2007 guide business as u nusual survey

Business as UNusualThe 2007 net impact student Guide to Graduate Business Programs

Business as UNusualThe 2007 net impact student Guide to Graduate Business Programs

The print edition of this guide was balanced out by Eco-Libris.

Business as UNusual: The 2007 Net Impact Student Guide to Graduate Business Programs is a publication of net impact88 1st street, suite 200, san Francisco, California, usa

http://www.netimpact.org

2007 all rights reserved.

Published by net impact Content submitted by current students in spring 2007

Table of ConTenTsIntroduction

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

Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs

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 youll 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

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About Net ImpActNet Impacts 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 GuIdeThe 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 programs 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 [email protected].

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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 schools 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.

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 programs 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 programs curriculum.

Faculty support for social and environmental themes in curriculum: Each respondent to the all-student survey was asked to rate faculty enthusiasm about social and environmental themes in their programs 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 programs curriculum.

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 programs 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 programs extracurricular events and activities.

cuRRIcuLum

StudeNt ActIVItIeS

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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 programs extracurricular events and activities. Ratings were done on a 5-point scale with enthusiastic being the highest rating. 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 programs 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 administrations enthusiasm about social and environmental themes in their programs 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 programs 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 administrations enthusiasm about social and environmental themes in their programs 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 programs 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.

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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 chapters 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?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 youd 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 [email protected].

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.

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Another good resource is the Idealist.org Graduate School Fairs, which take place in major cities across the United States. See www.idealist.org for more details.

We also encourage you to speak with student members of Net Impact at programs that interest you. Each programs 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 todays 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-outSA 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 years 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: UCLAs 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 programs 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 ReSpoNSeSThe 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.

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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 INVoLVedWe 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.

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 years publication, please email us at [email protected].

Published by net impact Content submitted by current students in spring 2007 1

PaRT 1: sCHool PRofIles


baInbRIdge gRaduaTe InsTITuTembA IN SuStAINAbLe buSINeSS

aT a glanCe

~67% of Bainbridge students are net impact members18% of those members are very active80% are somewhat active

This chapter in three words:

collaborative, Sustainable, Visionary

chapter leaders: Jean-Michel Toriel ([email protected]) and andre Furin ([email protected])

Full-time MBa students: ~150

The school attracts very smart and interesting students, and great faculty who are able to teach things at Bainbridge that they often cant teach anywhere else.

CuRRICulum

BGI 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 focus. All classes incorporate social justice, sustainable man-agement, green marketing, lean operations, values-based entrepreneurship and intrapraneurship with strong leader-ship skills and diverse community building based on mutual respect. Every course infuses sustainability, environmental and social responsibility with traditional MBA courses, like finance and economics. The emphasis is on making a differ-ence, and changing business for good (BGIs motto). All faculty and staff are innovators and pioneers in business

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 cant teach any-where else. This makes BGI an inspiring place to study, learn, and connect writes another.

Guest speakers, executives and entrepreneurs in resi-dence, are encouraged to join the students and participate in our monthly intensives which are held in our Bainbridge Island Gold LEEDS-standard facility, called Islandwood. We nearly have 100% membership in Net Impact which ex-emplifies the values-driven mandate in business that BGI stands for.

students identified their programs 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.

sTudenT aCTIVITIes

BGI 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 Net Impact Chapter in the third year and we continue to grow with the engaged community. In each monthly face-to-face

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-pact chapter is relatively inactive, but that is only because everything that all students do at BGI is focused on sustain-

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.

n= 46

Business as UNusual: THe 2007 neT impacT sTudenT guide To graduaTe business programs

admInIsTRaTIVe suPPoRT

CaReeR seRVICes & alumnI

bAINbRIdGe GRAduAte INStItute, continued

prominent alumni Michelle Knab (2006) - Manager, GoToMyPCKarin Borgerson (2006) - Community Leader, BGIEric Magnuson (2006) - Entrepreneur, Magnuson ConsultingDon Wong (2006) - Director, Camp MumbaKevin Hagen (2005) - Sustainability Director, REI

Funding is available through grants for students and the community is currently engaged in developing a grant to further encourage greater diversity at BGI.

Phil Ronniger is a tremendous asset to our community and heads the BGI Center for Work Transition and Redesign. He leads Designing Your Future sessions on the first mornings of each intensive. He remains at the intensives for face to face discussions as well as to assist in finding work or tran-sitioning to a more sustainable employment opportunity. There is also a constant stream of postings for employment on our interactive community website, the Channel.

We have fieldtrips or career treks before every intensive to businesses or non-profits.

BGI believes that no student with demonstrated financial need should be forced to borrow an unreasonable amount of money to fund their education. We will do everything pos-sible to ensure that our students are not strapped with un-reasonable financial burden upon graduation.

However, every aid recipient should still expect to apply

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 on financial need.

Before applying for a grant, you might first consider other sources of aid and/or loans aside from those that BGI may be able to provide. The average BGI grant in the 2006-2007 year was $5,441 and ranged from $906 to $7,965 for a total of $168,673 in institutional grants. For the 2007-2008 aca-demic year, we anticipate a similar average award size and range. The total amount of institutional grants awarded is expected to be between $217,500 and $261,700 depending on the size of the class and its students financial need.

Jill 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-ly aligned in values. One student writes that The curriculum and the guiding principles of the institution are co-created

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 is the only place that I have found that practices everything it preaches.

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.

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.

abilityWe are very active in the work, just not through the channel of Net Impact.

As we are already a green campus with exceptionally low emissions, due to the green buildings that host us at Island-wood, we still encourage greater reductions of our ecological impacts. For instance, we measure our emissions and water use and are currently researching fair and efficient ways to offset the emissions our students incur when they travel from as far away as Boston, Houston, Atlanta and Toronto.

We encourage guests to participate in our Sustainable Speaker series. In addition, we have Family Intensives where we invite family members to participate in our classes,

meals and events.Last year, we won fourth place in the Leeds School of Busi-

ness Net Impact Case Competition. Our Vancouver-based students won a similar competition in that city with the Net Impact Chapters at UBC and Simon Fraser Universities.

This year, four teams emerged to participate in the Thun-derbird/Net Impact Competition, and one team made it to the final round.

The BGI Chapter is beginning to organize a possible Net Impact event next year that would encourage widespread participation from all MBA programs with Net Impact chap-ters.

Published by net impact Content submitted by current students in spring 2007

bAINbRIdGe GRAduAte INStItute, continued

Reasons To aTTend

284 Madrona Way NE, Suite 124, Bainbridge Island, WA 98110, USA Phone: +1 206 855 9559 E-mail: [email protected]

The strength of BGI is primarily the incredibly support-ive community. Faculty and staff members are extremely encouraging, knowledgeable and experienced in their fields. Many of them are alumni who assist in bridging the faculty and staff with the students. This greatly expands and inte-grates the communitys core values. The curriculum speaks for itself. A few highlights: MGT 551 Foundations of Sus-tainable Business, MGT 553/MGT 554 Finance, Accounting & the Triple Bottom Line I, and II, MGT 567 Social Justice & Business, MGT 564 Sustainable Operations Management, MGT 568 Creativity & Right Livelihood, MGT 566 Dal La-Magna Series on Responsible Capitalism.

One student concluded, Bainbridge is not a group of radi-cal environmentalists and socialists whove come together

to express a uniform opinion. It is a diverse community of people whove all come together for many different reasons, with a singular guiding motivation: to learn and to make the world a better place.

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.

to sum it up

Bainbridge would be most fitting for someone interested in attending a school where students and faculty are on the forefront of social/environmental issues.

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15% of Tepper students are net impact members25% of those members are very active55% are somewhat activeThis chapter in three words:

collaborative, Innovative, expanding

chapter leaders: : Curtis stratman ([email protected]) and Oren lieberman ([email protected])

Full-time MBa students: 275

The small program provides a strong community focus and the cross campus collaboration provides opportunities not available in most business schools.

CuRRICulum

CaRnegIe mellon unIVeRsITyteppeR SchooL oF buSINeSS

The 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-cifically focus on these topics, there are many opportunities for discussion through seminars, speakers, and club activi-ties and events. The faculty and administration continue to be supportive of incorporating social topics into both formal classroom curriculum and other student programs.

One of the strengths of the Tepper program is the ability to take graduate courses anywhere across the CMU campus. Several students surveyed cited this cross-campus collabora-tion as one of the programs greatest strengths. [Its] an in-

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 in conjunction with the following programs: The Center for Economic Development, Institute for the Study of Informa-tion Technology and Society, the National Consortium on Violence Research, and the Institute for Social Innovation. These class resources are at your fingertips, wrote one sur-vey respondent. MBA students also have the option of ap-plying to dual master degree programs in Public Policy and Management, Healthcare Policy and Management, and Civil and Environmental Engineering.

sTudenT aCTIVITIes

The 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 among MBA students and bring together other like-minded graduate students across Carnegie Mellon University. The chapter, founded in 2004, has established a solid foundation of contacts and events to connect students with activities in almost any social interest. We have established numerous ac-tivities to benefit our members and bring awareness to the larger student community including a Speaker Series, a Fac-

ulty Discussion Lunch Series, field trips, community involve-ment programs (along with Net Impacts Service Corps), cross-campus collaborations (including the national Solar Decathlon competition, campus environmental greening, and mixers with students involved with the Institute for So-cial Innovation), and conferences. One student cited activ-ism in the community as Teppers greatest strength, adding that Students have many opportunities to work with non-profit organizations or to volunteer. Many students have been involved in at least one of these events.



prominent alumnus David Gonzales (1975) - Vice President, Corporate Social Responsibility, Pepsico, Inc.

The 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 member for students interested in careers within non-profit or governmental organizations. In addition, Tepper has an entrepreneurship track that has worked with many students in starting socially focused businesses.

While there are no companies that currently perform on-campus interviews for CSR or non-profit jobs, students in-

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 internships with nonprofits, but in the past the school has provided supplemental funds to students who have made in-dividual requests.

The Tepper administration has been supporting the Net Impact chapter as the driver of CSR awareness through the student community. They have provided opportunities to promote speakers that address social topics and they have

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, wrote one student.


Reasons To aTTend

to sum it up

The Tepper school would be most fitting for someone interested in building upon an existing base of social/environmental impact activities with opportunity for significant growth.

The 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 of adopting them throughout our future careers. There are almost unlimited leadership opportunities in working with the administration, in student government, and in club of-ficer positions. The curriculum tracks also expect their par-ticipants to take leadership roles in arranging conferences, speakers, and networking events. In summary, Tepper is looking for individuals who want to step up and make a dif-ference. Because of the small class size, every individual can

pursue his or her passion. Those interested in social themes will find the Tepper community to be an exceptional asset.

5000 Forbes Avenue, Pittsburgh, Pennsylvania 15213, USA Phone: +1 412 268 2269

cARNeGIe meLLoN uNIVeRSItY, continued


ClaRemonT gRaduaTe unIVeRsITythe peteR F. dRuckeR ANd mASAtoShI Ito SchooL oF mANAGemeNt

CuRRICulum

aT a glanCe

25% of Drucker net impact members are very active25% are somewhat active


potential, Growing, Striving

chapter leaders: Christina lam ([email protected]) and Curtis Hall ([email protected])

Full-time MBa students: 140social/environmental impact themes are inte-grated in our case analysis/discussion of business problems. and in instances when professors dont bring them up, one or more of the students always brings up the issues, which the class is very recep-tive to and appreciates.

CuRRICulum

The Drucker School of Management concentrates on the human side of management: ethics, organizational be-havior, human capital, and leadership. The Schools flexible curriculum and small size allow students to pursue social, environmental, and ethical issues or any area of interest. Students are here to study under Druckers legacy. One of the core leadership courses students can choose to take is Drucker on Management taught by Joseph Maciariello.

The administration and faculty members are greatly sup-portive of students pursuing dual degrees in such areas as politics and economics, behavioral and organizational sci-ences, financial engineering, and arts and cultural manage-ment. The Drucker School is also enthusiastic to provide guidance for students pursuing dual degrees outside of the management realmin Womens Studies and Education,

for example. In addition to the courses offered at the Drucker School,

students are welcome to take courses outside of the CGU campus. Claremont Graduate University, Keck Graduate Institute of Applied Life Sciences, and five highly regarded undergraduate collegesPomona, Scripps, Claremont McK-enna, Harvey Mudd, and Pitzer collegescomprise The Cla-remont Colleges, also know as the 5 Cs. In addition, the Claremont School of Theology and the Rancho Santa Ana Botanic Garden are affiliated with the Graduate University.

Because many of the 500 faculty members from the 5 Cs and affiliated institutions participate actively in the Graduate Universitys programs, CGU students benefit from potential access to a faculty of far greater depth than the University could provide independently.

The 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 team graduated, the chapter slowed down its activity on campus until this year. During the 2007 spring semester, the chapters leadership has been working on pulling the chapter back up to speed, making the student body aware of the club and widening its membership net, targeting both MBA and non-MBA students.

It is the chapters goal to plan out the rest of the calen-dar year and to bring in a couple more leaders to succeed the current leadership by the spring semester. We hope to

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-bers. While the school is very much pro-Net Impact, many students are commuters and working students which limits their participation in any afternoon activities.

This chapter is directly linked to the Drucker School Stu-dent Association and is a partner with other student clubs such as the Management Consulting Association and the Marketing Association. In fact, our chapter is looking to oth-er clubs to help co-sponsor events so as to increase student participation and enthusiasm.

sTudenT aCTIVITIes



prominent alumni Richard Park (2005) - Management Consultant, Deloitte ConsultingScott Collins (2005) - Admissions Coordinator, Drucker School of ManagementMichael Crooke - Principal/Founder, Revolution

The Office of Career Management staff is very new to the school. They have been working to bring internships and opportunities of all kinds to Drucker students.

The OCM staff usually work one-on-one with students in finding opportunities and have been receptive to students requests for more postings in the realm of socially respon-sible business. They have also been helpful with finding and 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-gram which matches current MBA students with a Druck-er alum in their choice of field. In addition to this pro-gram, OCM offers workshops such as resume building,

interview preparation, and skills assessment. The Drucker School has also partnered with an outside career placement company to expand our career placement and search services to students.

Since CGU is part of the Claremont Consortium, students are welcome and encouraged to attend the 5Cs career cen-ter workshops and conferences as well.

Our 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-tion at events.

The administration is supportive of our chapter here, sug-gesting ideas and cheerleading us when we have events. We

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 seeing Net Impact and the other student clubs succeed and expand. The word no is not in their vocabulary. In fact, they are big proponents of Yeah! Go for it.


Reasons To aTTend

The 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 Druckers phi-losophies on innovation and the knowledge worker.

160 East Tenth Street, Claremont, California 91711-6163, USA Phone: +1 909 621 8069 E-mail: [email protected]

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.

cLARemoNt GRAduAte uNIVeRSItY, continued


ColumbIa unIVeRsITycoLumbIA buSINeSS SchooL

aT a glanCe

24% of CBs students are net impact members25% of those members are very active60% are somewhat active


engaged, Strong, Forward-thinking

chapter leaders: Cai steger ([email protected]) and Michael stone ([email protected])

Full-time MBa students: 1,300

The students and faculty are very eager to support students who want to use their MBa for a socially responsible cause.

CuRRICulum

Columbia Business School has a rigorous and stimulat-ing curriculum which weaves social and environmental themes into the core class offerings and is punctuated by highly-regarded electives which challenge students to apply core business skills to real-world problems.

The Social Enterprise Program has focused on developing high-impact courses across four broad areas of study which include public and nonprofit management, international de-velopment and emerging markets, social entrepreneurship, and corporate social responsibility and sustainability. The students enthusiasm for this curriculum is reflected in high enrollment and student ratings. A student in our survey adds that The Social Enterprise Program at Columbia is growing quickly, and has tremendous school resources behind it. Be-cause of that, an incoming student has a unique ability to shape the future of the program and the school.

A selection of courses include: Modern Political Economy, The Private Sector and International Development, Global-ization and Markets: Reforming the International Econom-ic Architecture, Business in Society: Doing Well by Doing Good?, Service Operations Management, Finance and Sus-tainability, Social Entrepreneurship, Board and Executive Management of Nonprofits, Education Leadership Consult-ing Lab, Corporate Governance, New Challenges in Health-care Management, and Marketing Art, Culture and Educa-tion. This fall three new courses will be launched: Strategic Philanthropy, Credit Markets for Developing Economies, and New Directions in Energy Marketing. For more information: http://www0.gsb.columbia.edu/leadership/curriculum/

All courses in the core curriculum include an element of

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 session. For more information, see http://www0.gsb.colum-bia.edu/leadership/curriculum/.

Columbia Business School students are allowed to take up to six graduate credits at any on-campus graduate school, in-cluding the School of International and Public Affairs (SIPA), the Graduate School of Architecture, Planning and Preserva-tion, Columbia Law School, and Teachers College.

A number of thought leaders in social enterprise are facul-ty at the Business School including: Ray Horton, director of the Social Enterprise Program, Ray Fisman, research director of the Social Enterprise Program (whose research interests include business in developing countries and corporate so-cial responsibility), Geoffrey Heal, professor of public policy and business responsibility (whose research interests include corporate social responsibility and controlling the impact of economic activity on the environment), Cathy Clark, adjunct professor (whose research interests include social investing and social capital markets), Bruce Usher, adjunct associate professor (whose research interests include renewable ener-gy and the carbon markets) and CEO of EcoSecurities Group Limited, the worlds leading climate change advisory firm, Jonah Rockoff, assistant professor, (whose research interests include local public finance and the economics of education), Suresh Sundaresan, chair of the finance division (whose re-search interests include microfinance and microinsurance).

For more information: http://www2.gsb.columbia.edu/so-cialenterprise/academics/faculty/.

students identified their programs 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.

n = 51


sTudenT aCTIVITIes

Columbia Business School fosters a dynamic and intel-lectually stimulating environment filled with passion-ate students, active alumni, and supportive faculty and staff members who produce a variety of top-notch events and ac-tivities that allow you to explore the breadth of social enter-prise.

Students were exposed to over fifty social-enterprise re-lated events this year including large speaker events, panel discussions, intimate lunches and dinners with practitio-ners, career treks, corporate visits, international study tours and consulting projects. Highlights included the Social En-terprise Conference, the Social Enterprise Retreat, and the Annual Social Enterprise Reception. Noteworthy speakers included:

Jim Sinegal, President and CEO, Costco Wholesale Corpo-ration Geoffrey Canada, President and CEO of Harlem Childrens ZoneLord John Browne, Group Chief Executive, BP plcSteve Young, Global Executive Director of the Caux Round TableJohn Whitehead, Chairman of the Goldman Sachs Foun-dationWilliam Browder, Founder and CEO of Hermitage Capital

ManagementMatt Flannery, CEO and Founder of Kiva.orgFran Barrett, Executive Director and Founder, Commu-nity Resource ExchangeMr. Mallam Nuhu Ribadu, Executive Director, Economic and Financial Crimes Commission (EFCC) in NigeriaFor more information: http://www2.gsb.columbia.edu/socialenterprise/events/The Individual, Business, and Society (IBS) curriculum is

an integral part of the Business Schools larger aim to edu-cate students for a lifetime. Orientation this year included a number of speakers dedicate to CSR, including Leon Cooper-man 67, Chairman and CEO of Omega Advisors, Inc.; Dotti Hatcher, Gap Inc.; Peter Knight, Generation Investment Management; and Eric Eve, Citigroup Global Consumer Group.

Students are enthusiastic, open, and creative in their drive to promote social enterprise issues on campus. One student writes that CBS has a great network of alums and students who are working in a variety of social fields; those that arent are also supportive of those that want to work in social en-terprise. We raised over $77,000 from students to subsidize summer internships for people working in the nonprofit and public sectors.

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.

Career 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 a strong effort on the part of the student but there are extensive resources at the school to support students in this process. One student comments that, I am overwhelmed by the support Ive received, including enthusiasm from colleagues and faculty and financial support for my socially responsible internship.

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 geared toward demystifying the non-traditional career search, and our Alumni and Mentoring initiative brings in alumni and professionals to advise students on the process. As the population of social enterprise students has grown, Career Services has increasingly focused on the needs of the social


prominent alumni Rohit Aggarwala (2000) - New York City Director of Long-Term Planning and Sustainability, New York City Mayors Office of OperationsSusan Henshaw Jones (1985) - President and Director, Museum of the City of New YorkJoyce Roche (1972) - President and CEO, Girls, Inc.Shari Berenbach (1990) - Executive Director, Calvert FoundationDaniel Nissenbaum (1988) - Senior Vice President, Head of Community Development, HSBC Bank USA


coLumbIA buSINeSS SchooL, continued

n = 51



The social enterprise community receives significant sup-port from Columbia Business Schools administration on all levels. The bulk of this administrative support comes from the Social Enterprise Program, which has five dedicated administra-tors and an active faculty director. This team works jointly with

the students to bring high-quality events and activities to the social enterprise community.

Furthermore, the deans office has highlighted the program in its fundraising efforts with the clearly stated goal of developing a Social Enterprise Center.


enterprise students.Social Enterprise Club: The club has two devoted student

positions for careers. The student representatives work in conjunction with the MBA Career Services and the Social Enterprise Program to keep members informed of interesting job opportunities, to foster opportunities for informal networking, and to support a constant stream of organization and career information sessions.

Alumni: There is a strong social enterprise alumni pool that support and participate in club events, serve as mentors, post

job opportunities, and are frequently contacted to provide informational interviews.

Internship support: There are two funds designed to support students doing summer internships in public, nonprofit, or social ventures. Both programs match or supplement salaries, offering up to $6,000 for the summer.

Loan Assistance: For students entering the nonprofit or public sectors, we have a loan assistance program, which guarantees a minimum payout based on the students outstanding debt load.

cAReeR SeRVIceS & ALumNI continued

Reasons To aTTend

Columbia 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, Business and Society (IBS) curriculum. Because of this inte-grated approach, students interested in social and environ-mental issues feel like theyre 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 careers with social impact. Theyre open to ideas from students. In addition, they help make events and new initiatives possible, and they generally help the student club meet its goals. Its a very collaborative relationship.

A potential applicant should think about the amazing resourc-es, contacts, and opportunities available to them in New York City. The city is home to thousands of nonprofit organizations and NGOs in need financial, managerial and operational skills and leadership. And everyone wants a b-school intern, writes one student. NYC also has an expansive healthcare and human services system, and is home to many corporate headquarters. NYC is poised to become a center for progressive environmental

policies and green building. Theres also a push to develop a lot of affordable housing and to redevelop old industrial areas all over the city. MBAs can be involved in all of thisboth the Business School and the Social Enterprise Program have great connections to alumni and other professionals working in these areas.

Columbia University is also a great resource for students who want to learn about social and environmental innovation. CBS has a relationship with the Earth Institute, led by Jeffrey Sachs, and with the Center for Environmental Research and Conserva-tion. Students can take advantage of courses and events at The School of Architecture, Planning and Preservation (Urban Plan-ning), the School of Public and International Affairs and the Mail-man School of Public Health.

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.

Uris Hall, 3022 Broadway, New York, New York 10027, USA Phone: +1 212 854 5553

to sum it up

The Columbia Business school would be most fitting for someone interested in refining and growing a mostly socially aware program and student body.

coLumbIA buSINeSS SchooL, continued


ColumbIa unIVeRsITySchooL oF INteRNAtIoNAL ANd pubLIc AFFAIRS

aT a glanCe

18% of siPa students are net impact members14% of those members are very active47% are somewhat active


transforming, Growing, Networking

Full-time students: 850

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.

CuRRICulum

The 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 business for social and/or environmental impact.

The following concentrations are a sample of concentrations offered:

Economic and Political Development (EPD) Environmental Policy Studies (EPS) Human Rights (HR) International Energy Management and Policy (IEMP) Social Policy Urban Policy

There are a number of elective courses offered at SIPA that incorporate social and environmental themes. Furthermore, through the business school, students can take courses in social entrepreneurship, nonprofit board management, and finance and sustainability.

Dual-degree programs for MIA students can be arranged with some of the universitys professional schools. These

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 Social Work. Dual-degree programs for MPA students can be arranged with the School of Law, the School of Public Health, the School of Social Work, the London School of Economics, and Sciences Po.

One student describes SIPAs curriculum as very diverse but adds that I think that having adequate coursework preparation in finance is also very important, and while these courses are offered at SIPA, they are not required. Therefore, the burden is really on the student to make sure that they select the appropriate mix of classes so that they graduate with the right skills. Another student who combined studies on environmental and energy policy with quantitative and finance classes, writes I really liked SIPAs emphasis on building hard skills (through the quantitative work) while allowing students to become an expert in a specific policy-based issue.

sTudenT aCTIVITIes

The 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 with special guest speakers (SIPA Alum, Elya Tagar and the New York Professionals Net Impact Chapter), a monthly networking happy hour with two other SIPA student groups, and a brown bag discussion on Human Rights and Supply Chain Management A Discussion with the Fair Factories

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 Development Impact

Our chapter collaborates with the Business Schools Social Enterprise Club, the Columbia University Partnership for International Development, and other university organizations.



Career 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

We 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.

The SIPA Net Impact chapter is unique in that it seeks to understand issues at the intersection of business and policy, specifically focusing on three pillars: social entrepreneurship, corporate social responsibility, and sustainability. We have a board that is enthusiastic and committed to forming this new organization and laying a foundation for future SIPA students interested in us-ing business and policy to make a social impact.

Reasons To aTTend

420 West 118th Street, Room 408, MC 3325, New York, New York 10027, USA Phone: +1 212 854 6216 E-mail: [email protected]

to sum it up

The Columbia school of international and Public affairs would be most fitting for someone interested in building upon an existing base of social/environmental impact activities with opportunity for significant growth.

coLumbIA SchooL oF INteRNAtIoNAL ANd pubLIc AFFAIRS, continued


CoRnell unIVeRsITyJohNSoN GRAduAte SchooL oF mANAGemeNt

CuRRICulum

aT a glanCe

20% of Johnson net impact members are very active20% are somewhat active


Leadership, Vision, Access

Full-time students: 511

The Johnson school is at the forefront of research being done on how business can proactively address emerging environmental and social concerns.

chapter leaders: Jeffrey Fuchs ([email protected]) and scott McClintock ([email protected])

The Johnson School has a strong curriculum relating to business opportunities and strategies in the realm of social, environmental, ethical, political, and international issues. Many classes are taught by faculty associated with the Center for Sustainable Global Enterprise (www.johnson.cornell.edu/sge), which was endowed by the late Samuel C. Johnson to enhance students understanding of global sus-tainability and prepare them to be leaders of ethical, equi-table, and economically and environmentally sustainable en-terprises. A unique aspect of the Johnson School curriculum is its immersions, which are electives taken in the second half of the first year. Immersions supplement lecture and case-based training with integrated experiential learning. The Johnson Schools Sustainable Global Enterprise immersion, taught by professors Stuart Hart and Mark Milstein, com-bines traditional case and lecture based courses with field work to explore connections between global sustainability and business strategy. The practicum component of the SGE Immersion places students in multidisciplinary teams to solve real problems and provide practical operational solu-tions to participating companies struggling with social and environmental business challenges. MBA participation in the SGE Immersion increased 70% from 2006 to 2007. Stu-dents have worked on a diverse range of assignments, includ-ing projects related to distributed energy in Rwanda, market feasibility studies of sports apparel for Muslim women, and

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-tunity to enroll in classes in any of Cornells nine colleges. Among the courses available are: sustainable agriculture, ecology, renewable energy, green building, public affairs, and international development. A document highlighting many of these relevant courses can be downloaded at: http://fo-rum.johnson.cornell.edu/students/orgs/netimpact/.

The Johnson School also offers dual degrees with Cornells other top programs including the School of Engineering, the Cornell Law School, the Cornell Institute of Public Affairs, and the Cornell School of International Labor Relations. The programs further add to the breadth of opportunities avail-able to Net Impact members.

Stuart Hart, the Samuel C. Johnson Chair in Sustainable Global Enterprise, is one of the leading voices in the area of corporate strategy for social and environmental sustain-ability. His book, Capitalism at the Crossroads: Unlimited Business Opportunities in Solving the Worlds Most Difficult Problems was named by Strategy+Business as a Best Busi-ness Book of 2005. In addition, his article Beyond Green-ing: Strategies for a Sustainable World, won the McKinsey Award for Best Article in Harvard Business Review in 1997. Professor Hart is widely sought out by top business leaders, and Johnson students have access to him on a regular basis.

students identified their programs 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.

n = 47


sTudenT aCTIVITIes

Formed 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 schools Center for Sustainable Global Enterprise.

Net Impact events from the past year included two symposiums (one co-sponsored by the Entrepreneurship and Private Equity Club), one career fair, an ongoing speaker series, networking break-fasts/lunches with professionals, a two week trip to China to study sustainability, and a video series on renewable energy co-sponsored by the Energy Club.

Participation in sustainability-focused case competitions is also an important part of our Net Impact club experience. Last year mem-bers participated in the LEEDS Net Impact Case Competition, the Thunderbird Sustainable Innovation Challenge, the JP Morgan Good Venture, and GEs Ecomagination Challenge. The Johnson School and the Center for Sustainable Global Enterprise often provide fund-ing for travel expenses related to these competitions.

Several students cited strong student interest in sustainability. One cites the support you get from your classmates who are just as passionate as you are as a key strength of the school. Another student writes that Students [interested in sustainable business] will find many likeminded peers. This interest is shown in the many other Johnson School clubs that share Net Impact values, including:

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 fund a students non-profit summer internship.

Microfinance Club Increases awareness about microfinance. The club hosts speakers, shows movies, and is currently working to establish a domestic microfinance fund aimed at small business de-velopment in Tompkins County.

Big Red Ventures/Big Red Incubator A venture capital fund and consulting group that works with start-up companies. This year stu-dents were involved with a number of clean technology ventures.

Camp $tart-up A summer program that introduces young wom-en to aspects of business, entrepreneurship, leadership, and financial independence.

Ethics Action Group - Seeks to strengthen the understanding of, commitment to, and integration of integrity, respect, mutual trust and ethical practices into everything we do within the Johnson School, throughout Cornell and in our future careers

Additional clubs at Cornell that Johnson School students partici-pate in include the Sustainable Enterprise Association, Engineers for a Sustainable World, Renewable Energy Society, Greens, Kyoto Now!, Society for Natural Resources Conservation, and the Solar De-cathlon.


Net Impact members have a host of resources available to them for pursuing careers that support their values. Many students opt for one-on-one job search counseling from a member of the Career Management Center (CMC). In addition, one CMC staff member is designated to oversee Net Impact-related career searches and routinely posts job opportunities to our online job database. Furthermore, there are career work groups run by sec-ond year students that specifically help first-year student prepare for independent job searches.

The Center for Sustainable Global Enterprise supports student job search efforts by leveraging its contacts to generate em-ployment leads. Professors Stuart Hart and Mark Milstein provide access to their extensive network of contacts in the area of business and sustainability and are routinely avail-able for career advice. Furthermore, students in the Sustain-able Global Enterprise immersion take part in projects that

can lead to internship and full-time employment opportunities.The second annual sustainability career symposium entitled The

Relevance of an MBA in the Millennial Age, provided students with an opportunity to meet dozens of company representatives in the areas of sustainability, renewable energy, and international development. Companies such as GE, Accenture, McDonalds, SC Johnson, and Emerging Markets Group were on hand to discuss career opportunities and pass along advice to students.

Johnson School students have access to alumni through the Cor-nell-wide alumni database. This database tracks tens of thousands

prominent alumni Justin De Koszmovszky (2006) Manager, Strategic Sustainability, SC JohnsonAndy Dijkerman (1985) CEO, The Emerging Markets GroupKevin B. Thompson (2003) Program Manager for Corporate Citizenship, IBMAlex Sloan (1998) Principal, Expansion Capital PartnersBarbara Sullivan (2000) Broad Resident, Boston Public Schools

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.


coRNeLL uNIVeRSItY, continued


of Cornell alumni around the world. In addition to this resource, the Johnson School has its own database and former Net Impact members are captured in a searchable club field.

A stipend of $5,000 is available to students pursuing jobs in the

non-profit and international development sectors. Additionally, the Weil Fellowship, a loan forgiveness program, is granted to stu-dents seeking full-time work in entrepreneurial ventures abroad.

cAReeR SeRVIceS & ALumNI continued


Our 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 serves as the clubs faculty advisor. One student writes, that The ac-cess we have to Mark Milstein and Stuart Hart is amazingThe sup-port we get from CSGE is second to none and a large part about what makes us unique. The CSGE also organizes classes, holds workshops, and invites speakers from organization that share our mission.

The Johnson School application process allows us to identify pro-spective students who are interested in social and environmental is-sues as they relate to business. Net Impact members subsequently work to support these applicants through the admissions process.

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 and contexts of business. Classes on the commercialization of tech-nologies frequently bring practitioners to campus. Entrepreneur-ship courses are also beginning to stress the idea of sustainability as the foundation for new enterprises.

Next year the Johnson School will have a new dean, and two high-ly qualified candidates are being considered. Both candidates have cited sustainability, its relationship to international business and en-trepreneurship, and the existence and growth of the Center for Sus-tainable Global Enterprise as fundamental strengths of the school.

Reasons To aTTend

Students 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 Schools Center for Sustainable Global Enterprise, led by visionary scholars Stuart Hart and Mark Milstein, is at the forefront of cutting-edge research on how companies can profitably address growing environmental and social issues. Through the Immersion in Sustainable Global Enterprise, students at the Johnson School are also able to develop practical skills during their first year, which they can then draw upon in a sustainability-oriented summer internship. Unique among 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-aged to take classes. Underlying the focus on sustainability is a focus on creating leaders capable of making a real impact in their careers. In addition to the Park Leadership Fellowship program, which offers 25 full-tuition scholarships to leaders with a commitment to social responsibility, there is a comprehensive leadership program avail-able to all students who are interested in developing their personal

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 students here who are enthusiastic and engaged in these important issues. As one student writes The program is constantly being im-proved - new classes and initiatives are added each year. Students have tremendous enthusiasm that generates growing support for the program. For applicants interested in sustainability, the John-son School provides a collaborative and dynamic environment that ensures their personal investment in an MBA will pay off.

Sage Hall, Cornell University, Ithaca, New York 14853-6201, USA Phone: +1 607 255 4526 E-mail: [email protected]


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.

to sum it up

The Johnson Graduate school of Management would be most fitting for someone interested in attending a school where students and faculty are on the forefront of social/environmental issues.

coRNeLL uNIVeRSItY, continued


dalHousIe unIVeRsITydALhouSIe FAcuLtY oF mANAGemeNt

CuRRICulum

aT a glanCe

7% of Dalhousie student are net impact members60% of those members are very active40% are somewhat activeThis chapter in three words:

budding, energetic, Foundational

chapter leaders: Mari Beth slade ([email protected]) and Kable Frank ([email protected])

Full-time MBa students: 75

CuRRICulum

Our faculty is made up of three other schools besides the School of Business Administration: the School of Information Management, the School for Resource and Environmental Studies and the School of Public Administration. At present, first year graduate students from all programs have a mandatory interdisciplinary course called Management Without Borders that addresses social and environmental issues. In addition to this course, social, ethical, and environmental concerns are built into other disciplines of the core courses such as accounting and human resource management. So in addition to numerous elective courses that students can take within the business school, all students get some exposure in their core courses.

The real strength of our program lies in its interdisciplinary potential. Our students can take courses from any of the other three schools and from other faculties as well. Indeed,

there is much collaboration between schools and between faculties. Our University also has an Environmental Science program, an International Development Studies program, courses in Environmental Law, and a Master of Development Economics. The Faculty of Management offers a number of dual degree programs such as MBA-LLB, MBA-MLIS, MPA-MLIS, LLB-MLIS. Faculty research also supports our social, ethical, and environmental curricula. Julia Sagebien has a number of private-sector development and CSR classes. Our Dean, David Wheeler, is cross-appointed with the Business School and the School for Resource and Environmental Studies.

*Note: Dr. Julia Sagebien has been on sabbatical for the last academic year. Therefore, the answers below reflect typical course offerings and may not be representative of 2006 to 2007.

Student life at Dalhousies 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 the student group called CESR (The Society for Corporate Environmental and Social Responsibility). Although CESR has been operational for a number of years, the official Net Impact chapter is relatively new. We have a lot of potential for growth and development but do not have a solid strategy or action plan yet. With tremendous support from faculty and growing student interest, the potential is outstanding. We participated in this years Campus Greening Challenge

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 garage sale whose proceeds are donated to charities and non-profit groups. At this event there is also a forum where environmental organizations can set up exhibits.

Upon graduation, all students have the opportunity to take a Social and Environmental Responsibility Pledge.

There is also the Dalhousie Business Ethics Case Competition, which is a student-led conference hosted at our university which focuses on ethical business decisions.

sTudenT aCTIVITIes

We just have a new dean and he is very keen on sustainability issues.



The 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 variety of corporate tours, networking events, and career workshops. Although there is no official career educator for social, environmental, or nonprofit management, the Career

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 and use any contacts and information at their disposal to connect students with careers in social, environmental, and nonprofit sectors.

prominent alumni Catherine T. Enright, PhD (1986) - Associate Professor, Aquaculture and Shellfish Nutrition, Nova Scotia Agricultural CollegeBill Thornton (1987) - Assistant Deputy Minister, Forests Division, Ontario Ministry of Natural ResourcesPascal A. Giasson (1991) - Manager, Species at Risk, New Brunswick Department of Natural Resources & EnergyYork U. Friesen (1992) - Head of Inspections, Environment Canada AtlanticBryanne Tait (2001) - Project Leader, Shell WindEnergy


Administrative su