CREATING WIDESPREAD SUPPORT
Introduction
Queen’s School of Business (QSB is one of the world’s premier business schools – renowned for exceptional programmes, outstanding faculty and research, and the quality of its gradu- ates. Canadian executives regard Queen’s School of Business as Canada’s most innovative business school, offering students academic excellence and an exceptional overall experience.
Queen’s School of Business – where Canada’s first Commerce pro- gramme was launched in 1919 – is located at Queen’s University in Kingston, Ontario. QSB offers nine academic degree programmes – an undergraduate commerce programme, three master’s programmes (MSc in Management, Master of International Business, Master of Finance), four MBA programmes (full-time MBA, accelerated MBA for business graduates, executive MBA, and Cornell-Queen’s Executive MBA) and a PhD in management. The School offers a portfolio of custom and open enrolment non-degree executive education programmes in Canada and in the MENA region (Middle East North Africa) that are considered among the best in the world. In 2011, the School had over 2,000 students and 81 full-time faculty. Challenges
Queen’s School of Business (QSB) is committed to the Principles for Responsible Management Education (PRME) and to ensuring that its curriculum supports the PRME framework. Curriculum development is a process of continuous improvement to ensure that content is current, innovative, and meets the demands employers, the expectations of accrediting bodies, and prepares students for success.
However, even when support for change comes from the highest level, curriculum change takes time, as it must balance a plethora of interests and
demands. Pressures faced include the need to deliver all of the required core content for the degree within a limited time frame, limited budget to fund the development of new courses, and the potential resistance to change from professors whose courses may be affected. Further, because responsible leadership cov- ers all business principles, effectively addressing thePrinciplesthroughout programme curriculum requires a coordinated approach between many faculties and disciplines, which re- quires widespread buy in and sup- port. Further, to ensure content is leading edge and innovative, it needs the leadership of top professors, which may require new professors to be recruited.
The common thread is that curri- culum change needs to be supported from above, and the need to create buy in at all levels given limited resources. Through this case we share some of the actions taken by QSB to support the adaptation of the PRME framework into our programme curriculum by both adapting the existing curriculum and adding new curricular items. We hope it can be helpful to other PRME signatories.
Getting the support and buy in of key individuals early in the process is critical when trying to move forward curriculum changes. Identify and involve key individuals throughout the process – use their expertise to advise on the development of the proposal itself, and to help identify the best process for how and when to move forward with the proposed changes.
Tina Dacin, Director, Centre for Responsible Leadership, Queen’s School of Business
Actions taken
Within QSB, support for the changes came from the Dean as Canada’s first signatory to PRME and was supported by the actions of the School’s Centre for Responsible Leadership. Acting as a central body whose mission is to educate students and foster research, outreach and advocacy on responsible leadership, the Centre for Responsible Leadership is able to support and influence change by engaging key individuals from across disciplines and programmes. Some of the actions taken, which we recommend as good strategies for other academic institutions to consider include:
Create buy in for change and identify champions within each programme A curriculum review committee composed of faculty and administrative staff from across programmes and disciplines was formed to review existing responsible leadership programming and make recommendations for programme improvements. Key individuals were engaged and identified who have become strong supporters within each programme area.
The Centre also formed an external advisory board composed of leaders in industry and influential non-profit organisations to advise of emerging trends and on how to best deliver programme content to meet the needs of the future.
Adapt existing curriculum for immediate impact
QSB has engaged in many ways to expose students to new responsible leadership content using the existing curriculum. Examples include:
. Bringing in guest lecturers (business or community leaders) to speak in existing classes. Having students hear their perspectives/experi- ences/advice first hand can be very effective.
. Influencing the direction of individual assignments to have them address a responsible-leadership issue. For example, MBA students in the Certificate in Socially Responsible Leadership programme must have a responsible leadership focus on their final capstone essay, or management consulting projects.
. New cases have been developed (and are under development), which can be used in classes or case competitions.
together leading academics and practitioners to expose students to a variety of issues and topics in the responsible leadership space. This conference can be used to bring new content/ideas to students each year.
Develop new curriculum
The Centre leveraged its ability to influence curriculum change by strategically using the existing curriculum review process in the School. Champions from each programme were able to advise on the process, and help to create buy in from within each programme review committee. By focusing on benefits to both students and the programmes, solid cases for developing new responsible leadership themed courses were presented. New course ideas were also presented at a time when the School was looking for new electives to offer in response to increased enrolments. Further, feedback from students (both current students and new applicants, and input from a student advisory committee that was formed) was used to speak to the demand of students for programming in areas such as social entrepreneurship). Underlying the curriculum review process was the need to have this content integrated into core courses offered.
Launch pilot projects to try something new
As it can often be time-consuming and financially risky to develop and launch new programming, pilot projects are a great and safe way of quickly trying new ideas, getting feedback to improve the idea, and getting support for the initiative (or learning what is not worth pursuing). QSB launched several successful trials which that have led to additional programming including:
. Offering a design thinking and innovation workshop to first-year commerce students. This workshop was so well received that we are looking to launch a series of school-wide workshops, and looking at how we can integrate this content into core curriculum.
. Putting out a wide “call for expression of interest” for participating in working groups on new topics of interest (for example, addressing Aboriginal issues in Canada). This pulled together a very diverse group of people from across campus. A series of brown bag lunches
were held, to explore ideas and interests, how programming in this space could be developed, and it gave people the opportunity to explore and discuss their various research interests and potential areas for collaboration.
Results
By engaging key stakeholders, we are creating widespread buy in for curriculum changes to enhance and expand the responsible leadership content that our students are exposed to throughout their studies. The Centre is also establishing itself as a central spot within the School where faculty, staff and students can go to for assistance on course ideas and topics, or to share their ideas.
Some of the key outcomes from these collaborative efforts taken to date include:
. The development of new courses: Three new responsible leader- ship themed Commerce courses have been developed and are currently being offered (Strategies for Social Innovation, Sustain- ability, and Ethics). Two new course proposals are under develop- ment (an undergraduate capstone course on responsible leadership and MBA elective course on social innovation/social entrepreneur- ship).
. Enhancement of existing curriculum: A bank of responsible- leadership themed cases is being developed, which can be used by professors in their classes, or for case competitions. An increasing number of guest speakers are being identified and brought into the School to speak in classes, speakers series events, and conferences. Course assignments are being tailored to address responsible leader- ship issues.
. New programme development: The Centre has launched a new “Discovery Learning Workshop” series. These day long workshops are offered to faculty, staff and students from across the University. Two workshops offered in 2012 were in exploring Aboriginal issues in Canada, and social innovation/entrepreneurship. They offer a learning opportunity, as well as chance for faculty and researchers from across the University to discuss and collaborate on research.
Why PRME is/was important
. As a signatory to PRME, QSB’s commitment to the principles of responsible leadership is very clear and very public. Having to report regularly against these external commitments is an additional driver for the implementation of curriculum change.
. Learning about innovative new ideas and approaches from other schools, and sharing ideas and best practices with other PRME signatories, is helpful as we develop new programming.