Authors: Tatiana Gladkikh, Geena Whiteman

• The purpose of this activity is to understand how students interpret and value the SDGs, reflecting on their own personal experiences and social values
• This activity would work best for a diverse cohort – i.e., high percentage of international students, gender and social class balanced, as it asks students to draw upon their own personal backgrounds and upbringings to discuss the SDGs
• This activity should take place during a seminar/workshop of 1-2 hours and would tie into programmes/modules that touch on social entrepreneurship, personal development, or global business.

Step-by-step instructions/guidance

Stage 1 – Background introduction

• Introducing the class to the UN SDGs, providing a context to them (discussing MDGs, failure to achieve them and development of the SDGs), and a breakdown of each SDG and the sub-indicators for them
• This will provide students with a background to the SDGs and an overview of what they are – if possible, discuss them within the context of the location they are being taught (UK) and potential progress currently being made.

Stage 2 – Who am I?

• This is a brief challenge, where students will be split into pairs to discuss what their personal values are, what is important to them and how these ties into their background/lived experience
• This enables students to understand how they may have come to their personal values, and how other students may have come to a different set of personal values
• Provide time for this to be discussed as a whole class – allowing students to present their partner and discuss what their values are.

Stage 3 – My SDG ranking

• Provide students with a print-out of all the UN SDGs
• First, ask them to rank these individually based off their own personal values, and provide a justification for the top and bottom three
• Second, ask them to form groups of 3-4, and ask them as a group to rank these SDGs, based off the value-set of the group – identify where there were SDGs in common (did everybody rank one of the SDGs first or last, and if so, why?), and justify the top and bottom three
• Third, as a group, present the SDG rankings back – create a space where each groups ranking is displayed together. As a class, discuss any common trends amongst all the groups – did everybody rank a certain SDG in a position, and if so, why might that be.

Stage 4 – Global SDG ranking and progress

• In each group, give two country case studies – choose a wide range of countries (one very small countries and one very large country, for example)
• Get the students to research these countries, and based off their findings, rank the SDGs in the order of priority they think the government of that country would have. Get them to provide justification for their choices – why does X country not value X SDG?
• Get students to feed this back to the class and encourage questions between groups to gain understanding.

Extending Learning

Optional stage 5 – Reflective essay

• Following the session, as an assessment piece, get the students to write a reflective essay about their experience undertaking the activity –
  • Did the SDGs they value change from the session?
  • What did they learn from other students and from the country case studies?
  • How does this make them feel about the SDGs going forward?

Resources

• Accelerating education for the SDGs in universities: A Guide for universities, colleges, and tertiary and higher education Institutions
• Teaching for sustainability development through ethical global issues pedagogy

Authors: Adam Frost, Geena Whiteman

Step-by-step instructions/guidance

• The purpose of this activity is to provide students with an introduction to the SDGs, engage their critical thinking skills and develop their ability to apply theoretical scenarios to the SDGs
• Create a bingo board of the UN SDGs (3 rows of 4 and 1 of 5), and split students into groups to play the game.  There are two possible games, described as:

Game 1

• The bingo ‘reader’ will read out different scenario cards of real-world issues (such as, Sarah hasn’t attended school for the last three weeks and none of her friends have heard from her)
• The students will then categorise this scenario into the most relevant SDGs (so, for Sarah, SDG 4 Quality Education or SDG 5 Gender Equality)
• The students who get the first full row/column complete call bingo, and then justify how each of the scenarios were relevant to the SDG chosen – facilitator will decide if they are correct or not. 

Game 2

• The bingo ‘reader’ will read out the description of different social enterprises from around the world (such as, Toms Shoes and their “one-for-one” business model). 
• Students will then categorise each social enterprise into the most relevant charity (so, for Toms Shoes, SDG1 No Poverty).
• The students who get the first full row/column complete call bingo, and then justify how each of the social enterprises are relevant to the SDG chosen – facilitator will decide if they are correct or not.

This will teach students how to engage their critical thinking skills regarding the scenario/business and allow them to apply their understandings of SDGs into practice.

Extending learning

1. Bring one of the students up as ‘facilitator’ of the session and get them to create different scenarios and facilitate the bingo amongst their classmates
2. Get the students to create their own SDG Bingo, but instead of matching scenarios to SDGs, get them (first as smaller groups and then bring them together as a larger group) to create activities that can be done throughout the semester that align with the SDGs – and then assign this as homework (including a reflective piece at the end of the semester about their experience of this).

Resources

• SDG bingo - game book 

Authors: Geena Whiteman and Tatiana Gladkikh

Step-by-step instructions/guidance

• The workshop aims to guide MBA students to critically reflect on their organizations' perspectives and responses to the UN Sustainable Development Goals (SDGs)
• Participants will engage in interactive activities to assess their organization's current stance, identify opportunities for alignment with the SDGs, and develop strategic approaches for sustainable business practices
• The outline of the session will be as follows:
  • Introduction to the SDGs – this will provide a brief outline of what the SDGs are, the way that businesses successfully incorporate the SDGs into their strategies and emphasize the business case for aligning with sustainable development
  • Self-Assessment - distribute a self-assessment questionnaire or checklist for participants to evaluate their organization's current initiatives, policies, and practices in relation to the SDGs, and allow time for individual reflection
  • Divide participants into small groups (3-4 members) based on their organizational backgrounds, encourage groups to share insights from their self-assessment, discuss common challenges, and identify areas of strength - facilitators circulate to each group to offer guidance and clarification
  • Identification of SDG Alignment Opportunities - guide participants in identifying specific SDGs that align with their organization's mission, values, and operations, encourage brainstorming on potential projects or initiatives that could contribute to these SDGs
  • Strategic Planning Exercise - Introduce a simple strategic planning framework for integrating SDGs into business strategies, ask participants to outline key steps their organizations can take to enhance alignment with chosen SDGs and emphasize the importance of setting measurable goals and timelines
• This workshop equips MBA practitioners with the tools and insights needed to critically assess and enhance their organizations' alignment with the SDGs, fostering a strategic and sustainable approach to business practices.

Extended learning

• Group Presentation:
  • Each small group presents a summary of their discussions, including identified SDGs, alignment opportunities, and proposed strategic actions
  • Facilitate a brief discussion for cross-learning and sharing of best practices
• Field Visits to Sustainable Business Models:
  • Arrange field visits to organizations that have effectively implemented sustainability initiatives aligned with the SDGs.
  • MBA practitioners can observe sustainable practices in action, interact with organizational leaders, and gain first-hand experience of the challenges and successes
  • This experiential learning opportunity allows participants to deepen their understanding of how businesses integrate sustainability into various operational aspects, inspiring them to adapt and apply similar strategies within their own organizations
• Executive Panel Discussion:
  • Organize an executive panel discussion featuring leaders from companies known for successfully integrating the SDGs into their business strategies
  • Invite these executives to share their experiences, challenges faced, and lessons learned
  • This session provides MBA practitioners with real-world insights and the opportunity to engage in a Q&A session
  • Additionally, the panel can discuss the long-term impacts and benefits of aligning with the SDGs, offering practical guidance for sustainable business transformation.

Author:Fredrick Agboma

Step-by-step instructions/guidance

1. Define Objectives and Scope
   • Identify Specific SDGs: Choose one or more SDGs as the focus of the COIL activity
   • Set Learning Outcomes: Clearly define what students are expected to learn and achieve through this activity
2. Partner with International Institutions
   • Select Partner Institutions: Look for international business schools that share a commitment to SDGs (PRME Signatories for instance) and are interested in collaborative online learning
   • Build Relationships: Establish communication channels and build a relationship with the partner institution(s).
3. Plan the COIL Activity
   • Design the Program Structure: Decide on the duration, schedule, and format of the COIL activity, from a one-time project to a series of sessions
   • Curriculum Integration: Ensure that the COIL activity is integrated into the existing curriculum in a way that complements and enhances the learning experience
4. Develop Collaborative Projects
   • Create Project Briefs: Design projects that require students to collaborate on SDG-related challenges. These could be case studies, research projects, or policy proposals
   • Ensure Cross-Cultural Relevance: Projects should be relevant and engaging for students from participating institutions.
   • A simple collaborative brief would be for the student groups to: (1) Explore the ways in which specific SDGs are conceptualised in their different contexts; (2) Examine the state of the challenge and successes to date; (3) Make recommending for innovative ways for achieving greater success for their respective contexts
5. Leverage Technology
   • Select Online Platforms: Choose online platforms for collaboration, communication, and project work. Ensure that they are accessible to all participants
   • Technology Training: Provide training or resources to ensure all participants are comfortable using the chosen technology.
6. Coordinate with School and Prepare Students
   • School Involvement: Involve school/department from participating institutions in planning and supervising the COIL activity.
   • Training: Offer training or workshops to help COIL team adapt to the COIL format and understand their role in facilitating the activity
   • Student Orientation: Conduct an orientation session to introduce students to the COIL activity, the technology used, and the expectations
   • Cultural Sensitivity Training: Provide resources or sessions on cultural awareness and sensitivity to prepare students for international collaboration
7. Implement the COIL Activity
   • Launch the Activity: Begin the COIL activity with a joint session where students and COIL team from all institutions meet online
   • Monitor Progress: Regularly check in on project progress, facilitate discussions, and address any challenges
8. Assessment and Feedback
   • Evaluate Student Work: Assess student projects based on predefined criteria that reflect both the academic objectives and the SDG focus
9. Reflect and Share Learnings
   • Debriefing Sessions: Organise sessions where students reflect on their learning, share experiences, and discuss the impact of the activity on their understanding of SDGs
   • Disseminate Outcomes: Share the results of the COIL activity within the wider university community and beyond, highlighting the impact and learnings
10. Sustain and Scale
    • Collect Feedback: Gather feedback from students and COIL team on their experience of the activity to understand its impact and areas for improvement.

Extending learning

• Post-Activity Projects
  • Extended Research Projects: Encourage students to continue working on their COIL projects or start new research projects based on their learning
  • Implementation of Solutions: Motivate students to implement the sustainable solutions they developed during the COIL activity in their local communities or businesses.

• Reflection and Debriefing
  • Reflective Essays or Presentations**: Have students create reflective essays or presentations on their COIL experience, focusing on what they learned about SDGs and international collaboration
  • Debriefing Sessions: Organise sessions where students can discuss their experiences, challenges faced, and insights gained.

• Integration with Other Modules
  • Link to Coursework: Incorporate the themes and projects from the COIL activity into relevant coursework, allowing students to delve deeper into the subject matter
  • Case Studies: Use the COIL projects as case studies in relevant classes to discuss and analyse.

• Publication and Dissemination
  • Publish Findings: Encourage students to publish their project findings in blogs, or school newsletters
  • Share with the Community: Host a public event or webinar where students present their projects to the school and local community.

• Continuous Learning Opportunities and Building a Community of Practice
  • Workshops and Seminars: Offer workshops or seminars focusing on specific SDGs or skills like cross-cultural communication and project management
  • Create a Network: Establish a network or club for students and Alumni interested in SDGs, providing a platform for ongoing collaboration and discussion.
  • Collaborative Events: Organise hackathons, competitions, or collaborative events around SDGs.

• International Exchange Programmes
  • Study Abroad Opportunities: Encourage students to participate in study abroad programmes focusing on sustainability and SDGs
  • International Internships: Facilitate internships with organisations or businesses that are actively working towards achieving SDGs.

• Policy and Advocacy
  • Advocacy Groups: Form student advocacy groups focused on SDG-related policies at the local, national, and/or international level
  • Engagement with Policymakers: Arrange for students to meet with policymakers to discuss their COIL projects and the relevance of SDGs.

Resources

• Holmes, J., Moraes, O. R., Rickards, L., Steele, W., Hotker, M., & Richardson, A. (2022). Online learning and teaching for the SDGs–exploring emerging university strategies.International Journal of Sustainability in Higher Education,23(3), 503-521.
• Perales Jarillo, M., Pedraza, L., Moreno Ger, P., & Bocos, E. (2019). Challenges of online higher education in the face of the sustainability objectives of the United Nations: carbon footprint, accessibility and social inclusion.Sustainability,11(20), 5580.
• Saitua-Iribar, A., Corral-Lage, J., & Peña-Miguel, N. (2020). Improving knowledge about the sustainable development goals through a collaborative learning methodology and serious game.Sustainability,12(15), 6169.

Author: Fiona Armstrong-Gibb

Step-by-step instructions/guidance

Part 1

• You are part of a team that works for an International Foundation such as Laudes Foundation
• The team is identifying areas they would like to support where social enterprises have a fashion / garment output or service. Each team member is required to record a short video (5 – 6 minutes) briefing paper on the landscape and types of social enterprises that exist in one of the countries on the list (this will be picked randomly)
  • Bangladesh 
  • Ghana  
  • India  
  • Pakistan 
  • Morocco  
  • Vietnam  
  • Burma  
  • The Philippines  
• As a starting point for your desk-based research you may read the following reports on the British council website Part 1  
• Please briefly explain the political, social, economic cultural environment in the country. What are the current structures and support for social enterprises in the country and how do governments, NGOs etc support this?  

Part 2  

• Identify fashion, textile or related organisations who are / or could be part of the fashion supply chain. What are the key issues from the external environment that impact on how they operate?  
• All the videos will be shown to the team. The purpose of this type of ‘briefing’ presentation is to share knowledge, communicate and show the potential to work in a collaborative and reciprocal way with your team. This should demonstrate a critical understanding of social enterprise management and share best practice from each other   
• Please adhere to the maximum 6 minutes for your video which will be posted on a VLE or You Tube. It will be access by a second marker and the external examiner as well as the other members of the class
• Work in a collaborative and reciprocal way that demonstrates a critical understanding of social enterprise management. 

Presentation       

• Ask the students to view and critique the presentation of others
• There are two learning outcomes that are being assessed in this presentation and although you have done individual presentations, this is not an ‘individual’ assignment. It should come together as a ‘team presentation’ by the end of the date set
• Marks will be allocated evenly between the two learning outcomes
• Learning outcomes covered:  
  1. Critically appraise how to work with and interact with social enterprises and reflect on the dual mission of balancing goals of profitability and creating social/environmental impact   
  2. Work in a collaborative and reciprocal way that demonstrates a critical understanding of social enterprise management. 
• Remember, one of the key learning outcomes is number 2 Work in a collaborative and reciprocal way that demonstrates a critical understanding of social enterprise management. Never has this skill been so important now we are all working in remote and unusual conditions
• At the end of each person’s video, I would like you to leave two relatively short comments that the presenter can respond to over a couple of days
• Highlight one example or behaviour of social entrepreneurship / enterprise in the country that you did not know previously – why is this interesting to you and / or how does it compare to what you have found out in your country – or some something similar and positive and could reference theories that we learnt in Paris
• A question or point that you would like further clarification or detail about – this may be a comparison to your own research such as ‘in my country they (govt, NGO, SEs) have done XXX – have you seen this happen in your country?”  
• The tutor will be assessing the presentations at (set date after students have viewed) after your text comments, responses and discussions have taken place on You tube.  The purpose of this is to create a rich discussion and show evidence of your critical understanding of social enterprise, both as a presenter and someone who is listening and considering information. Alternatively, this can be done in a face-to-face session.   

In summary - in the comment section after each video, I would like to see 2 comments from each reviewer and 1 response (or more if you feel it is important) from the presenter. Combined I expect this to be quite a lot of comments and show the critical understanding at master’s level.

 

Resources

• British Council reports

Authors: Tatiana Gladkikh, Helen Kopnina, Simon Smith

Step-by-step instructions/guidance

• Objective: This activity is aimed to enable self-reflection on current professional practice regarding the SDGs with a view to creating greater action/ impact moving forward
• Delivery: This can be an individual reflection or can work in small groups as well. In essence, there should be an element of sharing practice (or lack of) to maintain a positive sense of action moving forward. Can work in leadership or sustainability related modules, but can be adopted to other subject areas as well, e.g., strategy, operations etc.
• “Educating managers about SDGs” is the general topic
• This can work within a module or capstone (although it can also be a way of inspiring a capstone project from a module).
  • An MBA is a great breeding ground for an activity like this as they should be developed professionals working in industry.
  • They introduce to their own line of work
  • How do they integrate/action SDGs knowledge across a workforce?
  • Extension of the exercise or possibly a second class: How does the company contribute towards SDGs?
  • Critical reflection on practices applied in industry. Use educational sources around SDGs, sustainability more broadly, and even ethics to examine and understand the picture built
  • Potential actions for change moving forward?

This could feed into an assessment, including written or oral assessments.

Extending learning

• Can lead to a choice of project (capstone), which can increase action/ impact
• How could this be measured 12 months later?
• Impact for graduates? Events? Circular learning?
• E.g., Alumni, industry, connecting to society, recruitment/induction, conference? Action learning? Reflection?
  

Authors: Tony Wall, Ann Hindley, Lisa Rowe

Step-by-step instructions/guidance

1. Read and reflect on each impactful methods outlined in The Impactful 5 playbook, around these areas:
   • Make learning meaningful
   • Facilitate active engagement
   • Design for iteration
   • Develop supportive social interaction
   • Foster joy and well-being
2. Consider which areas you feel as a tutor that you need to develop. This means looking at the data available to you, such as formal module or programme feedback, as well as informal comments made to you by students
3. If you are not sure which area to develop, or you do not have access to data, you might consider developing a 'pulse’ (quick, short) survey to run with your students. Be aware of other student surveys that might be being administered at the same time, as students may become ‘survey fatigued’ and not give you useful evidence to help you focus on a development area
4. In terms of The Impactful 5 areas that you want to develop, consider which teaching and learning activities you might be able to revise and refresh. In doing so, do not just think about the formal teaching activities, but how you yourself are role modelling the key ideas above in terms of The Impactful concepts
5. As you develop or revise your learning activities, define the meaning and intention of the learning method you develop. At the same time, personalise the activity to the specific student background, interests and needs. In doing so, try to surface values, norms, biases that exist in ourselves, ideas, societies and systems
6. If you work in a wider teaching team, share the activities so that the wider team do not duplicate the activities. This can negatively impact the student experience, so it is useful to clarify who on the team is using which activities so that there is maximum impact with the students.

Extended learning

• This resource can be extended by links to the decolonisation of the curriculum, or other local diversification efforts.

Resources

• i5PRME | Resources (unprme.org)

Author: Sandra Hopkins

Step-by-step instructions/guidance

• Creation
• Give context of choose your own adventure/multipath narrative, how it is organised and structured
• Explain about SDGs – summary + few lived examples (or get students to create resources on padlet)
• Showcase online multipath app (twinery.org) and how to create a multipath narrative
• Students to consider one of the SDGs and how it directly impacts on their lives/choices and/or work
• Create their own story to share with others to show all their lived experiences
• Could extend to autoethnography and can run online/in person/ hybrid
• Students can part create and get other students to finish the stories.

Extended learning

• Works for individual learners online or in-person
• Great for diverse groups
• Can also link to autoethnography?

Resources

• Twinery.org
• Autoethnography
• Multipath narrative
• Adventure and exploration in playful co-curricular learning
• Journal articles (may be behind a Paywall): Learning with ChatGPT 3.5 as a more knowledgeable other: an autoethnographic study, Stojanov, Ana, Cham: Springer International Publishing
• International Journal of Educational Technology in Higher Education, 2023, Vol.20 (1), p.35-17, Article 35
• Autoethnography, Butz, David; Besio, Kathryn, Oxford, UK: Blackwell Publishing Ltd, Geography compass, 2009, Vol.3 (5), p.1660-1674
• Ethics in Autoethnography and Collaborative Autoethnography, Lapadat, Judith C.l., Los Angeles, CA: SAGE Publications, Qualitative inquiry, 2017, Vol.23 (8), p.589-603
• Inter-Twine-d: Combining Organic Chemistry Laboratory and Choose-Your-Own-Adventure Games, Saluga, Shannon J.; Peacock, Hannah; Seith, Daniel D.; Boone, Casadora C. A.; Fazeli, Yasamin; Huynh, Rebecca Mai; Luo, Jinyu; Naghi, Zane; Link, Renée D.
• Easton: American Chemical Society and Division of Chemical Education, Inc., Journal of chemical education, 2022, Vol.99 (12), p.3964-3974
• Here be dragons: experiments with the concept of 'Choose Your Own Adventure' in the lecture room, Mundy, Darren P.; Consoli, Robert ABINGDON: Routledge, Innovations in education and teaching international, 2013, Vol.50 (2), p.214-223.
• Choose your InfoSec path: an interactive cybersecurity adventure for beginners, Roxon, Alexander J., author., Place of publication not identified: Apress, 1st ed. 2021., 2021

Author: Lisa Knight, Geena Whiteman

Step-by-step instructions/guidance

• Collate examples of case studies, research papers, and real-world examples demonstrating the impact of various initiatives on the SDGs. Consider including examples across each SDG and from different organisational, societal, and individual perspectives
• Facilitate an interactive exercise where learners are encouraged to 'rank' the SDGs in order of importance from their personal perspective, their organisation's perspective, and societal perspective. This activity is intended to foster critical thinking and debate, helping learners to understand the interconnectedness and varying prioritisation of the goals in different contexts
• Develop a framework to identify and articulate the potential impacts of each module or programme on the SDGs. This might involve mapping curriculum content to relevant SDGs, identifying learning outcomes that align with these goals, and proposing project-based learning activities that
• Facilitate workshop discussions and reflections - consider including question prompts, debate formats, and reflective journaling ideas that encourage learners to critically engage with the SDGs and reflect on their role in promoting sustainable development
• Consider curating a list of books, articles, videos, and online courses that provide deeper insights into specific SDGs, sustainable development, and global challenges.

Extended learning

• Rubrics and feedback forms designed to evaluate learner understanding and engagement with the SDGs
• A digital platform where learners can share their ideas, and experiences related to the SDGs. This would encourage a sense of community and collective learning.

Resources

• SDG case studies | British Council
  
• SDG Good Practices-A compilation of success stories and lessons learned in SDG implementation (First Edition) | Department of Economic and Social Affairs (un.org)

Author: Simon Smith

Step-by-step instructions/guidance

• Overview
  • Introduction to Organisational ambidexterity - a theory pertaining to paradox with two opposing positions, namely exploitative and explorative approaches
  • Explore dominant exploitative practices that hinder the progression/ achievement of the SDGs
  • Examine and address missing exploitative practices
  • How to ‘embrace the paradox?’
  • Theme driven – individual, organizational, educational and societal levels.
  • Outcome: Creating “future leaders”
• Crucial step
  • As a result of the learning, take a step towards action, i.e., commit to an action to report back on
  • How to measure?
  • Self-reflection/reflexivity
  • Action – physical, not theoretical
  • Can be applied across disciplines, e.g., intercultural dimensions, diversity of programmes, introversion, SDGs, HR, H&S, strategy, leadership, etc.
• Consider all levels, stakeholders and positions
  • Organisational ambidexterity and the triple bottom line
  • Effect of dominate exploitative practices on all stakeholders
  • Missing exploitative practices and what it would take to achieve them
  • Theme driven – individual, organizational, educational and societal
  • Creating “future leaders” to engage confidently in paradox
• Crucial step
  • Taking a step towards action
  • Measured in assistant
  • Self-reflection
  • Action – physical.

Extended learning

• How to link to society?
• Intrapreneurship skills
• New product
• Societal contribution
• Thoughts on capitalism?
• Action learning?

Author: Tatiana Gladkikh, Geena Whiteman

Step-by-step instructions/guidance

• The workshop aims to guide MBA students to critically reflect on their organisations' perspectives and responses to the SDGs.
• Participants will engage in interactive activities to assess their organization's current stance, identify opportunities for alignment with the SDGs, and develop strategic approaches for sustainable business practices
• The outline of the session will be as follows:
  • Introduction to the SDGs – this will provide a brief outline of what the SDGs are, the way that businesses successfully incorporate the SDGs into their strategies and emphasize the business case for aligning with sustainable development
  • Self-Assessment - distribute a self-assessment questionnaire or checklist for participants to evaluate their organization's current initiatives, policies, and practices in relation to the SDGs, and allow time for individual reflection
  • Divide participants into small groups (3-4 members) based on their organizational backgrounds, encourage groups to share insights from their self-assessment, discuss common challenges, and identify areas of strength - facilitators circulate to each group to offer guidance and clarification
  • Identification of SDG Alignment Opportunities - guide participants in identifying specific SDGs that align with their organization's mission, values, and operations, encourage brainstorming on potential projects or initiatives that could contribute to these SDGs
  • Strategic Planning Exercise - Introduce a simple strategic planning framework for integrating SDGs into business strategies, ask participants to outline key steps their organizations can take to enhance alignment with chosen SDGs and emphasize the importance of setting measurable goals and timelines.

This workshop equips MBA practitioners with the tools and insights needed to critically assess and enhance their organizations' alignment with the SDGs, fostering a strategic and sustainable approach to business practices.

Extended learning

• Group Presentation:
  • Each small group presents a summary of their discussions, including identified SDGs, alignment opportunities, and proposed strategic actions
  • Facilitate a brief discussion for cross-learning and sharing of best practices
• Field Visits to Sustainable Business Models:
  • Arrange field visits to organizations that have effectively implemented sustainability initiatives aligned with the SDGs.
  • MBA practitioners can observe sustainable practices in action, interact with organizational leaders, and gain first-hand experience of the challenges and successes
  • This experiential learning opportunity allows participants to deepen their understanding of how businesses integrate sustainability into various operational aspects, inspiring them to adapt and apply similar strategies within their own organizations
• Executive Panel Discussion:
  • Organize an executive panel discussion featuring leaders from companies known for successfully integrating the SDGs into their business strategies
  • Invite these executives to share their experiences, challenges faced, and lessons learned
  • This session provides MBA practitioners with real-world insights and the opportunity to engage in a Q&A session
  • Additionally, the panel can discuss the long-term impacts and benefits of aligning with the SDGs, offering practical guidance for sustainable business transformation.

Author: Helen Kopnina and Simon Smith

Step-by-step instructions/guidance

• The Blue Macaw and the SDGs – potentially level 6 (but workable at all HE levels)
  • So, what has a Blue Macaw got to do with the SDGs?
  • OBJECTIVE: The exercise is to get students (and staff) thinking much more about the impact of business on nonhuman stakeholders
  • DELIVERY: With the question, students can work in groups to research possibilities of how the Blue Macaw might relate to the SDGs. In short, a nonhuman stakeholder is potentially relevant to all SDGs. The key is students realising this and understanding how and why
  • Biodiversity loss is a great example. Note: SDGs do not represent biodiversity very well – why not? Capitalism and the need for profiteering is a shortform answer and discussion point
  • Environment as a stakeholder - should environment, nature and nonhuman stakeholders even be considered as stakeholders?
  • Increasing awareness is fundamental to this exercise. A hope is it might change core perspectives and norms related to perceptions on nonhuman stakeholders
  • There should be potential discussion points under all SDGs, i.e., an ability to link the Blue Macaw. Ripple effects are key
  • This can link to assessment through reflection or assessment of areas like biodiversity and the impact of business
• Potential beyond the classroom activity:
• Links to module outcomes
• Links to programme outcomes
• Links to capstone projects potential?

Understanding what Alumni have done in terms of action beyond educational activity (if relevant and when it comes to fruition).

Resources

• How to find creativity?
• All SDGs
• SDGs 14+15
• Key resource.

Author: Tony Wall

Step-by-step instructions/guidance

1. The SDGs are a comprehensive framework representing major areas needing significant action. Yet one of the challenges of categorising the SDGs as separate categories is that attention can become focused on addressing the SDGS in isolation, without broader consideration of the knock-on effects and impacts on other SDGs
2. Create groups within your class. These will form discussion groups. Each group can form a discussion group into which you will place questions (alternatively, a group can represent an SDG)
3. Prepare the SDGs with headline information about the targets and give each group a pack of the sheets.
4. Groups can then be given reflective prompts to explore the connections:
   1. What might organisations do to help address this SDG?
   2. How might this action positively impact or help address other SDGs?
   3. How might this action negatively impact or worsen the achievement of other SDGs?
5. Give examples of the answers to these questions, such as actions that might improve education in a specific geographic area (i.e., Quality Education) and how, by improving education this can lead to the alleviation of poverty (i.e., No Poverty). You might even give the example of student fees to improve the quality of education (i.e., Quality Education) and how this might impact wellbeing in the context of the cost-of-living crisis (i.e., Health and Wellbeing)
6. If each group represents a single SDG (rather than a discussion group), an alternative way of organising the exercise is to present a single ‘solution’ to each group and ask the group to discuss how that ‘solution’ will impact them. The ‘solution’ might be a standard solution that is used to address one of the SDGs, for example, tourism is often considered to be a very positively approach to alleviating poverty – but can often have detrimental impacts on decent work and inequalities.

Then host a short plenary exercise that shares the different examples explored in the different groups. This can be followed up with how the solutions presented could be adapted or revised to impact each SDG more positively.

Extended learning

• Learning from this resource can be extended by reframing it as a reflective essay for formal assessment, rather than a group activity.

Resources

• FLOWER (Framework for Long-Term, Whole-System, Equity-Based Reflection) - Multisolving Institute.

Author: Helen Kopnina and Geena Whiteman

Step-by-step instructions/guidance

The aims of this activity are:

• Foster critical thinking and understanding of complex issues related to Arctic drilling
• Explore the perspectives of various stakeholders, both human and non-human
• Examine the role of corporate social responsibility in decision-making
• Connect the debate to relevant UN Sustainable Development Goals (SDGs) (SDG12&13).

Instructions for facilitators:

• Divide participants into different stakeholder roles
• Provide background information on Arctic drilling, Shell's involvement, and the potential impacts on stakeholders
• Encourage participants to research their roles and prepare arguments
• Emphasize the need to consider both human and non-human stakeholders in their discussions.

Role outlines:

• CEO of Shell
  • Goal: Maximize profits, uphold shareholder value, and present the business case for Arctic drilling
  • Key Talking Points: Economic benefits, job creation, technological advancements
• UK Government Representative
  • Goal: Balance economic interests with environmental and social concerns
  • Key Talking Points: Regulatory framework, geopolitical implications, national interests
• Environmental Scientist
  • Goal: Advocate for environmental protection and present scientific evidence on potential impacts
  • Key Talking Points: Climate change, ecosystem disruption, long-term consequences
• Indigenous Community Representative
  • Goal: Protect cultural heritage, address social and environmental impacts on the local community
  • Key Talking Points: Indigenous rights, community well-being, traditional livelihoods
• Polar Bear
  • Goal: Represent the interests of wildlife and the natural environment
  • Key Talking Points: Habitat preservation, ecosystem balance, climate change impact
• Local Business Owner (Tourism Industry)
  • Goal: Balance economic interests with environmental sustainability
  • Key Talking Points: Tourism revenue, potential negative impacts on local businesses.

Activity:

• Encourage each stakeholder to prepare their debates for why they should/shouldn’t drill in the Artic Ocean, and facilitator guides debate by giving each character a designated amount of time to present their case, pose questions to other stakeholders
• How do the interests of different stakeholders align or conflict in this scenario?
• Can a compromise be reached that benefits all stakeholders?
  

Debriefing:

• Facilitate a discussion reflecting on the experience
• Discuss the challenges of balancing conflicting stakeholder interests
• Emphasize the importance of considering the broader societal and environmental impacts of business decisions.
  

Evaluation:

• Reflexive essay about experiences participating in the debate, whether it changed participants stance on the situation and what they have learned from listening to different stakeholder perspectives.

Extended learning

• Classroom large enough for moving tables, possibility for group members to walk around and negotiate.
• The students write a position paper on their own role in the game and a larger picture. 
  

Research Project:

• Assign participants to conduct further research on the actual impacts of Arctic drilling
• Present findings in a follow-up session, connecting real-world data to the role-play discussion.

Resources

• Online resource from Kopina, Palfield and Mylan (2023) Sustainable Business: Key Issues.

Author: Fredrick Agboma

Step-by-step instructions/guidance

• Explore the ways in which specific SDGs are conceptualized
• The state of the challenges and successes to date
• Recommendation on how to achieve greater successes across contexts.

1. Introduction
   • Brief the students on the purpose and structure of the activity
   • Give a quick overview of the 17 Sustainable Development Goals, their importance, and how they relate to business management
   • Set the context by explaining how businesses play a crucial role in achieving these goals and the challenges they face.
   • Provide case studies or examples of businesses effectively working towards SDGs
2. Group Formation and Role Assignment
   • Divide class (randomly or strategically) into group of between 4-5 students to encourage collaboration. Diversity is highly encouraged here
   • Within each group, assign roles like leader, note-taker, researcher, presenter, etc., to structure the activity and give everyone some responsibility and a ‘sense of purpose’
3. Research and Discussion Phase
   • Assign SDGs with each group getting one or two specific SDGs to focus on
   • Groups research their assigned SDGs, focusing on understanding the goals, identifying key challenges in achieving them, and how businesses can contribute
   • Encourage internal group discussions to brainstorm solutions and innovative business practices that align with their SDG
   • Encourage students to consider various stakeholder perspectives in their solutions
4. Preparation of Presentation
   • Groups organise their research and discussion points into a coherent presentation
   • Encourage the use of visual aids like slides, posters, or charts to make their presentation more engaging
5. Group Presentations
   • Each group presents their SDG, the challenges identified, and their proposed business solutions
   • Allow time for questions and feedback after each presentation
6. Wrap-Up and Reflection
   • Ask students to reflect on what they learned about the SDGs and the role of businesses
   • Provide feedback on their ideas and presentations
   • Emphasise the importance of integrating sustainable practices in business management.

Extended learning

• Students learn to analyse complex global challenges represented by the SDGs and develop business-oriented solutions. The activity deepens students’ awareness of global issues and the potential ethical and other implications of business decisions. This fosters systems and critical thinking skills as they assess real-world problems and ideate viable solutions
• Investigating specific SDGs, current challenges, and solutions hones students’ research skills, teaching them to source, evaluate, and synthesise information effectively
• Encouraging students to brainstorm solutions for achieving SDGs nurtures creativity and innovative thinking, vital for tackling modern business challenges and fostering sustainable growth
• Students gain an understanding of how businesses can contribute positively to society by aligning their strategies with sustainable practices, thereby recognising the broader impact of business beyond the profit motive.
  

Resources

• Christersson, C. E., Melin, M., Widén, P., Ekelund, N., Christensen, J., Lundegren, N., & Staaf, P. (2022). Challenge-Based Learning in Higher Education: A Malmö University Position Paper. International Journal of Innovative Teaching and Learning in Higher Education (IJITLHE), 3(1), 1-14.
• Kumari, R., Kwon, K. S., Lee, B. H., & Choi, K. (2019). Co-creation for social innovation in the ecosystem context: The role of higher educational institutions. Sustainability, 12(1), 307.
  
• Tejedor, G., Segalàs, J., Barrón, Á., Fernández-Morilla, M., Fuertes, M. T., Ruiz-Morales, J., ... & Hernández, À. (2019). Didactic strategies to promote competencies in sustainability. Sustainability, 11(7), 2086.

Author: Fredrick Agboma

Step-by-step instructions/guidance

SDG5 refers to Sustainable Development Goal 5, which focuses on achieving gender equality and empowering all women and girls. To set up a half-day activity based on SDG5, you can design an event that raises awareness, promotes discussion, and encourages concrete actions towards gender equality. The aim is to create a safe setting for a feedback loop activity that is accountable to create change with a focus on leadership and culture change for gender equality:

• Define the Purpose: Clearly outline the objective of your half-day activity: to explore how leadership and culture change can contribute to advancing gender equality in various settings and in a safe gender environment. Include concepts of gender. Lay out expectations and include up-to-date guidance from government policy
• Select a Format: Choose a format that allows for in-depth discussions on leadership and cultural shifts. Consider a mix of expert presentations, panel discussions, and interactive workshops that focus on the role of leaders in driving change and shaping organizational culture. Provide a community group environment which allows individuals to safely reflect on the structures of governance and decision making from a gendered perspective – i.e., who leads? How did they attain the position?
• Invite Speakers and Facilitators: Seek speakers and facilitators with expertise in leadership development, organizational culture, and gender equality. Include individuals who have successfully implemented cultural changes within organizations to promote gender diversity and equality
• Develop an Agenda: Create a detailed agenda that delves into the connection between leadership, culture, and gender equality. Allocate time for case studies, success stories, and practical strategies for promoting inclusive leadership. Activities might include: the story of how a gender-based board emerged (e.g., case study BCCIC); Q&A with speakers from the case; keynote presentation from a senior team to incorporate the story of their board or Senior Leadership Team      
• Incorporate Interactive Activities: Plan activities that encourage participants to reflect on their own leadership styles and explore ways to foster a more inclusive culture. Include interactive sessions like group discussions, scenario analysis, and role-playing to enhance engagement. Discuss approaches to inclusive leadership emerging, changing governance and decision making. E.g., How might we safely challenge traditional gendered/cultural norms; equity/equality/privilege. Consider teams and allyship – who do you bring along?
• Utilise Technology: Leverage technology for virtual or hybrid events. Use platforms that facilitate real-time interaction, such as virtual breakout sessions for group discussions and collaborative tools to encourage active participation
• Promote Inclusivity: Ensure diverse representation among participants to bring varied perspectives on leadership and culture. Encourage participants to share their experiences and insights, fostering a collaborative learning environment
• Provide Resources: Share resources on effective leadership, cultural change, and gender equality. Provide reading materials, case studies, and toolkits that participants can refer to during and after the event
• Encourage Action: Conclude the activity by encouraging participants to identify specific actions they can take as leaders to promote gender equality within their organizations. Provide guidance on creating inclusive policies, mentorship programs, and fostering a culture of equality
• Collect Feedback: Gather feedback to assess the effectiveness of the activity in inspiring leadership and culture change. Use this feedback to refine future events and tailor content to address specific challenges and interests of the participants.

By focusing on leadership and culture change, you can empower participants to drive positive transformations within their organizations, contributing to the broader goal of achieving gender equality outlined in SDG 5. The result of the activity should be shared beyond the immediate participant group where appropriate e.g., through a blog, press release or networking event whereby other aspiring leaders can learn more about the work undertaken and subsequent opportunities to drive change, generating cross-fertilisation of good practice and case studies for future exploration.

Extended learning

• Activities:
  • Workshops may be tailored to support specific groups or the recruitment of those groups e.g., individuals returning to the workplace or who wish to adopt part-time or flexible work arrangements, and their leaders
  • Work-based learners – using their own organisation and students to use this learning to look at other organisations, including community groups, charities etc.

• Enhanced Skills and Behaviours:
  • Self-Reflection
  • Reflection upon the current structures of governance and decision making from a gendered perspective – i.e., who leads? How did they attain the position?
  • Holistic understanding of the concepts of gender
  • Understanding of current government policy and guidance.

Resources

• BCCIC Case study Leveraging the Interlinkages: Gender Equality, Women’s Empowerment and the SDGs. https://www.bccic.ca/wp-content/uploads/2020/03/BCCIC-CSW-64-CaseStudy-1.pdf
  
• Armstrong-Gibbs, F., & Brown, J. (2022) The Resilience and Adaptability of an Innovative Ecosystem of Creative Entrepreneurs during Crisis Times: Baltic Creative CIC – A Case Study. https://researchonline.ljmu.ac.uk/id/eprint/18097/1/The%20Resilience%20and%20Adaptability%20of%20an%20Innovative%20Ecosystem%20of%20Creative%20Entrepreneurs%20during%20Crisis%20Times%20FAG%20JB%20Nov%2022%20.pdf
  
• Farquharson, L. (2020). Gender and Leadership Organizational Leadership, 317.
  
• Eklund, K. E., Barry, E. S., & Grunberg, N. E. (2017). Gender and Leadership. InTech. doi: 10.5772/65457 https://www.intechopen.com/chapters/52503
  
• Madsen, S. R. (2024) Handbook of Research on Gender and Leadership https://www.elgaronline.com/edcollchap/book/9781035306893/book-part-9781035306893-10.xml?tab_body=pdf-copy1

 

Author: Geena Whiteman and Ruth Slater

Step-by-step instructions/guidance

• The purpose of this activity is to focus on ‘people and communities’ which aligns with SDG 11 – Sustainable Cities and Communities, with a focus on place-based leadership
• The key objectives of this are:
  • Educate participants on the intersections of Place Leadership and Sustainable Development Goal (SDG) 11 - Sustainable Cities and Communities
  • Illuminate best practices in leading communities of place through case studies and interactive discussions
  • Empower participants to identify and create sustainable practices within their local communities
  • Establish a foundation for ongoing knowledge-sharing within a broader network
• Bring cohort of students together for and introduction to the importance of sustainable cities and communities and an overview of the workshop's objectives
• Presentation on SDG 11 and its key components, and the put students into smaller teams for break-out discussions on how SDG 11 aligns with the roles of leaders in community development
• Present a detailed case study on successful place leadership and its impact on sustainable communities, highlight key elements that contributed to its success and then break participants into small groups and analyse the case study and identify crucial leadership practices and lessons
• Participants brainstorm and discuss sustainable practices applicable to both micro (local community) and macro (city or regional) levels, each group presents their identified good practices and facilitator guides discussions on the transferability of these practices to other communities
• Generation of a shared resource, participants brainstorm on potential content for a shared resource and identify key topics, case studies, and best practices to include to create a ‘toolkit’ of best practice.

Evaluation:

• Pre- and Post-Workshop Surveys
  • Measure participants' knowledge and expectations before the workshop
  • Assess the impact and satisfaction levels after the workshop
• Group Presentations
  • Evaluate the quality and relevance of ideas presented during group activities.
• Encourage peer feedback.

Extending Learning

• Establishing a Digital Platform
  • Create an online platform for participants to share resources, ideas, and updates
  • Foster ongoing discussions and collaboration
• Webinar Series
  • Organize a series of webinars featuring experts and practitioners
  • Cover various aspects of sustainable communities and place leadership
• Collaborative Projects
  • Facilitate collaborative projects between participants to implement sustainable practices in their communities
  • Share outcomes and lessons learned through the established network.

Resources

• SDG 11 Sustainable Communities
• How to write a great business case (HBR 2020)
• Public senior roles in leadership of place-based partnership (Bowden and Liddle 2020)
• LCRCA Corporate Plan 2021-2041.

Author: Lillian Schofield, Simon Smith and Geena Whiteman

Step-by-step instructions/guidance

• The purpose of this activity is to build a community of practice with alumni, building networks between students and alumni where sustainability and the UN SDGs are key focal points of conversation
• The key objectives are as follows:
  • Creating a Bridge between Students and Alumni
  • Foster connections and networking opportunities
  • Share experiences, insights, and challenges related to Sustainable Development Goals (SDGs)
• This activity would take place over a two-hour session, either held in-person or remotely, and would operate as follows:
1. Icebreaker Session
   • Introduction of participants
   • Short, engaging activity to break the ice and create a positive atmosphere
2. Alumni Panel Discussion
   • Invite a diverse panel of alumni from various industries
   • Alumni share their experiences and the impact they've had on SDGs in their workplaces
   • Q&A session for students to interact with the alumni and seek advice
3. Small Group Discussions
   • Divide participants into small groups (mix of students and alumni)
   • Facilitate discussions on specific SDGs and how they manifest in different industries
   • Encourage the exchange of ideas and insights
4. Reflection Session
   • Participants individually reflect on the key takeaways
   • Share reflections with the larger group
5. Networking Session
   • Informal networking opportunity for further connections
   • Exchange contact information and social media details.

Evaluation and Improvement

1. Feedback Session
   • Gather feedback from participants
   • Use feedback to improve future events and activities
2. Impact Assessment
• Assess the impact of the community of practice on participants
• Measure changes in knowledge, attitudes, and actions related to sustainability.

By combining a one-off event with a series of ongoing activities, this toolkit aims to establish a sustainable and dynamic community of practice that promotes continuous learning and collaboration among current students and alumni in the realm of sustainability.

Extending Learning

1. Quarterly Alumni Webinars
   • Schedule regular webinars featuring alumni from diverse sectors
   • Focus on specific SDGs in each webinar
2. Student-Alumni Mentoring Program
   • Establish a structured mentoring program
   • Pair students with alumni based on their interests and career goals
3. Sustainability Challenge Competitions
   • Organize intergenerational competitions addressing real-world sustainability challenges.
   • Encourage collaboration between current students and alumni teams
4. Annual Sustainability Symposium
   • Host a symposium featuring keynote speakers, workshops, and panel discussions
   • Provide a platform for both students and alumni to present their sustainability initiatives
5. Online Platform for Continuous Engagement
• Create an online community or platform for ongoing discussions.

Author: Lillian Schofield and Lisa Knight

Step-by-step instructions/guidance

1. Explore various types of simulations, such as computer-based, role-playing, and scenario-based, and their suitability aligned to your learning outcomes
2. Explain what simulation-based learning is and outline the benefits, such as improved decision-making, problem-solving, and critical thinking skills
3. Identify simulations that can be used linked to SDGs; simulation ideas can be adapted to various disciplines and programmes promoting 'learning by doing' by actively engaging students in real-world challenges related to the SDGs for example:
   • SDG 1: No Poverty Simulation: Poverty Alleviation Strategy
     • Description: Students simulate the roles of policymakers, civic and political leaders, NGOs/Charities, and community members in developing strategies to alleviate poverty in a specific region
   • SDG 5: Gender Equality Simulation: Gender Equity in the Workplace
     • Description: Students engage in role-play scenarios within a workplace to address issues related to gender bias, harassment, and discrimination
   • SDG 11: Sustainable Cities and Communities Simulation: Urban Planning and Sustainability
     • Description: Students collaborate to design and develop a sustainable urban area, considering factors like transportation, housing, and green spaces
   • SDG 13: Climate Action Simulation: Climate Change Negotiation
     • Description: Students represent different countries in a United Nations-style climate change negotiation, aiming to reach an international agreement on global targets
4. Encourage learners to discuss their experiences and learning from the simulation. Consider asking learners to present their findings and insights
5. After the simulation, facilitate a reflection on experiences. Encourage critical thinking and discussion about real-world challenges and the SDGs.

Extending Learning

• Guest Speakers: Invite expert speakers to share their insights, experiences, and current initiatives or challenges related to the SDGs, providing real-world context to simulations
• Encourage a global perspective by supporting learners to research and compare sustainability efforts and challenges in different regions of the world linked to the simulation exercise. Discuss how global context impacts the achievement of SDGs.

Author: Ruth Slater, Simon Smith and Lisa Rowe

Step-by-step instructions/guidance

While the Sustainable Development Goals (SDGs) represent a comprehensive and ambitious agenda to address global challenges, they are naturally written in a way which widely translates to a range of sectors and situations. As such, the transference to local situations and contexts can be problematic. This exercise is intended to help individuals drill down into each specific SDG to address some of the notable critiques and concerns associated with them.

Facilitate an exercise whereby participants can review one or two SDGs or assign them to a specific SDG if more appropriate. Ask them to review the associated content and with that in mind, to consider a specific aspect/issue which is evident within the local community or context e.g. SDG 4 Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all might prompt the question: “How can my local school, college, university or council use the broader guidance to ensure that their local policies and practice reflect this SDG?”

This exercise would work well within student modules as group work or as part of a larger individual project or thesis. The exercise is most effective if it is carried out in conjunction with key stakeholders, not only in terms of securing the information needed but crucially to encourage wider dialogue, collaboration and ultimately, positive change. The result of the exercise should be shared beyond the immediate participant group e.g., through a poster or networking event whereby stakeholders and peers can learn more about the work undertaken and subsequent opportunities to drive change, ideally generating new projects, cross-fertilisation of good practice and ideas for future exploration.

Common challenges and concerns for further consideration and discussion include:

• Lack of Binding Commitments:
  • The SDGs are voluntary and lack binding commitments. Countries are encouraged to implement the goals, but there are no legal obligations, which raises questions about the effectiveness of enforcement
• Implementation Challenges:
  • Many countries face challenges in translating the global goals into actionable national policies and strategies. Limited resources, capacity constraints, and competing priorities can hinder effective implementation
• Interconnectedness and Trade-offs:
  • Achieving one goal may sometimes conflict with progress on another. Striking the right balance between different goals and avoiding unintended consequences can be challenging
• Inclusivity and Participation:
  • Some argue that the development of the SDGs was not as inclusive as it could have been, with concerns about the representation and participation of marginalized groups in the goal-setting process
• Measurement and Data Challenges:
  • Reliable and consistent data collection to monitor progress is a significant challenge. Many countries lack the necessary infrastructure and resources to collect accurate and up-to-date data on SDG indicators
• Overemphasis on Economic Growth:
  • Critics argue that the SDGs' focus on economic growth may not be sustainable in the long term, especially if it leads to environmental degradation and social inequalities
• Global Inequality and Responsibility:
  • The responsibility for achieving the goals is not equally distributed. Developing countries may face more significant challenges in meeting the goals, and there is a concern about the lack of financial and technological support from developed nations
• Climate Change Ambiguity:
  • While climate action is a key component of the SDGs, some critics argue that the goals lack clear and specific strategies to address the urgent and complex challenges posed by climate change
• Limited Attention to Conflict and Fragility:
  • The SDGs may not adequately address the unique challenges faced by countries experiencing conflict and fragility, potentially leaving behind populations in crisis situations
• Corporate Influence and Accountability:
  • There are concerns about the role of private corporations in shaping and influencing the SDGs. Critics argue that corporate interests may sometimes conflict with the broader sustainability goals
• Cultural Sensitivity and Universality:
  • The universality of the SDGs may not fully account for the diversity of cultural, social, and economic contexts across different regions and countries.

Extending Learning

Activities

• Extension and sharing of industry experience in conjunction with a range of stakeholders
• Collective dialogue to support the examination of local issues
• Implementation of recommendations and tangible actions to support the resolution of local challenges
• Sharing findings across stakeholder groups e.g., report or presentation to local education providers and/or council members.

Enhanced skills and behaviours:

• Strategic thinking
• Problem solving
• Confidence in thinking differently
• Confidence to approach, unpack and challenge long held assumptions.

Resources

• Gov.uk Data and LRCIA Corporate Plan
• Roadmap for Localizing the SDGs: Implementation and Monitoring at Subnational Level 
• Griffiths, T. G. (2021). Education to transform the world: Limits and possibilities in and against the SDGs and ESD. International Studies in Sociology of Education, 30(1-2), 73-92.
• Open University Free Course Introducing Global Development (Section 11) Critiquing the SDGs.

Author: Sandra Hopkins and Noah Langford

Step-by-step instructions/guidance

• Game
• 4 sheets with problem statements 1-10
  • 1 – statement about a manager’s personal state (emotional)
  • 2 – statements about a crisis in the organisation
  • 3 – statements about a task to be completed
  • 4 – statements about the team’s situation
• Students randomly pick a number from each sheet to put together and create a scenario
• Students work in pars/small groups and use an emotional intelligence model (e.g., 4 branch to analyse situation)
• They share their scenario and analyse with class and open discussion
• Tutor guides discussion to their own workplaces and brings in SDGs on
  • Gender equality (5)
  • Decent work (8)
  • Good health and wellbeing (3)
• Could lead to assignment on issues in own team/workplace and make recommendations to be implemented
• Reflect on own development (impact on individual)
• Reflect on culture changes + individual – make recommendations
• Could also include culture and/or international as either statement
• To scale-up, students do it on their own (online) and put it on Padlet.

 

Extending Learning

• Pre-work: Discussion on Emotional Intelligence models and what SDGs are
• Best F2F but can work on teams/zoom – only with learners who have workplace experience
• Could link in with programme pastoral discussions
• Could be extended to later project in programme to develop a change (impact project)
• Create a poster.

Resources

• EI and SDG literature
• Emotional Intelligence: A practical review of models, measures, and applications, Ackley, Dana; Kaiser, Robert B, Educational Publishing Foundation, Consulting psychology journal, 2016, Vol.68 (4), p.269-286
• Models of emotional intelligence: A review, Kanesan, Pavitra; Fauzan, Norsiah, Bangi: E-Bangi Journal, e-Bangi: journal of social sciences and humanities, 2019, Vol.16, p.1-9
  
• The Contributions of Personality Traits and Emotional Intelligence to Intrapreneurial Self-Capital: Key Resources for Sustainability and Sustainable Development, Di Fabio, Annamaria; Saklofske, Donald, Basel: MDPI AG, Sustainability (Basel, Switzerland), 2019, Vol.11 (5), p.1240
  
• Linking emotional intelligence and performance at work: current research evidence with individuals and groups, Mount, Gerald.; Sala, Fabio.; Urch Druskat, Vanessa, Mahwah, N.J.: Lawrence Erlbaum Associates, Publishers, 2006
  
• The Contributions of Personality Traits and Emotional Intelligence to Intrapreneurial Self-Capital: Key Resources for Sustainability and Sustainable Development, Di Fabio, Annamaria; Saklofske, Donald, Basel: MDPI AG, Sustainability (Basel, Switzerland), 2019, Vol.11 (5), p.1240.
  

 

Author: Adam Frost and Geena Whiteman

Step-by-step instructions/guidance

• The purpose of this activity is to create an opportunity for students to provide consultancy services to early-stage ventures to evaluate their current position and develop a strategy for survival/growth and how to embed the UN SDGs into the business strategy
• Focuses on SDG17 Partnership for the Goals as a project, but each consultancy project will focus on embedding the SDGs into the business strategy of each early-stage venture
• Consists of three stages – a 1 to 2-hour classroom lecture/seminar, a 1-2 day ‘hackathon’ where students work together to create a business strategy, and a 1-2 hour ‘dragons' den’ scenario where students pitch their strategy to a panel of judges for questions and feedback.

   

• Lecture/Seminar Discussion:
  • How to conduct a consultancy project
  • Outlining and evaluating tools for assessing challenges and opportunities
  • Stakeholder mapping and analysis for new ventures
  • Triple-bottom line and UN SDGs (introduction to sustainability concepts and how to make a business case for this)
• Hackathon
  • Students will have the opportunity to ask the business for further information as required and will build a strategy for sustainability and create a business case for this
    • They will have the opportunity to undertake research interviews with the new ventures
  • They will create a business strategic document and prepare a 5-minute Dragons Den pitch for this which will be presented at the end of the hackathon
• Dragons Den
  • Students will pitch their business strategy to a panel of judges (including the early-stage venture) and will receive feedback and further questions
  • This will include discussions about how they have made clear why businesses could be sustainable and how have they convinced venture to enact this
• Assessment:
  • Assessment of the strategic document, pitch (including Q&A) and post-activity critical reflection of the activity
  • Criteria will relate to quality of document, quality of pitch, teamwork, engagement with relevant literature and level of critical reflection in post-activity assessment.

Extending Learning

• Use within business or organisation consultancy projects – could be adopted for different types of projects with different types of businesses
• Depending on engagement with social enterprises in the community, could be done with social enterprise early-stage ventures – provides a co-learning opportunity for students and social entrepreneurs
• Depending on funding availability, the potential for winning team of students to gain an internship/work experience with the early-stage venture to help them enact the strategy – supports the employability of the student and provides support for the early-stage venture (within reason)
• Students could peer-assess each other's business strategies and conduct a critical reflection of these, discussing what they have learnt from other students' strategies and what they would/would not adopt into their own project.