Service Learning and United Nations Global Goals Workshop Service - - PowerPoint PPT Presentation

Service Learning and United Nations Global Goals Workshop

Service Learning and Dr Rob Hales

1. Rob’s Background 2. Grand Challenges 3. Australia Track Record 4. Griffith SDG Engagement 5. Times Higher Education Ranking 6. SDG Audit of Undergraduate Core Courses 7. Resources for Business School Majors 8. SDG program review of Griffith University 9. SDGs in organisations 10. To Do List 11. Workshop Ideas into action

SDGs and Planetary Boundaries

What system of governance can achieve a sustainable world? Most of what we call sustainability is actually unsustainability!

https://www.stockholmresilience.org/download/18.51d83659166367a9a16353/1539675518425/Repo rt_Achieving%20the%20Sustainable%20Development%20Goals_WEB.pdf

Strengths and Weaknesses of Australia https://www.sdgindex.org/

Good classroom question: Why is Australia not doing as well as we think it should?

Ranking of Political Party Policies from the 2019 Federal Election

Why do conservatives lack policies and details

• n achieving many
• f the SDGs?

(Rob Hales 2019)

Griffith Showcase Website

https://www.griffith.edu.au/sustainable-development Links to teaching, Research and Engagement Activities

Times Higher Education Ranking Global Goals/SDGs

Published in the summit in Korea in April 2019.

https://www.timeshighereducation.com/rankings/impact/2019/overall#!/page/0/length/25/sort_by/rank/sort_order/asc/cols/undefined

SUSTAINABLE DEVELOPMENT GOAL COVERAGE

WITHIN GRIFFITH PROGRAMS

Go Goal al Cov

• ver

erag age G1 G1 G2 G2 G3 G3 G4 G4 G5 G5 G6 G6 G7 G7 G8 G8 G9 G9 G10 G10 G11 G11 G12 G12 G13 G13 G14 G14 G15 G15 G16 G16 G17 G17 E Env nvir iron

• nme

ment ntal al pla plann nning ing & & ar arch chit itec ectur ure ( e (Scie cienc nces es) 17 17 S SDGs Gs 20 11 20 2 6 30 42 25 36 2 99 38 251 54 50 15 10 Scie cienc nce & e & av aviat iation ion ( (Scie cienc nces es) 16 16 S SDGs Gs 2 16 33 3 1 11 3 16 14 40 12 133 42 40 65 4 Eng ngine ineer er & & I IT ( (Scie cienc nces es) 16 16 S SDGs Gs 6 2 6 1 1 23 29 26 56 26 31 77 11 15 58 9 Bus usine iness & & Go Gover ernm nmen ent ( (GB GBS) 16 16 S SDGs Gs 414 22 77 60 13 25 358 34 13 25 136 39 14 10 164 108 Hu Huma manit nities ies, s , soc

• cial

ial s scie cienc nces es & & la lang ngua uage ges ( (AEL) L) 14 14 S SDGs Gs 228 7 16 4 31 7 55 8 12 5 25 21 221 40 Crim imino inolog logy & & la law ( (AEL) L) 13 13 S SDGs Gs 119 42 56 2 74 4 52 11 21 21 77 419 41 Med edici icine nes, d , den entis istry & &he healt alth ( h (He Healt alth) h) 13 13 S SDGs Gs 9 160 721 24 30 4 15 12 4 3 6 146 2 Vis isua ual & l & cr crea eativ ive a e arts ( (AEL) L) 11 11 S SDGs Gs 23 1 3 12 34 16 2 1 18 29 6 Edu duca cation ion ( (AEL) L) 9 S 9 SDGs Gs 2 29 12 1 1 1 1 1 1 Mus usic ic & pe perfor

• rmi

ming ng ar arts ( (AEL) L) 4 S 4 SDGs Gs 3 4 1 1

SUSTAINABLE DEVELOPMENT GOAL

COVERAGE ACROSS ALL PROGRAMS

• 4. Quality education

55

• 10. Reduced inequalities

63

• 6. Clean water & sanitation

78

• 7. Affordable & clean energy

111

• 15. Life on land

115

• 14. Life below water

122

• 9. Industry, innovation & infrastructure

190 5.Gender equality 217

• 17. Partnerships for the goals

220

• 11. Sustainable cities & communities

222

• 2. Zero hunger

260

• 12. Responsible consumption & production

340

• 13. Climate action

527

• 8. Decent work & economic growth

571

• 1. No poverty

823

• 3. Good health & well-being

962

• 16. Peace, justice and strong institutions

1117

SDG Audit of GBS Core Course Profiles

➢6 pr prog

• grams fr

from

• m the

the Grif Griffith Bu Business Scho School ➢34 34 maj major

• rs

➢159 159 cor

• re cou
• urses

➢El Elect ectives wer ere no not inclu ncluded

NVI VIVO – Automa utomatic tic te text xt quer query Manual anual chec heck k to to decide decide rele elevance ance

Methods

Results by goals

• 15. Life on land
• 6. Clean water and sanitation

2

• 2. Zero hunger

3

• 14. Life below water

3

• 3. Good health and well-being

22

• 12. Responsible consumption and production

30

• 10. Reduced inequalities

34

• 17. Partnership for the goals

35

• 5. Gender equality

58 11.Sustainable cities and communities 72

• 13. Climate action

82

• 4. Quality education

90

• 1. No poverty

105

• 7. Affordable and clean energy

119

• 9. Industry, innovation and infrastructure

141

• 8. Decent work and economic growth

197

• 16. Peace, justice and strong institutions

374

13 11 9 9 8 8 7 7 7 7 7 6 5 5 5 5 4 4 2 4 6 8 10 12 14 Employment Relation First Year Foundational Courses Sport Management Sustainable Entreprise Financial Planning Management Accounting Entrepreneurship Event Management Human Resource Management International Business Real Estate Development Economic Major Finance Marketing Politics And Public Policy Asian Business Logistic And Supply Chain

SDGs coverage in Bachelor of Business

How Experts Define Corporate Leadership

• https://globescan.com/unilever-

patagonia-ikea-sustainability- leadership-2019/

A gap between companies’ good intentions and their ability to embed the SDGs

Viewing the results as a whole, it appears that while the majority of companies are keen to talk about the SDGs they have yet to get specific about how they’re embedding them into strategies and actions. Why is this happening? We believe that, while there is a clear appetite for embracing the SDGs, many

• rganisations still lack the strategy, tools and culture needed to transform those commitments into

tangible business actions. That has a knock-on effect in terms of measuring and reporting on their progress in meeting the Goals. As a result they are unable to demonstrate to investors, peers and their

• wn employees how and why the SDGs are helping improve their overall business, both now and

sustaining it for the long term.

https://www.pwc.com/gx/en/sustainability/SDG/sdg-reporting-2018.pdf

PWC Report 2018

SDG Compass Implementation in Business

The objective of the SDG Compass is to guide companies on how they can align their strategies as well as measure and manage their contribution to the SDGs.

What are the Goals and Priorities

The SDG Compass website ww.sdgcompass.org contains an inventory of business indicators mapped against the 17 SDGs and their targets. The inventory contains existing business indicators from relevant and widely-recognized sources such as GRI, SASB, ILO, OECD and CDP, among others. Your company can select the most relevant indicator(s) for each potential high impact area or use them as an inspiration to define its own indicators.

Identify the performance gap between goals using both approaches

How will the SDG be used strategically in the

• rganisation?

Reporting and Communicating

SDG target 12.6 calls on governments everywhere to ‘encourage companies, especially large and trans-national companies, to adopt sustainable practices and to integrate sustainability information into their reporting cycle’.

What’s Next

• Post Graduate SDG audit (ON GOING)
• SDG resources for GBS majors in the sustainability hub (ON GOING)
• Discuss with discipline leaders how to incorporate and or further develop SDGs in majors

(TO DO)

• Change PLO to SDGs
• Identify gaps in GBS teaching for SDGs using THE and STAR rankings (ONGOING)
• Use Times Higher Education Submission for Engagement with Griffith Departments
• Engagement Framework for Griffith and GBS…………..
• Announce SDG Localising Conference Brisbane.

Griffith Needs a Platform for SDG Engagement that links to Strategic Activities

We can showcase and be transparent like :- https://sdgs.org.au/

https://www.thecommonwealth-educationhub.net/commonwealth-curriculum-framework-enabling-sdgs/

Workshop

1. Choose which SDGs are most relevant to your course? 2. Use the SDG curriculum guide to asssit to write down one thing you would like students to do in your course relating to:

• Knowledge and Understanding
• Skills and Appreciation
• Values and Attitudes

For the degree to be able to state it teaches for SDGs there needs to be an SDG for each course and that if there is the same SDG across different courses that there is no overlap in content. Convenor will need to talk to each

• ther about how they will differentiate contact. Also priority areas as defined by Australian Priorities and the

areas of ‘lack’ in the GBS overall SDG mapping. Next steps after assigning courses is for convenors to think abouthow SDGs are part of learning objectives, teaching and assessment.

How can the SDGs be a sociahttps://www.unglobalcompact.org/library/5461l, environmental and financial benefit to companies?

Companies are encouraged to adopt holistic and systemic solutions to achieve the scale of impact required for realizing the SDGs.

Th Thanks