students. During this exciting time at SIT,
out the curriculum. The future priorities of the program will the administration has been extremely supportive of, and
continue to be aligned with the values of Net Impact—as Net involved with, our Net Impact chapter. SIT is increasing sup-
Impact continues to grow, so does SIT’s commitment to so- port for socially and environmentally responsible businesses,
cial and environmental issues. SIT’s administration, faculty and has been successful in consistently incorporating these
members, staff, and students enjoy a long history of being at values into the graduate curriculum.
Reasons To aTTend
40% of respondents strongly agree their program adequately prepares net impact members for
ethical and socially responsible leadership; 40% of respondents strongly agree their program
adequately prepares all students for ethical and socially responsible leadership.
I f you are interested in pursuing a more just world through
socially responsible business, the School for International
Training offers a solid foundation in social issues combined
strategic management, economics, and human resources,
which is augmented by SIT’s impressive global intercultural
experiences and experiential learning style.
with management competencies. While you build a firm base
in social theory, you can explore the past, present, and future
of interconnected commerce and justice. With professional
career services, a wealth of extracurricular activities, and to sum it up
opportunities to expand knowledge, especially in the areas
siT would be most fitting for someone interested
of language and culture, students graduate SIT as intercul- in building upon an existing base of social/
tural managers and leaders in the fields of social enterprise environmental impact activities with opportunity for
and corporate social responsibility. At SIT, students receive a significant growth.
rich education in disciplines such as organizational behavior,
Kipling Road, P.O. Box 676, Brattleboro, Vermont 05302-0676, USA • +1 802 258 3510 • E-mail: admissions@sit.edu
Published by net impact • Content submitted by current students in spring 2007
73
sImmons College
SchooL oF mANAGemeNt
aT a glanCe
“
Full-time students: 167
everyone at all levels at simmons
18% of simmons students are net impact members (administration, faculty, students)
60% of those members are “very active”
”
is genuinely committed to socially
20% are “somewhat active” responsible ideals.
This chapter in three words:
passionate, dynamic, curious
chapter leader: Mandy Osborne (mandy.osborne@simmons.edu) n = 28
CuRRICulum
students identified their program’s strengths as being in the areas of nonprofit management,
Corporate social Responsibility, and social entrepreneurship. 61% of respondents say
the students at their program are enthusiastic about social/environmental themes in the curriculum;
64% of respondents say the faculty at their program are enthusiastic.
B oth the concept and practice of principled leadership are
deeply integrated into our MBA curriculum. First intro-
duced during “Foundations,” our five-day orientation for new
sion of the dual-degree program. Currently, there is one
student in a MBA/Master of Social Work (MSW) program.
Simmons also offers a post-MBA certificate program with
MBA students, ethical decision-making and social impact the School of Health Studies. Relevant courses on princi-
principles are woven into the full spectrum of core and elec- pled leadership are open to MBA students at these two other
tive courses. In a recent survey addressing the percentage of Simmons College graduate schools, including those not spe-
relevant ethical, environmental, and social impact content cifically enrolled in dual-degree programs. Finally, there is
in our courses, faculty members reported that one-hundred a post-MBA certificate in entrepreneurship offered by the
percent of core and ninety-four percent of elective courses School of Management which has been acknowledged as
address topics related to corporate social responsibility. highly innovative by Fortune magazine, Entrepreneurship
From accounting to finance to strategy, our general man- magazine and The Princeton Review. This program’s cur-
agement curriculum offers numerous opportunities to ex- riculum also covers social entrepreneurship.
plore issues including: the impact of investor incentives, the The research of faculty members affiliated with our inter-
social impact of key economic concepts, differential account- nationally-recognized Center for Gender in Organizations
ing standards, negotiating responsibility for environmental (CGO) ensures that our MBA teaching and curriculum are
“externalities,” differential access to capital, managing di- at the cutting-edge of addressing both gender and diversity
versity, and the changing nature and role of shareholders. dynamics in organizations. Publications from the CGO and
“Leadership, Governance, and Accountability,” a required its affiliated faculty members continue to shape the field and
capstone course, pulls all facets of principled leadership to- are widely cited and used by academics and practitioners
gether – ethics, accountability to multiple stakeholders, and worldwide.
responsibility for managing environmental and social im- Thirty-five percent of Simmons School of Management
pact. full-time faculty members are engaged in research with a
There is strong administrative support for future expan- CSR focus, directly informing our MBA curriculum.
7 Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
SImmoNS coLLeGe, continued
sTudenT aCTIVITIes
student activity level in net impact compared to other clubs on campus: above average.
46% of respondents say the students at their program are enthusiastic about social/environmental
themes in the extracurricular events and activities; 57% of respondents say the faculty at their
program are enthusiastic.
O ur chapter grew out of the Ethics Club which has been
existence for approximately twenty years. In 2004-
05, the group officially aligned itself with Net Impact and
Food laboratory, and Recycline. Other events include dis-
cussions on our green/LEED- certified SOM building which
is under construction, and a conversation on microfinance
became the SOM Net Impact chapter. The chapter collabo- with Deb Drake, vice-president of ACCION International.
rates with other groups such as the Women of Color Club The SOM provides financial support to students, alum-
and the Scott Ross Center for Community Service. nae, and faculty members who attend conferences that
This group offers a wide array of events to SOM students touch on these issues, including the national Net Impact
and guests from the community. Among its many year- conference. This support also extends to guest speakers
round activities is a panel discussion with CSR officers, or- and entrepreneurship practicum opportunities. In 2006,
ganized by Simmons Net Impact. In 2005-06, we hosted more than half of our entrepreneurship certificate stu-
representatives from BP, Eileen Fisher, HP, Whole Foods dents did a practicum with a company at which corporate
Market, Bright Horizons, and Green Fuel Technologies. social responsibility is central to the business model.
This year we will host executives from HP, the Sustainable
CaReeR seRVICes & alumnI
57% of respondents described their career services as very helpful; 43% found internships that
utilize their values and skills; 46% of respondents rated their alumni network as very helpful.
A s a business school located in Boston, home to some of companies recognized for their CSR initiatives with students
the nation’s leading nonprofit institutions, Simmons is interested in this data. The Library staff is also very active in
uniquely poised to meet the needs of its many students whose this regard and they assist students with targeted research
post-MBA plans are to switch to, or advance in, careers in in these areas.
the nonprofit sector. The Career Services Office (CSO) builds In addition, a portion of SOM Class Gift Funds have been
recruiting relationships with the many nonprofit organiza- dedicated to defraying the cost of attending career-related
tions and private
companies that
partner with the prominent alumni
Sandra Guryan (1985) - Assistant Superintendent, Newton Public Schools
school on CSR
Morgan Herman (2006) - Executive Director, Institutional and Planned Giving, Beth Israel Deaconess Medical Center
initiatives. CSO Gail Snowden (1978) - Vice President for Finance and Operations, The Boston Foundation
also provides a Lora Neilsen (2004) - Deputy Commissioner of Administration, Finance, CFO, Mass. Commission for the Deaf and Hard of Hearing
powerful career
connection to
the extensive network of successful SOM alumnae, many of conferences for students interested in CSR-related confer-
whom serve in independent sector organizations or compa- ences.
nies recognized for their commitment to social and environ- At present, there is no loan forgiveness for graduates in the
mental concerns. nonprofit sector, although scholarships and assistantships
The CSO is currently compiling an overview of career op- are available to students who apply for social entrepreneur-
tions and resources for students who are interested in CSR- ship practicum placements in the post-MBA Entrepreneur-
related positions. At present, the CSO staff shares listings of ship Certificate Program.
Published by net impact • Content submitted by current students in spring 2007
7
SImmoNS coLLeGe, continued
admInIsTRaTIVe suPPoRT
61% of respondents say the administration is enthusiastic about social/environmental themes
in the curriculum; 64% of respondents say the administration is enthusiastic about social/
environmental themes in extracurricular events and activities.
T he current and future priorities of the Simmons School
of Management are strongly aligned with the values of
Net Impact. This is most heavily embodied by:
uled to open in early 2009, as a green building. We have
committed to attaining LEED (Leadership in Energy and
Environmental Design) Certification at the silver level,
A) The administrative and financial support provided to which involves vigilant attention to energy and water con-
students, alumnae, and faculty members who are inter- servation, the use of recycled materials, and aggressive
ested in CSR-related conferences, events, research, and waste recycling.
careers. The SOM Admissions Office values students with social
B) The integration of these issues and values throughout and environmental interests. There is no preference in ad-
the curriculum, and in faculty research. missions based on these interests, however.
C) The decision to design our new SOM building, sched-
Reasons To aTTend
50% of respondents strongly agree their program adequately prepares net impact members for
ethical and socially responsible leadership; 64% of respondents strongly agree their program
adequately prepares all students for ethical and socially responsible leadership.
O ur focus on principled leadership is at the center of our
mission and academic enterprise. Simmons MBA students
gain the skills and knowledge to build strong and enduring
member of the Simmons community models the way for this
kind of leadership, and everyone is passionate about helping
business to do good and do well.”
organizations that are successful by all traditional measures and
that vigorously align sustainability, social responsibility, and
profitability in their business strategy. MBA graduates leave to sum it up
Simmons with a deep understanding of how principled leaders
think and act, fostering equitable workplaces and adhering simmons would be most fitting for someone
assiduously to ethical decision-making wherever they choose to interested in building upon an existing base of social/
lead. environmental impact activities with opportunity for
significant growth.
“The mission of Simmons is to educate women for
principled leadership,” one student writes, adding that “every
409 Commonwealth Avenue, Boston, Massachusetts 02215, USA • +1 617 521 3800 • E-mail: som@simmons.edu
76 Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
TufTs unIVeRsITy
the FLetcheR SchooL
aT a glanCe
“
Full-time students: 450 [Fletcher is] an especially good choice if
you already have a background in tradi-
11% of Fletcher students are net impact members tional business/finance, and are looking to
60% of those members are “very active” get a more international, broad perspec-
”
30% are “somewhat active” tive on the role of business in international
affairs and social issues.
This chapter in three words:
Innovative, Global, changemakers
chapter leaders: Hai Huynh (hai.huynh@tufts.edu), Maia seaden (maia.seaden@tufts.edu), Moses Choi (moses.choi@tufts.edu),
Richard Finke (richard.finke@tufts.edu)
CuRRICulum
T he Fletcher School is America’s oldest graduate school
of international affairs. Its approach to business educa-
tion reflects the dynamic nature of international business
complete a final project or thesis, which allows them to de-
velop a topic of interest that lies beyond the scope of any one
particular course. Recent thesis topics include: “In Pursuit of
and accordingly equips its students with a mix of manage- the Triple Bottom Line: Economic, Social, and Environmen-
rial acuity and diplomatic sensibility, which allows them to tal Commitment at Clif Bar, Stonyfield Farm, and Starbucks,”
adapt and be attuned to the complexities inherent in inter- “The Changing Face of Microfinance in India,” “High-Tech In-
national financial management, business transactions, and novation in Emerging Markets: The Case of Mexico,” and “A
development. A business-oriented Master of Arts in Law and Global/Local Approach to Conflict Resolution in the Mining
Diplomacy (MALD) degree from Fletcher differs from more Sector: The Case of the Tintaya Dialogue Table.”
traditional MBA programs in that it supplements the quanti- The flexibility and interdisciplinary nature of Fletcher’s
tative hard skills in finance with a foundation in economics, curriculum allows students to explore issues that face busi-
a regional expertise, or competence in the legal and policy nesses in an interconnected world, such as corporate gover-
environments in which businesses operate. nance, financial and fiscal law, human rights, environmental
With no set core curriculum, business-oriented MALD stu- sustainability, and rule-of-law. In addition, students can cus-
dents can combine concentrations in International Business tomize and supplement their Fletcher education with classes
Relations with topical matters such as Environmental Policy, at all other Tufts graduate schools, at Harvard’s graduate
Development Economics, Trade and Commercial Policies, schools, and at a number of exchange programs. Moreover,
or Law and Development. The result is a degree that caters students can also choose to pursue joint and dual-degree
to non-traditional business paths such as community de- programs in law, business, nutrition, journalism, or medi-
velopment, socially responsible investment, environmental cine, among others.
sustainability, microfinance, or private equity in emerging Some notable faculty members include William Moomaw
markets. (natural resources and alternative energy technologies), Adil
The Masters in International Business (MIB) is a new pro- Najam (sustainable development and environmental negoti-
gram beginning in fall 2008. The MIB differs from the MALD ations), Kim Wilson (microfinance), Eileen Babbitt (conflict
in that students complete a core business curriculum similar resolution), Jeswald Salacuse (corporate governance), John
to a standard MBA program including finance, marketing, Hammock (development), Peter Uvin (human rights), Lau-
accounting, and strategy. Students then combine this core rent Jacque (international financial markets), Shirley Hunt-
business foundation with studies in international affairs. er (accounting and NGO management).
All students, regardless of degree program, are required to
Published by net impact • Content submitted by current students in spring 2007
77
tuFtS uNIVeRSItY, continued
sTudenT aCTIVITIes
S tudent life at Fletcher is vibrant, dynamic, and rooted in
a strong sense of community. Fletcher students are a di-
verse group of highly-motivated and well-traveled individu-
ing vulnerable populations and strengthening the founda-
tions necessary to support sustainable growth. In addition,
Fletcher Net Impact is implementing an undergraduate men-
als with a passion for life and a taste for adventure. Accord- toring program and is planning to work with Fletcher’s Com-
ingly, the organizations, activities, and publications available munity Action Group to address social problems on a local
at Fletcher mirror students’ myriad interests and experi- level through community development and improvement.
ences. The school boasts eight cultural-interest groups, em- In the spring of 2007, Fletcher Net Impact sponsored
bodying the global expanse. Publications address such issues events including a conversation entitled “Innovators for the
as international law, politics, economics, technology, diplo- Public” with Fletcher alumnus Bill Carter, who is a found-
macy, southwest Asia, Islamic civilization, and development ing member of the International Board of Ashoka, and a
studies. Fletcher students understand that it is impossible Q&A session with Andy Savitz, author of “The Triple Bottom
to separate business from social and environmental devel- Line.” Net Impact-related speaker events sponsored by the
opment and most arrive with extensive experience abroad. International Business Program included:
Moreover, many have lived in the developing, emerging, and • Patrick Dolberg, CEO of Holcim Inc, on “Climate Change
marginalized countries that they study and seek to assist. and Business Strategy”
Fletcher Net Impact draws from the school’s many orga- • Sidney Taurel, CEO of Eli Lilly
nizations and regularly co-sponsors and coordinates events • Nicolas Sullivan, the author of You Can Hear Me Now,
pertaining to the intersection of business and development. along with Iqbal Quadir, the founder of GrameenPhone
Other relevant organizations include: the Environment and • Langdon Greenhalgh, founder and CEO of the Global
Sustainability Initiative, International Education Group, Emergency Group
Human Rights Project, International Business Club, Inter- • A. Michael Spence, Nobel Prize Laureate
national Communications Club, International Development • Naif Al-Mutuwa, founder and CEO of Teshkeel Media
Club, International Migration Group, International Negotia- Group on “From Mecca to Metropolis: Creating Superheroes
tion and Conflict Resolution Club, and the Microfinance and for the Islamic World. A Conversation with a Socially Minded
Development Venture Capital Network. These clubs stress Entrepreneur.”
safeguarding the environment, investing in people, protect-
CaReeR seRVICes & alumnI
F letcher’s Office of Career Services (OCS) provides a with employers who are doing social and environmental
broad range of services and resources for students to impact work. The Fletcher alumni who work in these areas
develop the knowledge and skills necessary for success in are very active in supporting the school and developing
their targeted professional fields. One such resource is a networks that allow students to learn about career options
group of more than thirty career field guides, which pro- and meet people working in those fields.
vides students with information on types of jobs, associ- Fletcher realizes that many students work for organiza-
ated classes at Fletcher, salary expectations, and additional tions that cannot pay their summer interns, so the school
resources including websites with sector-specific informa- has set aside some funding to support students who have
tion. A sampling of the guides available include: Corporate unpaid internships. The amounts vary from year to year de-
Social Responsibility, Microfinance, Environmental Policy pending on the availability of funds and student demand,
and Sustainable Energy, Nonprofit Management and Inter- but in most years, all students who apply get some fund-
national Development. Students can also search an exten- ing. Graduates of the Fletcher School employed in public
sive database of previous Fletcher student internships to service-oriented jobs can also apply to a loan assistance
identify the types of work available through various organi- program.
zations. Other services include a profes-
sional development course, one-on-one prominent alumni
counseling, mock interviews, and on- Lisa Neuberger (2002) - Senior Manager, Institute for Public Service, Accenture
campus speakers. Bhuvana Anand (2004) - Consultant, Emerging Markets Group, LTD
The OCS organizes career trips every Reeta Roy - Vice President for Global Citizenship and Policy, Abbott Laboratories
Svetlana K. Bagaudinova (2002) - Private Sector Dev. Specialist, International Finance Corporation
year where students attend site visits Tamsin Spencer Randlett (1991) – Director, Government Affairs, GAP, Inc.
78 Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
tuFtS uNIVeRSItY, continued
admInIsTRaTIVe suPPoRT
F letcher is home to the Center for International Environment
and Resource Policy, the Institute for Human Security, the
Center for Emerging Market Enterprises, the Global Develop-
Students who enter Fletcher to study economic development or
security studies realize that business acumen is key to sustain-
able development, allocative efficiency, and NGO management.
ment and Environmental Institute, the Center for Human Rights Fletcher Net Impact, through its cooperation with other orga-
and Conflict Resolution and the International Development nizations, centers, and programs, strives to compel all Fletcher
Program, all of which attract leaders in their respective fields, students to share in and benefit from their collective wealth of
and complement our in-class education. Prospective Fletcher experience, so as to form a greater understanding of the busi-
students are chosen for their potential to lead, desire to address ness side of development.
global issues, and capacity to elicit positive and lasting change.
Reasons To aTTend
T he Fletcher School was founded in response to a lack of
leadership with a global perspective. This was a critical
deficiency in an extremely divisive period characterized by
nomic development to the next level by addressing social and
environmental issues through the lens of business, while not
neglecting the importance of trade and commerce. Fletcher
isolation and insulation. The Fletcher School continues to students straddle the world of business and development,
prepare leaders who are perceptive to the subtle shifts in the and in doing so come to understand that the two are impos-
winds of the world, a trait which allows them to better adapt sible to decouple. Fletcher caters to those who are truly pas-
and adopt change. At Fletcher, international business man- sionate about making globalization a positive force and who
agement builds on a thorough understanding of the firm’s are sincere about employing business as an agent for social
broader socio-political, socio-economic, and industry-spe- and environmental improvement.
cific environments.
Business at Fletcher offers a comprehensive coverage of
these diverse environments while providing a rigorous train- to sum it up
ing in core functional disciplines such as accounting, finance,
strategic management, and marketing. But “unlike tradi- The Fletcher school would be most fitting for someone
interested in attending a school where students and faculty
tional MBA programs, our core focus is on interdisciplinary are on the forefront of social/environmental issues.
social issues, not just business,” writes one student.
Fletcher students are constantly challenged to take eco-
160 Packard Avenue, Medford, Massachusetts, 02155-7082 USA • Phone: +1 617 627 3700
Published by net impact • Content submitted by current students in spring 2007
79
unIVeRsITy of albeRTa
SchooL oF buSINeSS
aT a glanCe
“
Full-time MBa students: 220
16% of alberta students are net impact members The chapter is very involved at the uni-
versity of alberta and the program is
38% of those members are “very active”
”
very supportive of the chapter and its
20% are “somewhat active” goals.
This chapter in three words:
enthusiastic, Small, Flexible
chapter leader: Casey McKenzie (cm_mckenzie@yahoo.com) n = 12
CuRRICulum
students identified their program’s strengths as being in the areas of International development,
Corporate social Responsibility, and environmental sustainability.
W hile the curriculum in the Alberta MBA program is flex-
ible, allowing students to focus their studies in a particu-
lar area of interest, issues relating to social and environmental
NRE specialization, students develop an energy-related ana-
lytical expertise based on a broad understanding of the re-
source and energy industries from the exploration and project
impact are brought into the classroom in a great number of development phases, through extraction and transformation,
courses. Issues relating to corporate social responsibility, val- to transportation, logistics marketing, and market issues.
ues sets, environmental concerns, and ethical behavior would Students address and analyze key strategic questions facing
seem to be intrinsic to the education of an MBA student, as today’s business leaders and policy makers. Throughout the
such courses from across business disciplines would include program, the many links between resource and energy ques-
discussions on social and environmental concerns. It should tions and environmental issues are highlighted, analyzed, and
be noted that beginning in fall 2007, a course on corporate so- understood.
cial responsibility will become a required part of the core cur- Students who complete the Public Management Stream will
riculum. have the skills to work in leadership positions in the public sec-
Individuals interested specifically in using business for social tor. Students will develop attributes key to advancing their ca-
and/or environmental impact would be able to tailor their pro- reer to senior managerial and executive levels within federal,
gram to include courses specifically dedicated to these areas. provincial, or local government, or at a health authority or a
Combined with classes designed to provide students with a nonprofit agency, and to making a career change from the pri-
general business background, students will leave the MBA pro- vate to public sector. Alternatively, students who choose a ca-
gram with a strong knowledge of business and an understand- reer in the private sector will have acquired knowledge of the
ing of how to apply it in a social/environmental context. public sector and the public policy processes that will enable
The MBA program offers specializations in both natural them to be an effective advocate for their company or social
resources and energy (NRE) and public management. In the interests.
sTudenT aCTIVITIes
student activity level in net impact compared to other clubs on campus: below average.
O ur chapter was started in 2003. Our key events include our
partnership with EONFIRE, and our participation in case
competitions and the annual Net Impact conference. EONFIRE
Mandel who gave an inspiring talk about the importance of so-
cial responsibility in the business community. Our chapter hosts
a number of speakers every year, focusing on the areas important
is an undergraduate student group focused on corporate social to Net Impact. In the 2006-07 year, we had speakers represent
responsibility and social entrepreneurship. Together, we co-host- interests in international development, social enterprise, corpo-
ed a speaker event featuring an alumna who works for the U.N. rate social responsibility, and renewable energy. Five members
in Africa. She spoke about her work defending child interests. attended the Net Impact conference and about forty-five percent
We also co-hosted an event featuring Edmonton Mayor Stephen of our members participated in case competitions.
80 Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
uNIVeRSItY oF ALbeRtA, continued
CaReeR seRVICes & alumnI
8% of respondents described their career services as very helpful; 33% found internships that
utilize their values and skills; 8% of respondents rated their alumni network as very helpful.
he Alberta MBA Career Services Office is geared prominent alumni
T toward helping students excel in their fields
of choice. The office offers exclusive job postings,
Guy Kerr - President and CEO, Workers’ Compensation Board
Gay Mitchell - Executive Vice President, Strategic Business Development, RBC Financial Group
Guy Turcotte, Chairman - Western Oil Sands Inc.
networking and employer events, one-on-one Michael Lang - Chairman, Stonebridge Merchant Capital Corp.
coaching, professional development seminars, mock
interviews, career self-assessment, and mentorship environmental practices and the understanding of how to
programs. Students seeking careers with a social or environmental incorporate environmental costs into business practices. The Public
focus receive additional support on how to tailor their job search in Management Stream is valuable for aspiring nonprofit managers
the relevant industry. as coursework is geared towards management in the public and
The University of Alberta MBA Program has a strong reputation nonprofit sectors. While no dedicated funds are set aside to support
with local non-profits, environmental companies, and socially students who embark on internships with nonprofit organizations,
responsible companies. Environmentally, the school’s Natural the MBA program does its best to help fund students who are
Resources and Energy Specialization prepares leaders for sound interested in socially responsible internships.
admInIsTRaTIVe suPPoRT
8% of respondents say the administration is enthusiastic about social/environmental themes
in the curriculum; 8% of respondents say the administration is enthusiastic about social/
environmental themes in extracurricular events and activities.
T he Alberta MBA program tries to support all student activi-
ties on campus, including the Net Impact chapter. Partial
funding is available for students to attend the annual Net Impact
cial responsibility within the MBA program. A new class based on
ethics and corporate social responsibility will become a required
class for students starting in fall 2007. One of the priorities of
Conference. Funding is also available to support social initiatives the Alberta MBA program is to produce the future leaders of the
brought forward by students and student groups. business world. Ensuring that they are fully aware and attentive
The Alberta MBA program places an emphasis on corporate so- to ethical and social issues is a key goal of the MBA program.
Reasons To aTTend
8% of respondents strongly agree their program adequately prepares net impact members for
ethical and socially responsible leadership.
The biggest strengths of the University of Alberta MBA program tunities. The University of Alberta is home to the Canadian Centre
include its small classes, its active alumni support network, a high for Social Entrepreneurship (CCSE). This organization encourages
job placement rate and a good reputation in Canada. The full-time social entrepreneurship and is a recognized leader in strengthen-
program admits a maximum of sixty students, meaning that the ing community capabilities through creative thinking, innovative
classes are small, which builds a supportive and cooperative atmo- practices, and strategic alliances.
sphere among students. A large percentage of its MBA alumni net- As host of the Centre for Applied Business Research in Energy
work remains in Edmonton and alumni are extremely active and and the Environment (CABREE), the University of Alberta School
supportive of the program, regularly hosting networking events of Business is dedicated to research on climate change, electricity
and offering employment and internship opportunities. With a job restructuring, and energy markets. CABREE is an independent
placement rate of ninety-four percent, the Alberta’s MBA program and non-partisan research center that specializes in economic and
is one of the best in Canada. Because the University of Alberta business analysis to inform public policy debates on issues of im-
School of Business is the longest continuously AACSB-accredited portance to Alberta and to Canada as a whole.
business school in Canada, it is considered to be highly reputable
by employers. The professors are highly qualified with strong back- to sum it up
grounds in research. alberta would be most fitting for someone interested in
There are several ways for students to learn about social and building upon an existing base of social/environmental
impact activities with opportunity for significant growth.
environmental themes through the university’s research centers,
which focus on these areas and offer courses and research oppor-
2-30 Business Building, Edmonton, Alberta, T6G 2R6, CANADA • Phone: +1 780 492 3946 • E-mail: mba@ualberta.ca
Published by net impact • Content submitted by current students in spring 2007
81
unIVeRsITy of aRkansas-lITTle RoCk
coLLeGe oF buSINeSS
aT a glanCe
“
Full-time MBa students: 165
Our tight-knit group of faculty and
students strive to provide the best
2% of arkansas students are net impact members learning experience for students. a
100% of those members are “very active”
”
number of students are working
professionals who bring a wealth of real-
world knowledge to the classroom.
This chapter in three words:
New, Ambitious, Growing
chapter leaders: adam Bartlett (atbartlett@ualr.edu) and Robby Matthews (robby@rewgroupofarkansas.com)
CuRRICulum
T he University of Arkansas-Little Rock (UALR) core cur-
riculum continues to focus on traditional MBA topics,
but elective coursework is available, and an enhanced desire
faculty members who provide leadership in social and envi-
ronmental issues in the greater Little Rock community, and
incorporate these experiences in their coursework.
to increase the study of these areas in the College of Busi- Several majors and certificate programs are available, in-
ness exists. There are opportunities for students to enroll in cluding:
dual-degree programs with the following schools: the Bow- • Dean’s Certificate for Public Service
en School of Law (JD), the Clinton School of Public Service • Graduate Certificate in Nonprofit Management
(Master of Public Service), and the University of Arkansas • Masters of Public Administration, Masters of Public Ser-
for Medical Science (MD/PharmD). We have a number of vice at the Clinton School of Public Affairs
sTudenT aCTIVITIes
Our chapter is new and excited about the opportunities that lie ahead for us. The Global Issues Group is another student
organization that places environmental and social sustainability at the forefront of its goals.
CaReeR seRVICes & alumnI
The Counseling and Career Planning Services group at UALR provides many resources for students searching for careers in
any field.
admInIsTRaTIVe suPPoRT
The administration is generally helpful and interested in improving sustainability and other social responsible practices on cam-
pus. The administration is also supportive of student-led activities and programs to help further the quality of campus life.
Reasons To aTTend to sum it up
O ur tight-knit group of faculty and students strive to
provide the best learning experience for students. A
number of students are working professionals who bring a
The university of arkansas-little Rock would be most
fitting for someone interested in laying the foundation for
social/environmental awareness at the program.
wealth of real-world knowledge to the classroom.
2801 South University Avenue, Little Rock, Arkansas 72204-1099, USA • Phone: +1 501 569 3356
82 Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
unIVeRsITy of bRITIsH ColumbIa
SAudeR SchooL oF buSINeSS
aT a glanCe
“
Full-time students: 103
a great opportunity to help shape and
39% of sauder students are net impact members grow a sustainability program at a great
”
50% of those members are “very active” school in a fantastic location.
25% are “somewhat active”
This chapter in three words: Growing, entrepreneurial, dynamic
chapter leader: Rebecca Pearson (rpearson@alumni.sauder.ubc.ca)
CuRRICulum
T he Sauder MBA program has developed a new specialization
called “Sustainability and Business,” and continues to work to
incorporate social and environmental impact into some areas of
farming at UBC, salvaging logs on the Fraser River, encouraging
green building practices at UBC, and more. Following the CORE,
students can choose from eight different specializations, includ-
the core curriculum. The first three and a half months of the Saud- ing the aforementioned new specialization in “Sustainability and
er full-time MBA is the same for all students and features twelve Business”. Approximately ninety different modules are offered
courses including finance, marketing, and ethics, as well as inte- in all, including specific modules on business ethics, global envi-
grated projects, case studies, and critical issue papers. Topics such ronmental issues, corporate social responsibility, and sustainable
as social and ethical marketing, balanced scorecard performance development. The administration has been supportive of sus-
analysis, business ethics, and the economic perspective of CSR are tainability initiatives; they have, for example, sponsored students
covered in various courses. Students begin the program by pre- to attend Net Impact conferences and curriculum-change confer-
paring a paper in response to “The Corporation,” a critical review ences, and there has been an effort to attract suitable faculty for
of the pathological pursuit of profit by the contemporary corpora- the program. The Sauder School of Business features almost 100
tion. Students then have the opportunity to debate these issues full-time faculty, including: James Tansey, who focuses on ethics
with the author himself, as Joel Bakan is a member of the faculty and sustainable business and also heads a nonprofit carbon-off-
of law at the University of British Columbia, and graciously comes set society called Offsetters.ca; Peter Nemetz, who has researched
to Sauder to speak with the students each year. Social and envi- natural resource policy related to energy and the environment
ronmental themes are also considered during several integrated and is the current advisor for new “Sustainability and Business”
case studies. In addition, students are required to incorporate specialization; James Brander, who is interested in the role of re-
sustainability into their CORE business plan projects, and typi- newable resource management in economic growth and decline;
cally, a large number of the plans have a sustainability focus. Past and finally, Charles Weinberg, who specializes in public and non-
projects completed for real organizations have focused on organic profit organization marketing.
sTudenT aCTIVITIes
A growing Net Impact Chapter at the Sauder School of Business
leads student initiatives in the areas of social and environ-
mental impact. The Net Impact chapter at UBC is approximately
the social and environmental impact of business. Speakers have
included persons involved in clean-tech venture capital, social
enterprise, sustainable entrepreneurship, and sustainable mar-
five years old. Although it is a well-established MBA club, it con- keting. This summer, Net Impact will be part of the orientation
tinues to grow in momentum by attracting interest from a greater planning team, integrating social and environmental issues into
number of students and by holding a greater number and wider the orientation program.
variety of events. For example, every spring, Net Impact partners UBC Net Impact has developed a “Three-E” strategy: education,
with the Community Experience Initiative to host the Leader- experience, and exposure.
ship and Social Change Career Fair. In 2007, this event attracted • Education: through curriculum development as well as cor-
speakers and recruiters from over twenty for-profit and nonprofit porate and community-related speaker events and conferences,
organizations that are leaders in social and environmental prac- we strive to ensure that members and the MBA community as a
tices in the region. Net Impact also partners with the other MBA whole develop a greater understanding of social and environmen-
specialization clubs to host an annual speaker series addressing tal issues.
Published by net impact • Content submitted by current students in spring 2007
83
uNIVeRSItY oF bRItISh coLumbIA, continued
StudeNt ActIVItIeS, continued
• Experience: activities such as a new campus greening program to the local business community using various methods, such as
and case competitions for local companies help to develop practi- holding networking events, attending events in the local business
cal skills for our members. community, and aligning with like-minded organizations.
• Exposure: we aim to expose Net Impact and our members
CaReeR seRVICes & alumnI
T he Business Career Centre has the flexibility to provide sup- sector, and is open to specific funding requests from students.
port for students interested in nontraditional careers; in ad- Net Impact works in partnership with the Business Career
dition, funding is available for students interested in pursuing Centre to foster relationships with local companies and orga-
nonprofit internships. The UBC Business Career Centre does nizations, with the goal of facilitating eventual career opportu-
not focus on helping students who wish to enter nontraditional nities for students. The keystone event is the Leadership and
social and/or environmental careers. However, they have con- Social Change Career Fair.
tacts with many related organizations,
and customized career coaching is provid-
ed for any interest a student might have.
prominent alumni
Helen Goodland - Executive Director, Lighthouse Sustainable Building Centre
The administration typically supple- Andrew Haughian (2006) - Associate, Pangaea Ventures, Ltd.
ments the salaries of several students do- Donovan Woolard (2006) - Director, New Business Development Offsetters Climate Neutral Society
ing summer internships in the nonprofit
admInIsTRaTIVe suPPoRT
T he administration at the Sauder School of Business is a
strong supporter of social and environmental leadership
in the school. Funding is available for student initiatives in the
and plans to open a new research center focusing on ethics and
sustainable business.
The school’s associate dean of academic programs, Dale Grif-
community; with this support, MBA students are able to help fin, is a strong supporter of Net Impact and has been instru-
local organizations develop their business plans. There is also mental in curriculum change initiatives. Dean Griffin has led
funding available for student-organized events, case competi- Net Impact-organized workshops. He also attended the Net
tions, and conferences that focus on sustainability and social de- Impact conference in 2005.
velopment in business. This year, funding enabled a student to Still, one survey respondent noted that the administration
attend the Leeds Net Impact Case Competition, and the school lags behind the students: “The students are completely open
also funded four students’ attendance at the Net Impact confer- and enthusiastic, but the administration and faculty are split in
ence in Chicago. their support.” This, however, means that there is a “great op-
The school’s dean, Daniel Muzyka, actively supports the hir- portunity to help shape and grow a sustainability program at a
ing of new professors who specialize in sustainable business, great school in a fantastic location.”
Reasons To aTTend
S auder is known for its strengths in traditional areas, such
as finance and supply chain management; however, it has
recently begun to leverage the greater university’s cutting-edge
spectacular natural spaces in the process. Accordingly, there is
a strong awareness of social and environmental responsibility,
and many leading companies have begun here, including Vancity
work in sustainability to bring fresh material into the program Credit Union, Mountain Equipment Co-op, and Nature’s Path.
to address social and environmental issues in a business context. Business students hoping to develop a career in this area will find
The school is growing and is open to enthusiastic students’ ideas no lack of inspiration.
for improvement.
Vancouver is a fantastic location for students interested in to sum it up
social and environmental themes, being rated by the Economist
The sauder school would be most fitting for
Intelligence Unit as one of the world’s top cities in terms of quality someone interested in building upon an existing
of life. A primary reason for this ranking is that Vancouver has base of social/environmental impact activities with
avoided some of the unsustainable development practices that opportunity for significant growth.
have plagued other North American cities, and has preserved
2053 Main Mall, Vancouver, British Columbia C V6T 1Z2, CANADA • +1 604 822 8500
8 Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
unIVeRsITy of CalIfoRnIa–beRkeley
hAAS SchooL oF buSINeSS
aT a glanCe
“
Full-time students: 480
students also have unique access to the
21% of Haas students are net impact members greater uC Berkeley campus, which is a
50% of those members are “very active”
”
leader in more disciplines than any other
20% are “somewhat active” institution.
This chapter in three words:
energy, commitment, diversity
chapter leader: elizabeth lombardi, Jeff Denby (netimpact@haas.berkeley.edu) n = 22
CuRRICulum
students identified their program’s strengths as being in the areas of nonprofit management,
Corporate social Responsibility, and social entrepreneurship. 45% of respondents say
the students at their program are enthusiastic about social/environmental themes in the curriculum;
14% of respondents say the faculty at their program are enthusiastic.
T he expansive Haas curriculum allows students to not
only master principles of general management, but also
to tailor their educational experiences to focus on themes of
Public Management Program (ranked fourth in the nation
by US News & World Report) complement the core by offering
electives in strategic corporate social responsibility, social
social and environmental impact. venture development, nonprofit boards, business and public
The intense core curriculum includes a comprehensive policy, and corporate environmental management, just to
corporate social responsibility component as part of the name a few. The class in strategic CSR is an unparalleled
required ethics course. At least fifty percent of the cases opportunity for students to consult on meaningful projects
addressed directly pertain to CSR, focusing on issues such for CSR industry leaders such as Hewlett-Packard, eBay,
as global trade, overseas manufacturing, climate change Wells Fargo, Levi’s, Dow, and Williams-Sonoma.
and business, and internet censorship. In addition, the We also have faculty members who are on the forefront
marketing, organizational behavior, accounting, and of these fields including Kellie McElhaney, recipient of the
statistics classes include cases with social themes. Aspen Institute’s Faculty Pioneer Award for Institutional
Haas is arguably the best place to take courses that cater Leadership; Nora Silver, director of the Nonprofit
to students interested in corporate social responsibility, Management Program; and David Vogel, author of The
nonprofit management, and social entrepreneurship. Market for Virtue and editor of the California Management
We also have many students studying international Review, which dedicates an annual issue to CSR.
development, technology and emerging markets, renewable Furthermore, Haas students have access to the entire UC
energy, and socially responsible investing. Many classes Berkeley campus, which has more top-ranked programs
involve hands-on consulting projects, which provide than any other U.S. university. Many Net Impact members
students with excellent opportunities to choose their own take courses in the Department of Environmental Science
socially responsible themes and companies. Policy Management, the Energy and Resources Group, the
The Center for Responsible Business (ranked second in the Goldman School of Public Policy, and the Boalt School of
nation by the Wall Street Journal) and the Nonprofit and Law.
Published by net impact • Content submitted by current students in spring 2007
8
uNIVeRSItY oF cALIFoRNIA-beRkeLeY, continued
sTudenT aCTIVITIes
student activity level in net impact compared to other clubs on campus: one of the most
active clubs at the program. 50% of respondents say the students at their program are
enthusiastic about social/environmental themes in the extracurricular events and activities; 36%
of respondents say the faculty at their program are enthusiastic.
H aas is a student-run school and offers incredible lead-
ership opportunities for students interested in social
and/or environmental issues. As one student writes, “you
a university-wide graduate student organization that works
with Net Impact on campus greening.
Volunteerism is important at Haas and is organized
can be actively involved from day one.” through the student government by the elected Vice Presi-
The Haas Net Impact chapter is over ten years old and dent of Community, in close coordination with Net Impact.
is one of the largest student clubs on campus. In 2004, we Young Entrepreneurs at Haas (YEAH) allows Haas MBA and
merged with the Nonprofit Management Club. We continue undergraduate mentors to use the principles of business to
to grow every year in membership and activity. excite, educate, and prepare under-served youth for academ-
Our Net Impact chapter offers meaningful benefits to our ic and economic success. We are also active in an inter-MBA
members through networking opportunities, career develop- Challenge for Charity organization. This year during orien-
ment, and social events. Our two primary goals are to sup- tation week, students helped paint an Oakland school and
port our members in pursuing careers concerned with social raised money for the Special Olympics.
and/or environmental impacts, and to educate our peers Social and environmental impact themes permeated the
pursuing traditional MBA careers about how Net Impact is- 2006 first-year orientation week. Professor McElhaney, di-
sues affect them. rector of the Center for Responsible Business, gave a pre-
In addition to Net Impact, Haas students benefit from the sentation to the entire class about her program’s offerings
Global Social Venture Competition, the oldest student-run and applications. Paul Rice, Haas alum and founder/CEO
business plan competition with a social and environmental of TransFair USA, was the keynote speaker at the student
focus. GSVC is an incredible opportunity for students to learn banquet and Priya Hadji, Haas alumna and successful social
from social venture capitalists and initiate social enterprises entrepreneur, kicked off the club’s first social event at a local
of their own. Other clubs on campus that share the values pub with a speech about social innovation. Finally, all stu-
of Net Impact include the Education Club, Global Initiatives dents participated in an innovation workshop with eBay to
at Haas (International Development), and the Energy and help them develop an eWaste recycling strategy.
Resources Collaborative. Students for a Greener Berkeley is
CaReeR seRVICes & alumnI
32% of respondents described their career services as very helpful; 57% found jobs that utilize
their values and skills; 5% of respondents rated their alumni network as very helpful.
prominent alumni
S tudents conducting a nontraditional job search at
Haas must be proactive, but can take advantage of
incredible resources at their fingertips.
Marcus Chung (2004) - Manager, Public Affairs, Gap Inc.
Steve Hardgrave (2005) - Manager, Investments, Omidyar Network
Rob Kaplan (2007) - Senior Corporate Social Responsibility Analyst, Brown-Forman
Joanna Mackness (2004) - Director of Business Engagement, Ernst & Young LLP
Haas has an excellent reputation among companies Paul Rice (1996) - Director/CEO, TransFair USA
that appreciate social and environmental mindsets
and it is apparent when you send in your resume for job and internship opportunities in nonprofits looking
cold. for MBAs. Additionally, the CSO recently put together an en-
The Career Services Office (CSO) assigns a case manager to tire binder of CSR job resources and has allocated part of an
support Net Impact members and trains several students to adjunct advisor’s time to “CSR-type” job counseling.
be peer career coaches. The CSO also provides students ac- Net Impact not only organizes Firm Night and Days on the
cess to job listings and workshops from the MBA-Nonprofit Job, but also provides important mentorship opportunities
Connection, an organization that serves as a clearinghouse for first-year students to learn from the all-knowing second-
86 Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
uNIVeRSItY oF cALIFoRNIA-beRkeLeY, continued
cAReeR SeRVIceS & ALumNI, continued
years. who intern for nonprofit organizations with stipends to help
In addition, the Haas and Berkeley alumni are incredible cover costs of living. The Fund is completely student-run
and accessible. It is evident that Haas has a culture of peer and supported. Historically, one hundred percent of the ap-
support that is consistent throughout the years. The search- plicants were awarded grants. The Haas Loan Repayment As-
able online database allows students to find alums working sistance Program provides loan postponement and forgive-
at nearly any organization in the Bay Area. ness for students who work in nonprofit or government for
Finally, the Haas for Students Fund provides first-years up to ten years after graduation.
admInIsTRaTIVe suPPoRT
32% of respondents say the administration is enthusiastic about social/environmental themes
in the curriculum; 45% of respondents say the administration is enthusiastic about social/
environmental themes in extracurricular events and activities.
T he administration openly promotes the principles of us-
ing business for social and environmental impact.
Dean Tom Campbell, a founding board member of the Cen-
The CRB sponsors the Peterson Lecture Series in Corporate
Responsibility, which brings diverse thought leaders to Haas,
and the Levi Strauss Small Grants Program, which awards
ter for Responsible Business (CRB), is deeply committed to funding to students who promote innovative ideas on advanc-
public leadership. He has served as a congressman and, most ing the CSR agenda both inside and outside of the Haas com-
recently, as Director of Finance for the State of California. He munity. The Gap Inc. CSR Scholars Program is a unique fel-
publicly supports the importance of social and environmen- lowship opportunity that supports Haas MBA students who
tal impacts in business and has committed to raising those demonstrate a commitment to the field of corporate social
questions with guests of the Dean’s Speaker Series. responsibility in their professional and educational pursuits.
Haas is primarily student-run, but the administration’s The admissions committee values personality and individ-
support of Net Impact’s efforts is important. They have pro- uality. They want people who are passionate and who care
vided funding for key career and social events and they also about the world. They look for students who are interested in
support the Center for Responsible Business and Nonprofit responsible business, and have a foundation and interest in
and Public Management Program. mainstream business and quantitative methods.
Reasons To aTTend
73% of respondents strongly agree their program adequately prepares net impact members for
ethical and socially responsible leadership; 23% of respondents strongly agree their program
adequately prepares all students for ethical and socially responsible leadership.
H aas is a unique MBA program because it serves the needs
of a diverse group of students—both those pursuing a
career in social and/or environmental impact and those inter-
ested in obtaining a top-notch traditional business education to sum it up
from a highly ranked institution. There is no better place to
go for students interested in corporate social responsibility, The Haas school would be most fitting for someone
social entrepreneurship, or nonprofit management. If you interested in attending a school where students
value the opportunity to engage with students and faculty on and faculty are on the forefront of social/environmental
issues.
social and environmental issues and want to become an inno-
vative leader in business, then Haas is the best MBA program
for you.
545 Student Services #1900, 2220 Piedmont Avenue, Berkeley, California 94720-1900, USA • + Phone: 1 510 642 1405
Published by net impact • Content submitted by current students in spring 2007
87
unIVeRsITy of CalIfoRnIa–daVIs
GRAduAte SchooL oF mANAGemeNt
aT a glanCe
“
Full-time MBa students: 110
We have a very supportive administration
53% of uC Davis students are net impact members and faculty. We asked for a class on
30% of those members are “very active” social responsibility mid-quarter and
”
were able to get it on the schedule for
50% are “somewhat active” the following quarter.
This chapter in three words:
dynamic, collaborative, committed
chapter leaders: Jessica Carter (msjcarter@ucdavis.edu) and Daniel MacDonald (dsmacdonald@ucdavis.edu) n = 24
CuRRICulum
CuRRICulum
students identified their program’s strengths as being in the areas of nonprofit management,
environmental sustainability, and social entrepreneurship. 75% of respondents say the
students at their program are enthusiastic about social/environmental themes in the curriculum;
29% of respondents say the faculty at their program are enthusiastic.
T he UC Davis Graduate School of Management (GSM) has
themes related to social and environmental responsibility
integrated into nearly every course offered. Of the six core
curriculum and learning environment, and connect the school
more directly with corporations and practicing managers. The
Center for Investor Welfare and Corporate Responsibility, the
classes, four devote at least one entire session to these top- Center for Women and Leadership, the Energy Efficiency Cen-
ics. Additionally, the GSM has five elective courses that are ter, and the Center for Entrepreneurship all feature cutting-
focused on fostering a positive social and/or environmental edge opportunities for students with social and environmen-
impact through business. These classes are: Sustainable and tal interests. The GSM is also actively seeking to strengthen
Responsible Business, Social Entrepreneurship, Managing a its connection with other UC Davis establishments, including
Socially Responsible Investment Fund, Corporate Governance, the Institute of Transportation Studies and the John Muir In-
and Management of Nonprofit Organizations. Students also stitute of the Environment.
regularly use course projects as opportunities to incorporate Looking beyond the curriculum, the UC Davis campus has a
related topics into the more traditional subjects, which gives plethora of opportunities for MBA students. The GSM allows
them practical working knowledge of the role and impact of students to take classes from other departments and apply up
responsible business. Professor Brad Barber lends substantial to six of these units to their MBA unit requirements, without
support to responsible business education at the GSM by act- seeking prior approval. MBA students can take classes that
ing as the Net Impact faculty advisor, teaching the Socially Re- incorporate many social and environmental topics in such
sponsible Investing (SRI) Fund course, facilitating the Beyond fields as agricultural and resource economics, transportation
Grey Pinstripes initiative, and guiding curriculum change. technology and policy, and community and regional develop-
In addition to classroom education, the GSM offers a num- ment. There are also three dual-degree programs with the De-
ber of hands-on experiences in which students can receive partment of Agricultural and Resource Economics, the School
course credit for material learned in the real world. These op- of Law, and the School of Medicine. In short, social and en-
portunities are molded to student interests and include Com- vironmental responsibility is woven into the foundation of
munity Consulting Group projects, an annual international the Graduate School of Management at UC Davis. As a small
study practicum, and independent study projects. Along MBA program, the GSM is flexible and responsive to student
these lines, the GSM offers multiple Centers of Excellence that interest in developing new curricula and expanding students’
serve to leverage faculty research and expertise, enrich the learning opportunities.
88 Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
uNIVeRSItY oF cALIFoRNIA-dAVIS, continued
sTudenT aCTIVITIes
student activity level in net impact compared to other clubs on campus: one of the most
active clubs at the program. 67% of respondents say the students at their program are
enthusiastic about social/environmental themes in the extracurricular events and activities; 29%
of respondents say the faculty at their program are enthusiastic.
T he GSM is home to several student organizations that pro-
vide extracurricular opportunities for exploring and creat-
ing positive social and environmental outcomes. The mission of
in a Community Consulting Group project for the UC Davis Sus-
tainability Advisory Committee. Net Impact members also uti-
lized the Net Impact network to successfully integrate energy
Davis Net Impact is to promote MBA students as social and en- and environmental responsibility education within the 2007
vironmental leaders both on campus and in the greater North- International Study Practicum in Japan.
ern California communities. “Our school takes it very seriously,” Complementing Davis Net Impact, Challenge for Charity is
writes one student. Member involvement and cross-collabora- another GSM organization that draws on the talents, energy,
tion are instrumental to its success, demonstrated at the 2006 and philanthropic efforts of MBA students. It raises money for
Net Impact Conference in Chicago, when Davis Net Impact was the Special Olympics and the Boys and Girls Club while infusing
named Small School Chapter of the Year. students with a lifelong commitment to community involve-
Founded in 1999, the club hosts a Green Bag Lunch speaker ment. Furthermore, the Women in Leadership club strives to
series and co-organizes Day on the Job company site visits each serve the GSM and greater Davis community through profes-
quarter, and offers students the opportunity to become board sional and social activities geared toward the development of
members for local nonprofits through the Board Fellows pro- future women leaders. In addition to its International Study
gram. Net Impact also hosts a spring event for newly admitted Practicum role, the International Business Club recently cre-
students and a weekend retreat that promotes related themes ated the board position of vice-president for sustainable trade
during new student orientation. In 2007, the orientation event and development to facilitate club interaction. Even our annual
will be held at the Headlands Institute in Marin County. UC Davis Big Bang! Business Plan Competition, which is orga-
Recent chapter achievements include the newest addition to nized by GSM students, typically incorporates a social and envi-
the GSM curriculum, the Seminar on Sustainable and Respon- ronmental focus. “There are large numbers of people outside of
sible Business, which was initiated by Net Impact leaders. Cam- the GSM that are focused on CSR and environmentally friendly
pus greening initiatives have also been very successful, including campaigns,” writes one student. “In all, it feels like we’re part of
the establishment of zero-waste GSM events and participation something much larger.”
CaReeR seRVICes & alumnI
38% of respondents described their career services as very helpful; 57% found internships that
utilize their values and skills; 46% of respondents rated their alumni network as very helpful.
A central goal of Davis Net Impact during the past year has include the pension funds California Public Employees Re-
been to expand the number of career opportunities that tirement System (Calpers) and the California State Teachers
have a social and environmental focus. The GSM’s Career Retirement System as well as the Energy Efficiency Center.
Services Team has compiled resources in the nonprofit sector By offering Day on the Job visits and partnering with other
and is growing in its understanding of and access to positions Bay Area business schools in career fairs, Davis Net Impact is
within corporate responsibility. As a small program, it simply actively expanding the career network.
doesn’t have the same capacity or network
as larger schools, but there are some key prominent alumni
resources, alumni, and company partner- John Bouffard (1993) – Principal, Bouffard Associates
ships that serve the school well. Examples Ted Howes (2004) - Vice President, CSR and Supply Chain Programs, Scientific Certification Systems
Cleveland Justis (2004) - Executive Director, Headlands Institute
of partnerships that offer career opportu- Nicole Levine (2000) - Executive Director, Wardrobe for Opportunity
nities related to corporate responsibility Kyle Salyer (2006) - Senior VP, Portfolio Management, MicroCredit Enterprises
Published by net impact • Content submitted by current students in spring 2007
89
uNIVeRSItY oF cALIFoRNIA-dAVIS, continued
admInIsTRaTIVe suPPoRT
38% of respondents say the administration is enthusiastic about social/environmental themes
in the curriculum; 29% of respondents say the administration is enthusiastic about social/
environmental themes in extracurricular events and activities.
T he UC Davis Graduate School of Management embod-
ies its motto of “Ideas Into Action” with respect to social
and environmental initiatives. Recognizing student inter-
survey in fall 2006, soliciting faculty and student support
in order to ensure it properly reflected both the array of re-
sources available and the level of student engagement with
est in these issues, the administration invited Net Impact social and environmental themes. Dean Nicole Woolsey
to host the kickoff event for the admitted students’ preview Biggart is a great supporter of Net Impact and sustainable
day. In general, the school has been very accommodating of business. In addition to supporting the introduction of the
student-driven initiatives from curriculum change to facil- Seminar on Sustainable and Responsible Business to the
ity recycling. “We asked for a class on social responsibility GSM curriculum, she offered to co-sponsor an event to rec-
mid-quarter and were able to get it on the schedule for the ognize the accomplishments of the award-winning Davis Net
following quarter,” one student writes. Impact chapter, and suggested utilizing the event as a way
Additionally, the GSM administration undertook the ex- to strengthen ties with other sustainability-related depart-
tensive process of completing the Beyond Grey Pinstripes ments and centers across the UC Davis campus.
Reasons To aTTend
67% of respondents strongly agree their program adequately prepares net impact members for
ethical and socially responsible leadership; 33% of respondents strongly agree their program ad-
equately prepares all students for ethical and socially responsible leadership.
W hile the small size of the Graduate School of Manage-
ment at UC Davis creates some limitations with respect
to the breadth of course offerings and career services, it also
tally friendly,” one student writes. “Nearly all of us walk, bike
or ride the bus to school.” Furthermore, the GSM’s proxim-
ity to the state capital as well as the San Francisco Bay Area
allows for its greatest strength: innumerable opportunities provides a variety of career and lifestyle opportunities.
to innovate, influence, and have a real impact in a top-fifty In short, students attending the UC Davis Graduate School
MBA program. The students, faculty members, and admin- of Management will obtain a world-class MBA education and
istration have consistently demonstrated support for activi- a strong understanding of responsible business. Those inter-
ties and initiatives with social and environmental themes. ested in putting in extra time and effort will face no short-
Business ethics, corporate responsibility, and related topics age of meaningful leadership and program development pur-
are woven into the traditional curriculum through cases, lec- suits.
tures, and projects and the student experience is enhanced
by the ability to interact closely with faculty members.
The greater UC Davis campus has world-renowned envi- to sum it up
ronmental and agricultural departments, providing fertile
uC Davis would be most fitting for someone
ground for academic and extracurricular activities in envi- interested in refining and growing a mostly socially aware
ronmental sustainability. “Fascinating research is being done program and student body.
in other departments of the University,” says one student.
In addition, “The whole town of Davis is very environmen-
One Shields Avenue, Davis, California 95616, USA • Phone: +1 530 752 7658 • E-mail: admissions@gsm.ucdavis.edu
90 Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
unIVeRsITy of CalIfoRnIa–IRVIne
pAuL meRAGe SchooL oF buSINeSS
aT a glanCe
“
Full-time students: 177
Our school is in a very pro-socially
responsible community...there are
33% of irvine students are net impact members several opportunities through our
”
33% of those members are “very active” program to network with the socially
20% are “somewhat active” responsible business community.
This chapter in three words:
enthusiastic, dedicated, Growing
chapter leader: Priyanka saxena (psaxena08@merage.uci.edu) n = 11
CuRRICulum
students identified their program’s strengths as being in the areas of International development,
environmental sustainability, and social entrepreneurship. 18% of respondents say the
students at their program are enthusiastic about social/environmental themes in the curriculum
T he theme of corporate social responsibility is worked into the curriculum for most strategy courses. In addition, a new
course elective that is geared toward imparting CSR oriented education to students has been developed recently.
sTudenT aCTIVITIes
student activity level in net impact compared to other clubs on campus: above average.
18% of respondents say the students at their program are enthusiastic about social/environmental
themes in the extracurricular events and activities.
T he Net Impact Irvine is a new but growing chapter, first established in 2005. Within two short years the chapter has seen a
jump in student interest and support from the school. It has recently become one of the most recommended student organiza-
tions to join.
CaReeR seRVICes & alumnI
18% of respondents described their career services as very helpful; 50% found internships that
utilize their values and skills; 9% of respondents rated their alumni network as very helpful.
W hile there are no formal career services for students seeking jobs in social responsibility, there are networking oppor-
tunities with socially responsible companies looking for MBA students. One student describes the school’s Southern
California location as one of its greatest strengths, since the area has a “very pro-socially responsible community.”
Published by net impact • Content submitted by current students in spring 2007
91
uNIVeRSItY oF cALIFoRNIA-IRVINe, continued
admInIsTRaTIVe suPPoRT
9% of respondents say the administration is enthusiastic about social/environmental themes in the
curriculum; 9% of respondents say the administration is enthusiastic about social/environmental
themes in extracurricular events and activities.
T he administration is open to offering electives dealing with social responsibility, and there are several professors who
have expressed interest in teaching such a class.
Reasons To aTTend
9% of respondents strongly agree their program adequately prepares net impact members for
ethical and socially responsible leadership; 18% of respondents strongly agree their program ad-
equately prepares all students for ethical and socially responsible leadership.
U CI’s program is an intimate one: the faculty and students
help to create a collaborative learning environment. We
are also on the cutting edge of innovation in business, partic-
ability issues are concerned. Net Impact UC Irvine chapter
is poised for growth in the immediate future, and there are
a lot of opportunities in the CSR arena at UC Irvine’s Paul
ularly where environmental, social, and corporate account- Merage School of Business.
to sum it up
uC irvine would be most fitting for someone
interested in building upon an existing base of
social/environmental impact activities with opportunity
for significant growth.
350 SB, Irvine, CA 92697-3125, USA • Phone: +1 949 824 6855 • E-mail: mba@merage.uci.edu
92 Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
unIVeRsITy of CalIfoRnIa–los angeles
ucLA ANdeRSoN SchooL oF mANAGemeNt
aT a glanCe
“
Full-time students: 1,000
The los angeles business/nonprofit community
is filled with vibrant social entrepreneurs ...and
9% of uCla students are net impact members generally has a progressive slant towards
30% of those members are “very active” business. also, the general entrepreneurship
”
40% are “somewhat active” program at uCla anderson is unmatched.
This chapter in three words:
Growing, motivated, diverse
chapter leaders: Juan Matute (juan.matute.2008@anderson.ucla.edu) and nicole nasser (nicole.nasser.2008@anderson.ucla.edu) n = 12
CuRRICulum
students identified their program’s strengths as being in the areas of International development,
environmental sustainability, and social entrepreneurship. 17% of respondents say the
students at their program are enthusiastic about social/environmental themes in the curriculum; 8%
of respondents say the faculty at their program are enthusiastic.
W hile most of the curriculum at UCLA Anderson tends
to focus on traditional MBA topics, there has been a
significant increase in the number of environmental and social
entrepreneurial development within emerging markets by
conducting primary research in the field of microfinance
and developing an effective plan for a local microfinance
classes offered. Most of these changes were led by students institution or project sponsor.
and all have been supported by the administration. UCLA Located at the center of UCLA’s campus, Anderson is
Anderson’s electives include Business and the Environment, fortunate to have access to classes and resources across
Nonprofit Management, Public Sector Management, the entire university. Several UCLA Anderson Net Impact
Microfinance, and Public Education. In 2006, students led members are dual-degree students, typically enrolling in the
the creation and design of a class on social entrepreneurship School of Public Affairs, which includes departments in Social
taught by Jonathan Greenblatt, founder of Ethos Water. The Welfare, Urban Planning, and Public Policy. Students will also
new class uses case studies, recent publications, and guest often cross-enroll in the School of Education, School of Public
speakers to illustrate the basics of launching a social venture. Health, and the Law School. In 2006, an interdisciplinary group
Topics included: creating a socially differentiated product/ of UCLA graduate students and faculty members designed the
service, developing/implementing smart and sustainable graduate-level emphasis Leaders in Sustainability, a program
supply chain strategies, creating socially conscious branding that integrates environmental, social, and economic education.
strategies, and creating end-to-end value via social investments Through case studies, events and workshops, students receive
among other topics. Business and the Environment is taught leadership training, access to current decision-makers, and
by Professor Charles Corbett, one of the leading academics the latest information on sustainability.
in the field of environmental issues and business operations. Other UCLA resources of interest to Net Impact members
Professor William Ouchi is a leader in K-12 Public Education include UCLA’s Institute of the Environment, located in
reform and teaches a course on urban public schools. the university’s first LEED-certified building. The Institute
Each year, several groups of students focus on microfinance provides multidisciplinary solutions for regional and global
for their Applied Management Research project (the AMR). environmental problems, and educates students committed
The Microfinance Research Program, run through Anderson’s to the health of our planet. Another resource, the UCLA
CIBER (Center for International Business Education and Sustainable Resource Center, promotes sustainability through
Research) broadens student awareness of the issues facing events and speakers for the graduate student body.
Published by net impact • Content submitted by current students in spring 2007
93
uNIVeRSItY oF cALIFoRNIA-LoS ANGeLeS, continued
sTudenT aCTIVITIes
student activity level in net impact compared to other clubs on campus: one of the most active
clubs at the program. 33% of respondents say the students at their program are enthusiastic
about social/environmental themes in the extracurricular events and activities.
U CLA Anderson Net Impact has a longstanding campus
presence that has recently seen exciting and accelerating
growth. The club is focused on perpetuating this growth and
Finance Club, Anderson Real Estate Association, and the High
Tech Business Association. Recent joint events have included:
the Energy Forum developed in cooperation with the UCLA
fostering new opportunities to draw in even more students. Sustainable Resource Center and LA Sustainable Technology,
UCLA Anderson Net Impact members pursue and share a panel on affordable housing co-hosted with the School of
their diverse interests through a range of activities and events. Urban Planning, a lecture on socially responsible investing
While there is room to enhance the cohesiveness of the Net co-hosted with the Investment Finance Club; a discussion on
Impact community internally and with the larger UCLA business ethics with the Law School, and a global development
Anderson student body, individual members are energetic and speaker series. We also coordinate with outside networks,
active in promoting and creating opportunities. including a quarterly happy hour with LA-area chapters
There is certainly the “opportunity to make a difference,” (USC Marshall, Pepperdine, CGU Drucker, and the LA & OC
one student writes. “Students can do anything here with very professional chapters). This spring, in collaboration with
little bureaucracy.” CalTech and UC San Diego Rady School of Business, we are
There is a steady flow of emails through the UCLA hosting the Clean Innovation Conference, an event where
Anderson Net Impact group, as members spread the word students and professionals can expand their knowledge of the
about upcoming events and career opportunities. Through clean technology landscape, network with industry leaders,
this network, members have participated in events with the and participate in a fast-pitch business-case competition.
Sustainable Business Council of Los Angeles, the Los Angeles UCLA Anderson members also compete in national case
Net Impact Professional Chapter, and other UCLA programs. competitions and Service Corps projects, where volunteers
Since UCLA Anderson Net Impact members have diverse engage in short-term consulting projects. One of the largest
interests that cover a wide-range of industries, we have built events on campus is the annual Nonprofit Consulting
relationships other student clubs, UCLA graduate schools, and Challenge. This event brings local nonprofit organizations to
Net Impact chapters. We regularly co-host events with student campus to partner with teams of MBA students on short-term
clubs, such as the Entrepreneurs Association, the Investment business projects.
CaReeR seRVICes & alumnI
25% of respondents described their career services as very helpful; 50% found internships that
utilize their values and skills; 25% of respondents rated their alumni network as very helpful.
prominent alumni
H istorically focused on traditional career paths,
Anderson’s career office has recently recognized
students’ growing interest in socially responsible
Matt Hill (2004) – Project Manager, Oakland Unified School District
David Jefferson (2005) – Real Estate
Douglas Buchalter (2005) – Managing Director, Green Coast Foundation
Sandra Matsumoto (2002) – Project Director, The Nature Conservatory
careers, and has made a formal commitment to Kate Cochran (1997) – VP of Resource Development, UNITUS
providing more resources. These services include
research, resources, networking opportunities, coordinates an ACT (Anderson Career Teams) group for
informal advice, training, and funding tools. New students Net Impact members. Led by a second-year students, the
should expect to help shape the direction of on-campus Net Impact ACT group provides students with step-by-step
recruiting. guidance on finding jobs in the government, education or
Anderson’s Career Management Center has designated nonprofit sectors, and in education, or socially responsible
a counselor to help Net Impact students find careers and businesses.
invites students to name which companies they would Students can also gain nonprofit work experience through
like to see recruiting on campus. The career center also an on-campus summer internship that Anderson organizes
9 Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs
uNIVeRSItY oF cALIFoRNIA-LoS ANGeLeS, continued
cAReeR SeRVIceS & ALumNI, continued
in partnership with Johnson & Johnson. The program Net Impact hosts events that both directly and indirectly
helps directors of Head Start programs and community impact students’ career searches. Like other Anderson
health centers improve their operations. In this ten-week clubs, Net Impact hosts a career night each winter. First
internship, students act as mini-consultants to these and second-year students have the opportunity to meet
nonprofit professionals. with others working in social enterprises or in socially-
In addition, Anderson helps finance first-year students responsible positions at different companies. Actual
working in nonprofit or public sector summer internships company participation reflects the interests and concerns
through the Haskamp Fund. The Fund relies on student of the Net Impact members. Past companies have included
participation and matching gifts from the school to make Toyota, Patagonia, Sharp Electronics, Disney, Southern
these fellowships possible. Last year the first-year class California Edison, Flex Car, Gap, Ethos Water and Broad
contributed over $5,000. Foundation.
admInIsTRaTIVe suPPoRT
8% of respondents say the administration is enthusiastic about social/environmental themes in
the curriculum; 25% of respondents say the administration is enthusiastic about social/environ-
mental themes in extracurricular events and activities.
A nderson has a supportive administration when it comes
to social and environmental issues. Current funding
through the school is on par with other student organiza-
a social and/or environmental focus, and in the funding stu-
dents’ attendance at the national Net Impact conference. De-
spite the support, there is much more that needs to be done.
tions. Students have found the dean, professors, and several It typically takes tremendous student initiative and follow-
Anderson research centers very supportive. This support through for actual changes to happen. Again, new students
comes in the form of curriculum development, funding ini- will have the opportunity to shape the Anderson School’s in-
tiatives and projects, in the recruiting of students who have volvement in social and environmental issues.
Reasons To aTTend
25% of respondents strongly agree their program adequately prepares net impact members for
ethical and socially responsible leadership.
I n addition to a highly rigorous academic experience, UCLA
Anderson is very entrepreneurial and student-driven, and
the administration and faculty are very supportive of student
path and shape your own future, then UCLA Anderson is for
you. If you can dream it up and design it, you can make it hap-
pen. UCLA Anderson is an excellent choice for students inter-
initiatives. Most of the events, opportunities, and changes, ested in Net Impact who want to make a difference.
including those concerning social and environmental issues,
happen because of student initiative. This experience is very
empowering and exciting. The student body is also very coop- to sum it up
erative and collaborative, and partnerships between students
with diverse interests spring up everyday. Increasingly, the The anderson school would be most fitting for
focus has turned to social entrepreneurship, corporate social someone interested in building upon an existing base
of social/environmental impact activities with opportunity
responsibility, and sustainable development, with students for significant growth.
pushing these issues forward through innovative programs
and projects. If you are someone who wants to carve a new
B-201, Box 951481, Los Angeles, California 90095-1481, USA • Phone: +1 310 825 6944 • E-mail: mba.admissions@anderson.ucla.edu
Published by net impact • Content submitted by current students in spring 2007
9
unIVeRsITy of CHICago
GRAduAte SchooL oF buSINeSS
aT a glanCe
“
Full-time MBa students: 1,100
Our entrepreneurship Department is lead-
7% of GsB students are net impact members ing the curriculum change and providing
20% of those members are “very active” more opportunities to work and support
”
social service agencies while at school or
40% are “somewhat active” in the classroom!
This chapter in three words:
progressive, opportunistic, collaborative
chapter leaders: Douglas neal (dneal@chicagogsb.edu) and Meghan shehorn (mjenkins@chicagogsb.edu) n = 11
CuRRICulum
CuRRICulum
students identified their program’s strengths as being in the areas of International development,
and social entrepreneurship.
U nlike many other MBA programs, the University of Chi-
cago Graduate School of Business (GSB) does not have
a prescribed core curriculum. Although there is no formal
number of international economic policy courses, an Inter-
national MBA program, and a large study abroad program.
A positive aspect of the school’s flexible curriculum is that
program to integrate social and environmental themes into students may take up to six electives outside the business
basic business courses, cases and group projects deal with school. For students interested in social and environmental
these issues on an ad hoc basis. issues, the university’s Harris School of Public Policy and
The business school currently has an elective on social School of Social Service Administration (SSA) offer many
entrepreneurship that focuses on issues of social impact applicable courses. Some students pursue a combined MPP/
in business. Another elective course associated with the MBA or MA/MBA degree while others simply take classes at
school’s annual business plan competition (New Venture the Harris School or at the School of SSA to augment their
Challenge) offers a special track for social entrepreneurship business courses. Possible areas of study include environ-
projects. Similarly, there are several hands-on “lab” courses, mental, health, and education policy, poverty and inequality,
such as the New Venture Lab, in which students help real- and international development.
world organizations tackle business challenges. These cours- There is no formal social or environmental concentration
es facilitated projects with organizations aligned with social or certificate available at this time. However, “The school is
missions, some of which have been nonprofits. Lastly, for beginning to provide a wider range of services and classes to
students interested in international development, global socially and environmentally focused students,” one student
business, and social policies, the business school offers a notes, “There is a big opportunity to lead at the GSB.”
sTudenT aCTIVITIes
student activity level in net impact compared to other clubs on campus: average. 9% of
respondents say the students at their program are enthusiastic about social/environmental themes
in the extracurricular events and activities. 9% of respondents say the faculty at their program
are enthusiastic.
S ince our inception five years ago, our Net Impact chap-
ter has continued to develop a foothold within the GSB
community. There are a large number of activities, both Net
al development, and other social impact topics.
The Net Impact Club organizes eve
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