UN PRMESHARING INFORMATIONON PROGRESS (SIP) 2017

CONTENTS

INTRODUCTION FROM THE VICE-CHANCELLOR AND THE DEAN 3

THE UN’S PRINCIPLES FOR RESPONSIBLE MANAGEMENT EDUCATION 4

PRINCIPLE 1 OUR PURPOSE: PROMOTING RESPONSIBLE MANAGEMENT EDUCATION 5

PRINCIPLE 2 TRANSLATING VALUES INTO ACTION 9

PRINCIPLE 3 METHODS FOR RESPONSIBLE MANAGEMENT EDUCATION 11

PRINCIPLE 4 RESEARCH ON RESPONSIBLE MANAGEMENT 20

PRINCIPLE 5 CROSS-SECTOR PARTNERSHIPS AND COLLABORATIONS 24

PRINCIPLE 6 DIALOGUE AND DEBATE WITH STAKEHOLDERS 26

UNSW BUSINESS SCHOOL: REVIEW AND FUTURE PLANS 33

RESEARCH LIST 38

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UN PRMESHARING INFORMATIONON PROGRESS (SIP) 2017

UNSW Business School acknowledges the Bidjigal (Kensington campus) and Gadigal (City campus) peoples, the traditional custodians of the lands where each campus is located. We acknowledge all Aboriginal and Torres Strait Islander Elders, past and present, and their communities who have shared and practised their teachings over thousands of years. We recognise Aboriginal and Torres Strait Islander people’s ongoing leadership and contributions, including to business, education and industry.

INTRODUCTION FROM THE VICE-CHANCELLOR AND THE DEANUNSW Sydney and the UNSW Business School have a deep understanding of their role as responsible citizens within a global community. We seek to make a significant contribution to the development and dissemination of knowledge that benefits stakeholders and society and, in so doing, address issues of fundamental importance to future economic prosperity and social well-being.

These pursuits take place within a university environment where the principles of integrity, high ethical standards and mutual respect are all stated and expected; and one where high standards in environmental sustainability are actively sought. UNSW Strategy 2025 was released in late 2015, and includes a clear commitment to social engagement and promoting equity, diversity and social justice.

As a cornerstone of this commitment, UNSW has established a Grand Challenges Program to systematically identify, explore and address major contemporary and future challenges facing society. Our efforts will be aligned to UNSW’s expertise and research strengths, Australia’s aspirations, and the United Nations’ Sustainable Development Goals.

Climate change was chosen as the first grand challenge to be addressed, following widespread consultation for the University’s 2025 strategy. The UNSW Climate Change Grand Challenge has generated rigorous debate and innovative thinking, including formation of the Leadership Forum on Energy Transition. Subsequent grand challenges are focusing on Refugees & Migrants and, most recently, on Inequality, the cause of much of the world’s political and social upheaval.

UNSW is also forming strategic partnerships such as the PLuS (Phoenix-London-Sydney) Alliance. Formed in early 2016 between UNSW, King’s College London and Arizona State University, PLuS brings together three globally-focused universities to contribute to a sustainable future by collaborating in the areas of sustainability, global health, social justice, technology and innovation.

Within the UNSW framework, the UNSW Business School seeks to bring about positive change – both in terms of social impact and impact on business and government. We are pleased to present our PRME SIP Report for the period ending February 2017, which shows that the Business School has continued to strengthen and embed our commitment towards the six principles through a wide range of initiatives.

We are putting in place actions to ensure that all students will graduate understanding the need to practice ethical and socially responsible management, and will recognise the value of doing so. As signatories to PRME, the Business School is committed to delivering an educational experience that makes this a reality. Specific highlights include the introduction of programs like the MBA (Social Impact), new ethics and sustainability focused courses and specialisations, and the continued integration of key PRME themes into the curriculum.

The UNSW Business School has produced high impact research and engaged government, industry and the third sector to share knowledge and expertise across a diverse range of topics from ethics in finance and carbon accounting, to measuring social outcomes and furthering Indigenous business education. The Business School has also played an active role in the Australia – New Zealand PRME Chapter by sharing knowledge and expertise with other members. The School will play host to a chapter meeting in April 2017 which will focus on signatories sharing strategies and initiatives that have strengthened responsible management education in their respective schools.

We believe the contents of our SIP Report demonstrates and reinforces our strong commitment to the PRME principles.

Professor Ian JacobsPresident and Vice-Chancellor, UNSW Sydney

Professor Chris StylesDean, UNSW Business School

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THE UN’S PRINCIPLES FOR RESPONSIBLE MANAGEMENT EDUCATION

PURPOSEWe will develop the capabilities of students to be future generators of sustainable value for business

and society at large and to work for an inclusive and sustainable global economy.

VALUESWe will incorporate into our academic activities and curricula the values of global social responsibility

as portrayed in international initiatives such as the United Nations Global Compact.

METHODWe will create educational frameworks, materials, processes and environments that enable effective

learning experiences for responsible leadership.

RESEARCH We will engage in conceptual and empirical research that advances our understanding about the

role, dynamics, and impact of corporations in the creation of sustainable social, environmental and economic value.

PARTNERSHIPWe will interact with managers of business corporations to extend our knowledge of their challenges

in meeting social and environmental responsibilities and to explore jointly effective approaches to meeting these challenges.

DIALOGUEWe will facilitate and support dialog and debate among educators, students, business, government,

consumers, media, civil society organisations and other interested groups and stakeholders on critical issues related to global social responsibility and sustainability.

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OUR PURPOSE: PROMOTING RESPONSIBLE MANAGEMENT EDUCATION PRINCIPLE 1

UNSW STRATEGY 2025

With more than 54,000 students from over 120 countries, UNSW Australia is one of the country’s most cosmopolitan universities. One that is currently charting an exciting new direction. Led by Pro-Vice-Chancellor Ian Jacobs, UNSW’s Strategy 2025 presents an innovative, ambitious and altruistic agenda that was developed through wide stakeholder consultation across 2015 and published in 2016. Strategy 2025 encapsulates UNSW’s values and outlines the institution’s strategic priorities over the next 8 years. These priorities fall into three broad areas: (A) Academic Excellence, (B) Social Engagement and (C) Global Impact. Areas B and C are of special relevance to our commitment to the PRME agenda. It is within this strategic context that UNSW Business School continues to further its commitment to responsible management education.

Strategic Priority B:SOCIAL ENGAGEMENTOur second priority, Social Engagement, has three themes - ‘A Just Society’ (B1), ‘Grand Challenges’ (B2) and ‘Knowledge Exchange’ (B3). We will take steps to achieve equality of access for students of all backgrounds, equality of progression for all staff and to promote equality and diversity in society. We will work ever more closely with with business and industry to ensure that the discoveries from our research enteprise are rapidly disseminated for social` and economical benefit. We will mobilise the expertise of UNSW to lead debate, discussion and policy formulation on the grand challenges that face Australia and humankind.

Strategic Priority C:GLOBAL IMPACTOur third priority, Global Impact, also has three themes - ‘Internationally Engaged Education’ (C1), ‘Partnerships that facilitate our strategy’ (C2) and ‘Our contribution to disadvantaged and marginalised communities’ (C3). We will take innovative steps to expand our global education reach using novel technology-enabled models of international education, on campus and overseas. We will develop high-profile institution-wide relationships with carefully selected international university partners, which will enhance our ability to deliver excellence and innovation in reseach and education. We will expand our efforts to work in partnership to improve the lives of marginalised and disadvantaged communities in Australia, the Asia-Pacific and further afield.

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OUR PURPOSE: PROMOTING RESPONSIBLE MANAGEMENT EDUCATION PRINCIPLE 1

UNSW SUSTAINABILITY Over the 2015-2017 period, UNSW published its 2nd Sustainability report based on the Global Reporting Initiative’s sustainability framework.

The intention of this report is to provide an annual sustainability snapshot so that we can clearly and transparently give an account of what we have been doing in the last year, what has been improving and where we see opportunities for positive change.

Full Report click here

25% Of out students are international A diversity milestone

$35 millionnetted in sustainability focused research grants

1,270 students are volunteers

165 PhDs awarded for sustainability research

1,200 trees on the Kensington campus

225 megaliters of bore water used at kensington

280,000 kWh of energy generated by UNSW’s photovoltaic system

1,850 cycle to uni1,000 more than 2007

76% of all general waste is recycled

70% of plants on campus are native

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OUR PURPOSE: PROMOTING RESPONSIBLE MANAGEMENT EDUCATION PRINCIPLE 1

UNSW STRATEGY 2025

TACKLING INEQUALITY

In line with the aforementioned strategic priorities, UNSW aims to lead debate and shape public discourse on the greatest issues facing humanity. The Grand Challenges Program has been established to facilitate these critical discussions, and in the process raise awareness of the ground-breaking research and initiatives undertaken by UNSW academics, staff and students.

There are currently three declared Grand Challenge topics – Climate Change; Refugees & Migrants and Inequality. Each Grand Challenge will feature a series of events and activities for both staff and students to contribute to.

In 2016 Professors Richard Holden (UNSW Business School) and Rosalind Dixon (UNSW Law) were appointed as Academic Leads for the UNSW Grand Challenge – Inequality.

Richard Holden is one of Australia’s leading economic researchers and analysts, who combines academic leadership with a skill for unravelling complex economic issues. The ARC Future Fellow and Professor of Economics at UNSW focuses on researching contract theory, law, economics, and political economy.

He is a regular columnist and media commentator on a wide range of economic issues in Australia and internationally, and the author of Vital Signs, a weekly ‘barometer’ of developments impacting the economy, published by The Conversation.

Richard Holden says: “As an economist, when I hear the word ‘inequality’ I instinctively think of income inequality. But it is much broader than that, and people all across UNSW work on different and important aspects of the broad concept“.

The Inequality Grand Challenge will focus on conversations about poverty, economic disadvantage and inequality, and connecting to broader trends in democratic politics.

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OUR PURPOSE: PROMOTING RESPONSIBLE MANAGEMENT EDUCATION PRINCIPLE 1

UNSW BUSINESS SCHOOL

SCIENTIA EDUCATION MODEL

UNSW Business School has a deep understanding of its role as a responsible citizen within the local, national and international community. It is committed to making a significant contribution to the development and dissemination of knowledge that benefits stakeholders and society and, in so doing, address issues of fundamental importance to future economic prosperity and social well-being.

These pursuits take place within a university environment where the principles of integrity, high ethical standards, social justice, equity and mutual respect are all stated and expected; and one where high standards in environmental sustainability are actively sought.

With a student base of over 15,000, a diverse range of undergraduate and postgraduate programs and a team of internationally renowned academics; we believe that we are well poised to translate our values, experience and expertise into delivering positive outcomes.

Our new and distinctive UNSW Scientia Educational Experience will empower students to realise their potential through a personalised and flexible educational experience delivered within the context of being one of the world’s most international and progressive universities.

The Scientia Education Model provides opportunities for UNSW Business School students to engage in cross-disciplinary learning, to be involved as active partners in the learning process, and to be globally engaged. Demonstrating our commitment to interdisciplinary learning, one of the largest programs in UNSW is the Bachelor of Engineering/Bachelor of Commerce dual degree program; similarly the Law and Science dual degree programs are popular choices. We believe that these inter-disciplinary perspectives enhance the capacity of our graduates to think critically and solve complex social, economic and ecological challenges.

Our recently launched Orion Initiative is an example of how we are creating platforms for students to engage with industry and build their professional skills through communities of practice. This initiative enables students to get involved with startups and social enterprises in Asia for up to 6 weeks while also benefiting from a community of corporate coaches that add an extra layer of personal and professional skill development.

In addition to cross-disciplinary learning and global engagement, active learning opportunities lend themselves to the consideration of global issues and ethical challenges e.g. case studies, simulations and moral mazes), while also allowing students to reflect on their values and contribution to society. Therefore our Scientia Education Model helps us strengthen our commitment to responsible management education.

Students by gender15,027 students as of Dec 2016

1. Australia

2. China

3. Indonesia

4. Honk Kong

5. Malaysia

Non-award (129) 1%Research (213) 1%

Postgraduate (5,584) 37% Undergraduate (9,201) 61%

6. India

7. New Zealand

8. Vietnam

9. Singapore

10. Republic of Korea

Top 10 countries as per citizenshipStudents by program type

Local / International15,027 students as of Dec 2016

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TRANSLATING VALUES INTO THE ACTIONPRINCIPLE 2

As part of UNSW’s commitment to Social Engagement, which has ‘A Just Society’ as a central theme, a wide range of initiatives have been developed to enhance equity, diversity and inclusion both at a campus and faculty level. Thus far the following actions have completed.

• UNSW Council approved targets for 2025: 50% females at Academic Levels D/E and 50% females at HEW10/10+ (Academic levels D = Associate Professor / E = Professor, HEW= High Education Worker)

• Diversity Champions representing staff and students appointed in April 2016; one each for Culture, Gender, Disability, Flexibility and Leave Options, LGBTQI.

• An Equity Diversity and Inclusion Board is established (membership includes the Diversity

Champions and Faculty Deans); inaugural meeting held in June 2016.

In line with these objectives, the Business School has developed its ‘Equity, Diversity and Inclusion Plan’.

BUSINESS SCHOOL EQUITY DIVERSITY & INCLUSION VISION 2025

CENTRE FOR SOCIAL IMPACT

The Business School will be a vibrant and inclusive work and study environment that celebrates diversity and treats all people with dignity and respect. As a Business School we will be a leading exemplar in equity, diversity and inclusion; we will select and retain staff and students on the basis of merit and diversity. Irrespective of race, ethnicity, religion, age, gender, sexual orientation, staff and students will be supported to be the best that they can be and will have access to all opportunities available in the Faculty and across the University.

To translate this vision into action, the following priority areas have been identified for delivery/initiation:

• Increase female representation at senior levels.

• Improve Pathway programs and opportunities for recruitment for all student equity groups (Aboriginal and Torres Strait Islander, Women and Disability)

A collaboration of three university partners, the Centre for Social Impact (CSI) is a network of educators, researchers, communicators, and administration teams located at UNSW Australia, Swinburne University of Technology and the University of Western Australia. CSI’s mission is to improve the delivery of beneficial social impact in Australia through research, teaching, measurement and the promotion of public debate. It brings together leaders from the business, government and social purpose sectors to build evidence-based, sustainable and scalable approaches to improving impact. CSI has recently strengthened its focus on teaching to deliver the MBA (Social Impact) in AGSM, the Business School’s post-experience division, and an undergraduate flexible core course called Creating Social Change: From Innovation to Impact. Both of these will be discussed under Principle 3.

• Implement best practice in flexible work options for academics, professional and technical staff.

• Lead and participate in statement events, calendar days and activities that demonstrate our strong commitment to equity, diversity and inclusion. Provide an interfaith calendar to staff.

• Mandate training for all academics and professional staff in all diversity training

• Align with the Disability action plan and implement relevant processes/activities at Faculty level

• Ensure senior staff members champion equity, diversity and inclusion through KPIs

• Managers and Heads of School are responsible for completion rates of diversity training and attaining staff diversity targets

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TRANSLATING VALUES INTO THE ACTIONPRINCIPLE 2

Under the leadership of our Program Manager, Indigenous Business Education, and in conjunction with Nura Gili Indigenous Programs Unit, UNSW Business School strives to cultivate a warm and welcoming environment that supports Indigenous business students from their first enquiry right through to graduation and beyond. We provide ongoing advocacy and support for all our Indigenous business participants, students and graduates. We strive to support our students achieve their best throughout their studies while engaging in the many academic, career mentoring and industry opportunities both here and overseas. Many of our Indigenous students and graduates are taking incredible strides in their own journey and careers, impacting positively across industry sectors, communities and lives.

We consult with many emerging and established Indigenous leaders and stakeholders, such as those engaged in:

• Indigenous education (primary and high school, tertiary and TAFE); • Indigenous employment and professional development; • Indigenous entrepreneurship including start-ups, cultural and technological innovators; • Indigenous suppliers, including large scale businesses; • Numerous community organisations, corporates and government agencies; • Indigenous media, thought leaders, academics and researchers.

We strive to foster an environment where we can add real value to the growing trend of Indigenous people embracing and navigating the currencies of business knowledge and practice to strengthen, improve and determine their lives and the lives of their families and communities. We advocate bringing long-lasting change through collaboration, responsiveness, hard work and innovative thinking and practice ; and through building and sharing knowledge, capabilities, networks and experiences.

This is exemplified by our Community Forums where Indigenous business graduates, industry partners, academic and professional staff have the opportunity to gather, engage and learn from Indigenous Business Leaders. Podcast part of National Indigenous Business Month

We are actively engaged in contributing more widely across the sector. For example:• Our Program Manager, Indigenous Business Education, was invited by the Department of Prime Minister

and Cabinet, on recommendation from their Indigenous advisors, to contribute to the development of the Indigenous Business Sector Strategy 2017-2027;

• Our program manager brokered a commission by First Nations Foundation for CSI to engage in and research ‘ The financial economy and Indigenous young people in Australia’2016;

• Our Associate Dean Digital Innovation and program manager were invited to workshops and interviews with Indigenous suppliers, Supply Nation and corporate partners to identify how best to support the current and future needs of Indigenous businesses to achieve sustainability and growth;

• The AGSM was invited by Elevate Reconciliation Action Plan (RAP) program, a consortium of over 15 large Australian companies,, to tender for the design and delivery of the 2017 Emerging Indigenous Executive Leader Program. AGSM Executive Education subsequently won the tender (see Principle 3, New programs, for more details).

We are highly cognisant of there still being much to do and we welcome the opportunities to share, exchange and evaluate best practice within and across the sector, such as in the UNPRME Blogs, where we have been featured, and elsewhere:

• Indigenous Engagement at University of New South Wales – Australia• Indigenous Business Examples from New Zealand and Australia• The Leader – UNSW Business School• Indigenous Accountants Australia

INDIGENOUS BUSINESS EDUCATION Deepening our engagement to continue to build sustainability, impact and influence

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ASSURANCE OF LEARNING

PROGRAM LEARNING GOALS AND OUTCOMES REVIEW

NEW PROGRAMS

The Business School’s AoL processes ensure that ethics and social responsibility are embedded in the curriculum at various points, from introduction, to intermediate and final year core courses. AoL processes include collecting and analysing student performance results against program learning goals and outcomes (PLGOs) to monitor the effectiveness of learning and teaching and to inform continuous improvement of the curriculum.

The Faculty is currently undertaking a review of its Program Learning Goals and Outcomes (PLGOs), which play a pivotal role in shaping a student’s learning and future experiences. Underlying this review process is the Faculty’s recognition of the need to ensure that its PLGOs appropriately address market/employers’ demands and changing practices and expectations from tertiary education while keeping abreast of our institutional commitments. Consequently, one premise of the review process was to strengthen the position of global social responsibility values across the PLGOs. Accordingly, ethical responsibility, sustainability and cultural competence have been suggested as stand-alone learning outcomes with the view to further extend their incorporation into the Faculty’s academic activities and curricula. It is anticipated that these new PLOs will become effective next year, following a preparatory process of developing rubrics and supporting materials for teaching staff.

Janet LiuCurrent MBA (Social Impact) student

Launched in 2015, our innovative MBA (SI) programs combine a primarily online management Master’s degree with a specialisation. They build on 20 years of experience and success with our Masters in Business Technology. Students can choose from 4 specialisations:

• MBA (Change)• MBA (Social Impact)• MBA (Technology)• MBA (Operational Excellence)

Delivered by the Centre for Social Impact, the MBA (Social Impact) is now a highly regarded program tailored for not-for profit managers, CSR professionals in business, social entrepreneurs and government professionals.

“As soon as I came across the MBA (SI) course I knew it was for me. I was looking for a well-recognised yet flexible course that will improve my future career aspects in the social sector. MBA (SI) had that magical combination that equips me with both management skills and a deep understanding of sector specific knowledge.”

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ABORIGINAL CAREER DEVELOPMENT AND MENTORING PROGRAM

2017 EMERGING INDIGENOUS EXECUTIVE LEADERS PROGRAM -EIELP

GRADUATE CERTIFICATE IN EXECUTIVE MANAGEMENT AND DEVELOPMENT (CEMD)

In 2016 AGSM was commissioned by Transport for NSW to design and deliver a development and mentoring program for their Aboriginal employees. The program objectives are focused on career development and progression. The Program consists of two modules and a senior mentor is allocated to each participant with mentoring sessions taking place over six months. We have also designed a 180 degree survey that is used by the participants to establish their mentoring program. Program topics include influencing through storytelling, leadership from the western and Aboriginal perspective, change and stakeholder management. AGSM has designed and delivered the program for the mentees who come from a variety of roles including bus drivers, station masters and senior policy officers. We have just begun working with the second cohort. Feedback from this program from all levels has been exceptional and we are contributing to a significant cultural change at Transport for NSW.

EIELP is designed to provide executive level leadership development to high performing Indigenous managers. Participants are typically in established management roles and may have been identified as possessing senior level potential. For many organisations this represents their middle to senior management strata. Elevate RAP (Reconciliation Action Plan) a consortium of 15 largest companies chose AGSM Executive Education to deliver EIELP commencing in March 2017. Key to this is our engagement of Professor Mark Rose, Executive Director, Office of Indigenous Strategy and Education, Latrobe University, as our Academic Director of EIELP.

One of the outcomes following series of discussions and consultations with Indigenous advisors in 2014 is the opportunity for participants undertaking AGSM Executive Education programs featuring a range of specialisms and platforms in timely short courses: AGSM Short Courses is a recognised and accredited pathway to gain a Graduate Certificate in Executive Management and Development (CEMD)

The CEMD in turn is worth 2 units of credit towards our new MBA X programs (see below)Equally integral to our Indigenous strategy is ensuring validation of equivalent professional Indigenous specific business programs to also articulate into our MBA X Including: • Graduates from the Aboriginal Career and Leadership Development Program* (ACLDP) delivered in

partnership NSW Public Service Commission from AGSM Executive Education and OPRA earn credit points towards the CEMD.

• Emerging Indigenous Executive Leaders Program –EIELP is weighted equivalent to the CEMD.

• Graduates from the MURRA Indigenous Business Master Class Program at Melbourne Business School earn equivalent of two subject credit points on the aforementioned MBA X.

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NEW SPECIALISATION

FEATURED PRME COURSES

Master of Commerce (Global Sustainability and Social Enterprise)

In 2018 the Business School will be launching an exciting new specialisation in our flagship Master of Commerce program, entitled Global Sustainability and Social Enterprise. The specialisation, led by the Centre for Social Impact, will constitute three required courses on social enterprise, social and environmental sustainability, and measuring sustainability outcomes and impact. Elective courses will be drawn from the Business School and other Faculties, enabling students to learn from content experts across the University. PRME Principles are central to the design of the new specialisation, which will provide pre-experience postgraduate students with the opportunity to learn how to ‘do business for social good’, both locally and globally.

Aboriginal Career and Leadership Development Program (ACLDP)

Launched in 2014, ACLDP is a key initiative of NSW Public Sector Aboriginal Employment Strategy 2014-17. Delivered by AGSM Executive Education in partnership with NSW Public Service Commission & OPRA. Lead by Indigenous AGSM Program Director, Carol Vale and supported by Ashley Gordon, Rebecca Harcourt, Peter Fisher, Eva Freedman & Patrick Sharry; the program harnesses and extends the individual and collective experiences and expertise of participants as both Senior Public Servants and Aboriginal leaders. Key to the program are the Action Learning Groups where participants develop their responses to a current policy challenge and present their findings to Secretaries, Deputy Secretaries and other senior staff from across the NSW Public Sector.

To help in creating these solutions, which draw on their own unique and collective standpoints, the participants learn skills, tools and frameworks, including in-depth analytical tools to measure social impact. This allows them to articulate social as well as economic outcomes. There is a strong focus on communication through sessions that help participants build confidence, presence and impact. With a growing emphasis on contestability, the NSW Government is seeking to provide opportunities for competition between public and private sectors in the provision of services. As such, it is critical that Indigenous people who have developed the expertise, business acumen, and language of governance, combined with the voices and realities of their own people, are present at the table.

Picture of program facilitators and participants

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PRME COURSESActuarial Models and Statistics – Dr Andrés Villegas and Associate Professor Benjamin Avanzi

This course covers the development and application of statistical techniques to practical actuarial problems. In particular, the course focuses on the estimation and application of survival models, which are a central tool in the management of life insurance and pension portfolios. Although the course is mathematically demanding, one of its key learning outcomes is that students understand the ethical issues and implications of the modelling introduced in the course. This learning outcome is assessed with an assignment where students are asked to write an essay reflecting on the ethical implications of actuarial work. Previous assignment topics have included whether Australian insurers should charge different life insurance premiums for Indigenous and non-Indigenous people or whether insurers should use genetics information in their pricing.

Business Ethics and Sustainability - Dr Tracy Wilcox and Mr Shanil Samarakoon

Launched in July 2015, Business Ethics and Sustainability (MGMT 2726) is an undergraduate course that equips students with key capabilities for managing and leading organisations more ethically and sustainably. Key topics include ethical thinking, sustainable development, social enterprise, corporate social and environmental responsibility, and ethical leadership. Assessment in the course includes a “Newshound Report” that tasks students with applying ethical reasoning skills to current business events, and a group report that involves developing criteria for and nominating a ‘Sustainability Champion’.

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Creating Shared Value - Dr Leanne Piggott

This course builds on the knowledge of social impact through the applied study of Creating Shared Value (CSV), a strategic approach to creating measurable economic benefit by identifying and addressing social problems that intersect with a company’s business. The course was developed by Associate Professor Leanne Piggott, CSI’s Director of Education, and is aimed at the ‘why and how’ of designing and implementing policies and practices to enhance the competitiveness of companies while improving the social and environmental conditions in the regions in which they operate. The course links directly to the UN Sustainable Development Goals (SDGs) as a focus of the major assessment task, requires students to work collaboratively on developing a CSV project, using the SDGs as the departure point for identifying an unmet social need as a source for shared value innovation.

Creating Social Change – Dr Fanny Salignac

Creating Social Change: From Innovation to Impact (COMM1000) empowers students to become responsible leaders and social change agents of tomorrow. .. Using a ‘flipped classroom’ and case-based method of teaching, students are active participants in their own learning and, as students report in their feedback, are ‘inspired’ by the process, helping them ‘feel as though I can make a difference’ in the world (Student, CATEI, S2, 2015). Whilst examining the role that different sectors play in creating social change, a key theme running through the course is the role of business and the imperative to act responsibly and sustainably. All lecturers and tutors have an active research profile in the area of business ethics and social impact, including education, employment, leadership, financial inclusion and resilience.

Portfolio Management Process – Dr Henry Yip

This capstone course (FINS 5568) promotes social awareness via a case study on the use of social impact bonds to raise money for an intervention program that is intended to safely restore children in out-of-home care back to their family. Further to the case study, students explore the not-for-profit sector, identify a social cause that is close to their hearts and study an existing intervention program. The purpose is to prepare for a speech that is intended to raise awareness of a social problem and persuade the audience that the intervention will support the client by alleviating the social problem and thus achieving the intended outcome.

Integrated Reporting, Integrated Thinking and Value Creation Prof Roger Simnett & Dr Maria Balatbat

Introduced in 2017, ACCT5925 equips students with the knowledge, skills and attitudes needed to work effectively within an integrated reporting environment. The course also equips students with skills needed to participate effectively in team planning, to coordinate the implementation of integrated reporting, and to critically evaluate the evolving practices of integrated reporting and the findings of relevant research studies.

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Tax Planning and Anti-Avoidance Prof Michael Walpole

This new capstone course in the applied tax stream of the Master of Taxation builds on a belief that a proper understanding of the potential application of taxation laws cannot be achieved without considering the role of the various participants in the system. This understanding, in turn, cannot be achieved without considering questions of philosophy, ethics and social responsibility. Similarly, a full understanding of the practical application of any area of taxation law cannot be achieved without an awareness of the application and effectiveness of the tax system’s anti-avoidance measures and sanctions.

Social Entrepreneurship Practicum

The Social Entrepreneurship Practicum is run at both undergraduate and postgraduate levels. It allows students to understand the principles of social entrepreneurship, and apply them in the real world by working with companies in Australia or overseas. The undergraduate course is run in partnership with the Social Impact Hub in Sydney, and 40k Globe in India while the postgraduate course is run by the Business School’s Centre for Social Impact.

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UN PRME TEACHING AWARDIntroduced in 2015, this award recognises the sustained passion and commitment of an individual who has excelled in furthering responsible management education in the Business School. The award aims to foster and enrich a culture in which teaching sustainability and responsibility is valued. All academic staff members with at least two years of service (full-time or part-time) in the Business School are eligible for this award.

2016 – Dr. Fanny Salignanc (Creating Social Change) 2015 – Dr Maria Balatbat (School of Accounting)

“I’m very honoured to have won the UN PRME Excellence in Teaching Award, it is a great achievement. But even more so, it is an important step towards social change becoming more mainstream. This is important as it means that students and today’s young adults have a better understanding of the social world in which they live and are better equipped for addressing social issues. That at the end of the semester, the students’ feel empowered to creating positive social change in their community – that’s what matters.”

“I am privileged and humbled to receive the inaugural UNPRME award in 2015. The award has given me the much needed morale boost to move forward with my future endeavours that will promote social responsibility. The award also made me more committed to actively engage colleagues, students and members of the community to explore and develop ideas that will improve learning experiences in responsible leadership. It was also lovely to receive affirmation from my colleagues that the work I do is valued, and I know that this award has made me more determined to contribute and make a difference to society.”

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UN PRME COMMUNITY OF PRACTICEThe UN PRME Community of Practice (CoP) was launched in late 2014 and has grown to comprise over a 100 members of staff, including both academic and professional staff. Since our last report, the CoP has hosted 5 brown-bag seminars featuring PRME champions and external guests. Presenters have shared their expertise across a range of topics, such as embedding ethics and sustainability into business simulations, teaching ethics in finance, and experiences in embedding PRME themes into curricula in other universities. Examples include Dr Belinda Gibbons from the University of Wollongong sharing her experience in developing and teaching a capstone course with a sustainability-focused simulation called IDLE and Prof Geoff Moore of Durham Business School sharing their successes and challenges in implementing the PRME.

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TEACHING RESOURCES

WORKING ETHICALLY IN FINANCE

In addition to events, the PRME Community of Practice has served as a hub to share teaching resources such as ethics and sustainability texts as well as case studies (Giving Voice to Values and HBR case studies).

Associate Professor Anthony Asher published “Working Ethically in Finance: Clarifying Your Vocation” in 2015.

The book is written for those who aspire to the cultivation of the virtues of wisdom, self-control, and courage—to develop ourselves and protect ourselves from the intrusion of others —and justice, the social virtue that underlies flourishing communities based on mutual respect.

It is the course text for course text for ACTL4001/5100 and ACTL4002/5200, and students share their reflections in weekly lectures. The main focus being the application of the cardinal virtues.

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STRENGTH CARDS An asset based coaching and /or team building resource to navigate critical conversations, build confidence and capabilities.

THE COMPASS: YOUR GUIDE TO SOCIAL IMPACT MEASUREMENTSDeveloped by the Centre for Social Impact, this guide serves as an invaluable tool for those learning and or engaged in furthering the value of social impact. It has been a particularly useful resource incorporated in the Aboriginal Career and Leadership Development Program.

For more information click here

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RESEARCH ON RESPONSIBLE MANAGEMENTPRINCIPLE 4

UNSW is a research intensive institution that is committed to conducting and disseminating high impact research. The UNSW Business School comprises 8 research focused, disciplinary schools and is affiliated with a number of interdisciplinary, cross-institutional research centres. PRME-related research occurs within and across many of these schools and centres. On this note, we are proud of the fact that the Business School was placed in the Top 50 globally (41) in the Journal of Business Ethics’ list of Top 100 Business Schools in business ethics research. We are confident that our performance in this field of research is set to improve in the coming years.

We are committed to enabling students to better understand and articulate the link between research and the skills we are teaching them. The link will be demonstrated where, for example, we embed ethical, social and environmental responsibility into both our teaching agenda and high impact research.

Below is a brief selection of our PRME-related research from a range of disciplinary schools and centres. A more complete research list is available in the ‘Research List’ section.

“THE IMPACT OF FINANCIAL INCENTIVES AND PERCEPTIONS OF SERIOUSNESS ON WHISTLEBLOWING INTENTION”Paul Andon, Clinton Free, Radzi Jidin, Gary S. Monroe, Michael J. Turner

Many jurisdictions have put regulatory strategies in place to provide incentives and safeguards to whistleblowers to encourage reporting of corporate wrongdoings. One such strategy is the provision of a financial incentive to the whisteblower if the complaint leads to a successful regulatory enforcement action against the offending organisation. We conducted an experiment using professional accountants which found that a financial incentive results in a higher intention to whistleblow to a relevant external authority. We also found that perceptions of the seriousness of the wrongdoing are significantly and positively associated with accountants’ intention to whistleblow. The intention to report the financial reporting fraud externally is higher when the level of perceived seriousness is higher, regardless of the availability of a financial incentive. However, when the perceived level of seriousness is lower, the presence of financial incentive results in a higher intention to report the financial reporting fraud externally. These findings indicate that the impact of a financial incentive on the intention to whistleblow is moderated by perceptions of the seriousness of the wrongdoing.

“ANGER STRAYS, FEAR REFRAINS: THE DIFFERENTIAL EFFECT OF NEGATIVE EMOTIONS ON CONSUMERS’ ETHICAL JUDGMENTS”Jatinder J. Singh, Nitika Garg, Rahul Govind, Scott J. Vitell

Emotions guide our actions but also influence unrelated judgments and decisions. Findings show that the effects of the two negative emotional states of anger and fear on ethical judgment diverge dramatically as the moral intensity goes up. While fearful individuals demonstrate restraint, angry individuals confidently act unethically. We find that the reason behind this differential pattern is the level of perceived control that a consumer feels in the situation. Our findings suggest that fear appeals might be more successful in countering consumer unethical behaviours where stakes are high (such as medical and insurance fraud). However, given that considerable consumer unethical behaviour occurs in low stakes situations (worth a few dollars) where the loss to the marketer is perceived to be small; our findings can be particularly useful.

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“RESPONSIBILITY BOUNDARIES IN GLOBAL VALUE CHAINS: SUPPLIER AUDIT PRIORITIZATIONS AND MORAL DISENGAGEMENT AMONG SWEDISH FIRMS”Niklas Egels-Zandén

To address substandard working conditions in global value chains, companies have adopted private regulatory systems governing worker rights. Scholars agree that without onsite factory audits, this private regulation has limited impact at the point of production. Companies, however, audit only a subset of their suppliers, severely restricting their private regulatory attempts. Despite the significance of the placement of suppliers inside or outside firms’ “responsibility boundaries”, and despite scholars having called for more research into how firms prioritise what suppliers to audit, few, if any, systematic studies have examined the topic. This is problematic, as the placement of firms’ responsibility boundaries determines what suppliers and workers are included in firms’ private regulatory attempts. This paper starts to fill this research gap. Based on a study of 12 Swedish firms and the theory of moral disengagement, the paper illustrates how firms’ responsibility boundary placement is best described as a patchwork, with firms defining and delimiting their responsibilities differently. The paper also demonstrates that three supplier types (i.e., the worst, morally justified, and immediate suppliers) are particularly likely to be placed inside firms’ responsibility boundaries, while a fourth type (i.e., disregarded suppliers) is likely be placed outside.

“MORAL EMOTIONS AND CORPORATE PSYCHOPATHY: A REVIEW”Benjamin R. Walker, Chris J. Jackson

Psychopathy has been an area of research for about four decades now, but recent research has recognised that psychopaths are present at different levels in the general population including the working population. Corporate psychopaths are attracted to the rewards of status and financial gain and so are adapt at gaining advantage in the competitive business world. The article “Moral Emotions and Corporate Psychopathy” reviewed the literature and found that psychopaths are high in other-directed negative emotional signals such as displays of anger. They are less likely to have negative emotions directed toward themselves and less likely to show positive emotional signals to others. This research fits with the idea that psychopaths lack a conscience and are fundamentally self-interested. Workplaces need to be wary of hiring or promoting corporate psychopaths because they can have devastating consequences on people they directly work with while ‘kissing up’ to superiors. People around them often leave the organisation and do not necessarily say why. Strategies to assist with reducing psychopaths in the workplace include having a stringent hiring process, because psychopaths may have lied on their resume, and 360 degree feedback, where attention should be given if a person’s self-ratings and upper management ratings of them are starkly different to the ratings of the people that work closely with them.

“YES IN MY BACKYARD? THE ECONOMICS OF REFUGEES AND THEIR SOCIAL DYNAMICS IN KAKUMA, KENYA”

Dr Sarah Walker and her co-author, Associate Professor Anne Bartlett – Convenor of the Bachelor of International Studies program in FASS, contributed to this World Bank Report. It comes at a crucial time when the unprecedented global refugee crisis, most notably in Europe and the Mediterranean, has not only focused the world’s attention on the plight of refugees, but has also led to the politicisation of refugee influxes. The report, which provides an original analysis of the economic and social impact of refugees in Kenya’s Kakuma refugee camp on their Turkana hosts, therefore comes at an opportune time to resonate with governments and policy makers beyond Kenya’s borders.

The study is the first to employ a rigorous quantitative analysis of the effect of refugees on host communities. In particular, the methodology the authors have developed allows for policy simulations, ranging from encampment to decampment (that is, camp closure) scenarios. The potential to apply this methodology in other refugee situations around the world is particularly advantageous. The findings demonstrate that, far from having a negative effect, refugees increase the net Gross Regional Product by 6%. At a time when the Kenyan government has been trying to close its other camps, such as Dadaab – close to the Somalian border, and repatriate refugees under dangerous circumstances, the report is regarded as a landmark, with endorsements from Dani Rodrik and Nobel Laureate Thomas Schelling. The authors’ work has now resulted in a similar effort to catalogue the effect of refugees in Syria.

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“THE FINANCIAL ECONOMY AND INDIGENOUS YOUNG PEOPLE IN AUSTRALIA”Centre for Social Impact

Financial literacy is about understanding financial terms and concepts, and being able to use them to make sound financial decisions. Lower levels of financial literacy are found amongst disadvantaged groups, resulting in financial exclusion, which can lead to poorer outcomes. Particularly in Australia, the financial literacy levels of young people are low which means they experience higher rates of financial exclusion than the national average. In 2013, 36.7% of young people were severely or fully financially excluded. In 2011, 63% of Australia’s Indigenous community was under 30 years old, compared with 39% of non-Indigenous people. Yet little is known about Indigenous young Australians and the financial economy. This report, funded by the First Nations Foundation, aims to better understand how Indigenous young people navigate the financial economy. This commission is a direct result of the relationships brokered by our Program Manager of Indigenous Business Education with the then CEO of First Nations Foundation and ongoing engagement with CSI. Equally worth noting was the engagement of one of our final year UNSW Indigenous undergraduate students as a research assistant.

RESEARCH CENTRESAs part of its Strategy 2025, UNSW has committed to research which addresses grand challenges facing Australia and humankind and ensures social and economic benefit. The first of these challenges to be formally identified are Climate Change and Refugees & Migrants. For initiatives that arise from the Grand Challenges Program, a UNSW forum will bring community leaders, strategists and innovators together with academics and students to identify and explore the most appropriate actions and solutions. UNSW is also establishing the UNSW Global Development Institute to support partnerships with disadvantaged and marginalised communities and to deliver distinctive global knowledge exchange and capacity-building programs.

At the Business School level there are many examples of research centres and projects that align with PRME Principal 4: “We will engage in conceptual and empirical research that advances our understanding about the role, dynamics, and impact of corporations in the creation of sustainable social, environmental and economic value.” The panel below provides just four examples; a curated snapshot of the diverse PRME-related research conducted over the last five years is available in the Business School’s 2015 PRME SIP Report.

ARC Centre of Excellence in Population Ageing Research (CEPAR) Population ageing presents a range of economic and social challenges, such as lower economic growth and higher health costs, and will require a cultural change in the workplace.

CEPAR research is providing global solutions to these challenges, transforming thinking about population ageing, and building a new generation of researchers with an appreciation of the multidisciplinary nature of population.

Current CEPAR research strands include: Causes and Consequences of Demographic Change (lead by UNSW Scientia Professor Alan Woodland); Resources in Retirement (Professor Mike Sherris, UNSW); Ageing Well and Productively (Professor Hal Kendig from UC Davis); and Ageing in Asia and its Impact on Australia (Professor Peter MacDonald, Australian National University).

Centre for Energy and Environmental Markets (CEEM) CEEM brings together UNSW researchers and partner organisations with the key objective of providing Australian research leadership in the interdisciplinary design, analysis and performance monitoring of energy and environmental markets and their associated policy frameworks. Its vision is to inspire and inform the transition to a more sustainable energy future through objective interdisciplinary research.

Dr Maria Balatbat, joint director of CEEM and senior accounting lecturer, teaches and researches reporting for climate change and sustainability. She was the Business School’s the School’s inaugural “the School’s inaugural recipient of the “UN PRME Excellence in Teaching” award for nurturing social and environmental awareness among future leaders.

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Centre for Social Impact (CSI) The Business School is home to the multi-university CSI, which brings together business, government, philanthropic and not-for-profit sectors in a collaborative effort to build community capacity and facilitate social innovation.

CSI conducts research that is designed to achieve maximum social impact and deliver a more effective and responsive social system for Australia. One example is the project titled “Disability Pension Reform and Regional Australia: The Indigenous Experience”, led by Dr Karen Soldatic.

Industrial Relations Research Centre (IRRC) The IRRC is a grouping of scholars, associates and visiting researchers who collaborate to generate, conduct and publicise research that promotes innovative and ethical practices in workplaces, and contributes to effective regulation of labour standards. The IIRC publishes the highly regarded Economic & Labour Relations Review.

It aims to be a leading source of authoritative analysis, informing policy and practice in fields such as skill, workplace health and safety, sustainable.

For example, research carried out by the IRCC and funded by the New Zealand government led to the creation of a revolutionary toolkit designed to help identify skills in jobs where women are concentrated. Called Spotlight, the toolkit was developed by Associate Professors Anne Junor and Ian Hampson from the Business School. Its creation allowed a more precise measurement of the intangible skills required in women’s service jobs and therefore a fairer pay system.

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CROSS-SECTOR PARTNERSHIPSAND COLLABORATIONSPRINCIPLE 5

The University is one of only two Asia-Pacific members of the Global Alliance of Technological Universities. The Alliance is a network of the world’s top technological universities which aims to address global societal issues (such as health care, sustainability, global environmental change, security of energy, water and food supplies, and population aging) to which science and technology could be the solution.

GLOBAL ALLIANCE OF TECHNOLOGICAL UNIVERSITIES

Opportunity Child is a collective impact initiative whose purpose is to dramatically improve the lives of 65,000 Australian children who start school each year with big challenges in learning and in life. The Centre for Social Impact is a member of the Opportunity Child Leadership Council, which provides leadership to the Opportunity Child initiative, including expert advice and partnership development, along with Ten20 Foundation, Woodside, Goodstart Early Learning and Australian Red Cross. CSI also plays a key role in guiding the evaluation of Child Opportunity along with other key partners ARACY, Telethon Kids Institute and Murdoch Children’s Research Institute.

The Centre for Social Impact is also a partner in the Financial Inclusion Action Plan (FIAP) program. This program aims to shift the dial on financial exclusion. The program provides an opportunity for organisations to consider and take real action to realise financial inclusion and thereby enable economic mobility and resilience. Individual organisations develop a Financial Inclusion Action Plan with actions designed to strengthen financial resilience for large numbers of people, including their employees and customers experiencing exclusion and hardship, with a specific focus on: economic wellbeing, especially of women; increasing engagement; innovative solutions; cross-sector cooperation. The initiative is funded by the Australian Government and led by an implementation team at Good Shepherd Microfinance and has also been developed in partnership with EY and CS.

AGSM Executive Education has a number of partnerships to design and deliver leadership programs to support aspirations and develop post-experience Indigenous leaders and emerging leaders.

• NSW Public Service Commission• NSW Department of Transport• ELEVATE Rap, a consortium of top 15 corporate companies.

OPPORTUNITY CHILD

FINANCIAL INCLUSION PLAN

AGSM EXECUTIVE EDUCATION

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UNSW Business School supports a number of student initiatives that have a strong focus on social and environmental impact.

Enactus – Bean Project: Empowering Asylum Seekers As part of Enactus, a global entrepreneurial organisation, students at the University of New South Wales have launched a pilot social business that empowers asylum seekers to find long term employment opportunities – starting with the humble coffee cup. Partnered with Café 04 and Café 05 in Macquarie Bank, participants of the program undergo barista training to gain valuable customer service skills and local work experience. This ambitious yet practical enterprise, affectionately titled “The Bean Community”, empowers asylum seekers to find long term employment opportunities by providing education, on-the-job training and access to a support network.

AGSM Social Impact Club

This club seeks to harness input and action from the AGSM community to create tangible societal changes and leave a positive impact.

Global Consulting GroupUNSW Business School is a sponsor of the pro-bono consulting firm Global Consulting Group, which is establishing a branch at UNSW. GCG partners with a range of socially responsible corporations, government and university bodies to maximize the impact of not-for-profit organisations in their communities. It trains undergraduate students in management consulting, and student consultants then work in teams on real-world projects for not-for-profit clients. This work has a direct impact, helping clients to support communities in need and solve social problems.

Peter Farrell CupAustralia’s first student-run entrepreneurship competition is run by the Centre for Innovation and Entrepreneurship and provides students with the opportunity to bring their innovative business ideas to life. Many of the projects in the competition centre on delivering social and/or environmental impact.

An example of one of the prize winning teams from 2015 is Syn&Co, small bio-charger to charge mobile devices, which is renewable and self-charging.

Click here for more

STUDENT SOCIETIES & COMPETITIONS

CROSS-SECTOR PARTNERSHIPSAND COLLABORATIONSPRINCIPLE 5

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In collaboration with the Banking and Finance Oath and The Ethics Centre, UNSW Business School (represented by Associate Professor Kingsley Fong) hosted a Panel Discussion: Ethics in the Real World of Finance in April 2016. The discussion centred on key ethical issues in the Australian finance sector, this was against the backdrop of growing public and political pressure to initiate a Royal Commission into the Banking Sector. The panellists discussed a wide range of issues such as the performance culture within the sector, reward systems and their impact on ethical practice, the gender gap and the role of the sector in acting on climate change.

Panellists

• Dr Simon Longstaff – ED The Ethics Centre and BFO Board member (Moderator)

• Dr John Laker – BFO Chairman

• Ms Joyce Phillips – CEO Wealth ANZ and BFO Board member

• Mr Dennis Genting - Author of “The Origins of Ethical Failures”

• Mr John Andrews - Business Transformation Analyst at AMP Capital and BFO Young Ambassador

• Associate Professor Kingsley Fong - Associate Head of School (Banking and Finance) UNSW

ETHICS IN THE REAL WORLD OF FINANCE

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UNSW Business School sponsored Global Climate Change Week in both 2015 and 2016 and hosted a panel discussion on ‘Climate Change: The Costs of Climate Mitigations vs Adaptation’. At the heart of this lively discussion was the question of whether global efforts should continue with an emphasis on mitigating the impacts of climate change or alternatively, shift focus towards effective adaptation strategies.

The panel featured (left to right)

• Ms Kaleesha Morris, Indigenous activist and member of SEED Mob.• Associate Professor Iain Macgill - Joint Director of the Centre for Energy and Environmental Markets. • Mr Geoffrey Cousins, President of the Australian Conservation Foundation.• Professor Lesley Hughes, Councillor of the Climate Council.• UNSW Scientia Professor Matthew England, Academic Lead of the Grand Challenge - Climate Change.• UNSW Business School PRME Coordinator – Mr. Shanil Sanarakoon.

GLOBAL CLIMATE CHANGE WEEK

In 2015, our Learning & Teaching advisor and PRME Coordinator Shanil Samarakoon was awarded the “Excellence in Environmental Sustainability” award at the UNSW Staff Excellence Awards. This was in recognition of his efforts in coordinating UNSW Global Climate Change Week and initiating a computer recycling program in aid of students from refugee-backgrounds at Cabramatta Public School. His efforts in organising UNSW Global Climate Change week facilitated dialogue about action on climate change among both students and staff across a number of faculties and drew upon prominent public figures to share a range of perspectives and important insights.

UNSW STAFF EXCELLENCE AWARD EXCELLENCE IN ENVIRONMENTAL SUSTAINABILITY

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In developing the postgraduate course COMM5710 Creating Shared Value, Associate Professor Leanne Piggott has worked with the Shared Value Project, the peak practice body for shared value in Australasia and the regional partner of US-based Shared Value Initiative, an organisation launched in 2012 as a Clinton Global Initiative Commitment to Action, comprising ‘global community of leaders who find business opportunities in addressing societal challenges’.

In addition to its publications and the media coverage of our research, CSI engage with stakeholders and community via regular invited presentations. In 2015-2016 this included presentations at the Community Housing Conference 2015; Lead Agent Exchange, a workshop for Specialist Homelessness Services agencies and support providers, 2015; Collaboration for Impact conference 2015; Student Minds 2015 conference; Financial Inclusion – Everyone’s Business 2015; Think Outcomes 2016; Evidence to Action conference 2016; Generosity Forum 2016; ASIC Financial Literacy Community of Practice 2016; Third Sector Expo 2016; 2016 Affordable Housing Conference; General Assembly.

CSI also ran a number of stakeholder events including the 2015 and 2016 International Women’s Day Conference, and the ‘Design for Social Innovation’ workshop in June 2016, which enabled participants to explore the latest co-design approaches to social problems using our aging population as a case study, asking questions such as: ‘How can our ageing population be a boom not a burden?’; ‘What is the social and economic good of longer lives?’; ‘How do we support the growth and spread of innovation in ageing?’, ‘How do we engage Baby Boomers, organisations and governments to reimagine ageing?’

In August 2016, Professor Kristy Muir, CSI’s CEO, participated in the inaugural TEDxUNSW, the theme of which was ‘The Human Spectrum’, aimed at exploring the broad range of human beings and ideas represented across the UNSW community. Professor Muir’s talk was entitled: ‘Money Matters. How’s Your Financial Resilience?’, which explored the issue of financial resilience and how the slippery path to disadvantage is a road well worn by far too many Australians even today.

CREATING SHARED VALUES

CENTRE FOR SOCIAL IMPACT WORKSHOPS

TEDx UNSW

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Professor Roger Simnett presented the current trends and evidence benefits of integrated reporting (IR) and assurance. IR, an important international reporting initiative, builds on recent developments requiring organisations to demonstrate how they create and sustain value through reporting financial and nonfinancial information in an integrated manner. Roger Simnett examined both regulatory and voluntary worldwide trends and trends in Australia with regards to the adoption of IR and the assurance of IR reports, and the evidence of benefit to adopting organisations.

An academic lecture series delivered to alumni in less than one hour. UNSW Business School academics discuss the most pressing business issues of today. These events are free and exclusive to Business School alumni. PRME related topics have included:

Professor Shan-Ling Pan - How did e-commerce gain a foothold in remote Chinese villages?

The rise of Alibaba, the Chinese wholesale version of eBay, has had a profound impact on many rural Chinese communities with up to 10% of underprivileged villagers now running micro and small businesses with little more than an internet connection. E-commerce is transforming the lives of many in Australia’s biggest trading partner - and not just in Shanghai and Beijing.

Click here for audio

Professor Renée Adams- Boardroom Blues: How culture and economics stop women getting to the top Professor Adams’ research suggests that boardroom diversity is in worse shape than most reports suggest. What is keeping women from the boardroom?It is generally thought that the more women in full-time work, the more female corporate board members will eventually follow. Professor Adams argues that working full-time may not be enough for women to make it to the top in the face of economic and cultural barriers. So, what will help women to push through? Are quotas a good idea?

Click here for audio

BILL BURKETT MEMORIAL LECTURE 2015

LEARN@SERIES

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In 2015 the launch of the inaugural Indigenous Business Month was produced by 33 Creatives and held at Customs House, Sydney. The event was attended by over 100 members of the local Indigenous business community and featured a panel discussion with Monica Barone, CEO of the City of Sydney; Jason Eades, CEO Price Waterhouse Coopers Indigenous Consulting; Owen Walsh, Business student at the University of New South Wales and Associate Professor Michelle Evans, Co-Founder of the Murra program. This deservedly received significant media attention eg. SBS and Buzzfeed.

Building on our tradition since 2012 where we have hosted a minimum of one annual Community Forum/s with Indigenous business students, graduates, industry partners, academic and professional staff providing an opportunity to gather, engage and learn from Indigenous Business Leaders. This is now included as a key event of Indigenous Business Month. Here is our 2016 Podcast of our last community forum showcases the dialogue further afield.

Engaging Indigenous business leaders including students to provide cultural talks and presentations are an integral part of many of our external conferences and executive education programs. Recent examples include the annual Australian Society of Heterodox (SHE) Economists Conferences; 25th Anniversary of Sasakawa Young Leaders Fellowship Fund; Annual Tax Teachers Conference; HNA Leadership Development Program & Peking University - Doing Business in Australia AGSM Executive education programs delivered in 2016 & 2017. One our key Cultural ambassadors is Owen Walsh (featured above) who’s online portfolio here demonstrates his leadership, cultural capabilities and the ingenuity of his engagement.

INDIGENOUS BUSINESS MONTH

CULTURAL ENGAGEMENT – PROGRAMS, EVENTS AND CONFERENCES

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Our academic and professional staff hold a number of advisory roles. Here is a brief selection of staff members that are contributing towards efforts across sectors.

Professor Kristy Muir• Member of the NSW Premier’s Council on Homelessness • Member of the Social Impact Measurement Network of Australia

Associate Professor Leanne Piggott • Member of the (Global) Social Impact Educators network

Rebecca Harcourt (Indigenous Business Education Manager)• 2015 ATSIHEAC Indigenous Business Roundtable, including one of our Indigenous graduates

Damien Shannon• The Department of Prime Minister and Cabinet, on recommendation from their Indigenous advisors to

contribute to the development and roll out of the Indigenous Business Sector Strategy 2017-2027;• Engaged in 2016 by TAFE WESTERN in the development of The Higher Education Diploma in

Sustainable Aboriginal Communities program is a one year full time, AQF level 5 course• Indigenous Business, Enterprise & Corporations Conference IBECC 16 steering committee

Professor Roger Simnett • Recently held the appointment of Chairman of the Sustainability Expert Advisory Panel of the International

Federation of Accountants• Recent Co-chair of the task force producing an assurance standard on Carbon Emission disclosures for

the IAASB • Currently a member of the International Integrated Reporting Committee’s assurance task force.

ADVISORY ROLES

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UNSW Business School uses its own online platform, BusinessThink, to translate research from the school’s leading academics into business insight and ideas that can inform and influence business practice, policy and strategic decisions in industry. Below are some examples of feature articles and interviews that were produced over the period.

How integrated reports are gaining ground by stealth – Professor Roger Simnett

Why come forward with information on a fraud? - Professor Clinton Free and Professor Gary Monroe

BUSINESS THINK

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Academics at UNSW Business School are regular contributors to The Conversation. The Conversation is an independent source of news and views, sourced from the academic and research community and delivered directly to the public. With over 2.7 million users onsite and 23 million through republication, it is become one of Australia’s largest and most respected independent news and commentary platforms. Below is a selection of articles published by UNSW Business School academics over the period.

• A new model for research ethics reviews

• Public universities shouldn’t be making political donations

• The public should be concerned when academics must battle bureaucrats for academic freedom

• Universal basic income: the dangerous idea of 2016

• Vital Signs: spending away Australia’s Triple A?

• Risky business: why we shouldn’t stereotype female board directors

• A whacking stick is not enough to get young people into work

THE CONVERSATION

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UNSW BUSINESS SCHOOL : REVIEW AND FUTURE PLANS

2015 GOALS PROGRESS

Building Staff Capacity • The Education Portfolio hosted 5 brown-bag seminars aimed at inspiring teaching staff and modelling best practice with respect to ethics and sustainability pedagogy. This featured a combination of Faculty champions and guests from other institutions.

• Developed a resource centre for PRME-related textbooks and case studies (e.g. Giving Voice to Values and Principles of Responsible Management).

Recognising PRME Champions

• The UN PRME Excellence in Teaching Award was introduced in 2015 and has had two recipients (Dr Maria Balabat and Dr Fanny Salignac) since our last SIP report. Both recipients were profiled by the Faculty and received external media coverage.

Continue to Embed PRME Themes in Curriculum

• AGSM launched the MBA (Social Impact) in collaboration with the Centre for Social Impact.

• The Faculty successfully strengthened coverage of ethics and sustainability across four gateway courses in the Master of Commerce, one of our largest programs.

• The Faculty launched a new undergraduate course focused on PRME themes called Business Ethics and Sustainability. Alongside, the flexible core Creating Social Change, this course has enjoyed a considerable increase in enrolments since its launch in 2015.

• Introduction of the Social Entrepreneurship Practicum.

Enhance Leadership Programs

• The Faculty’s extra-curricular leadership program portfolio has been rationalised and our Student Opportunities team is looking to have a stronger focus on ethical leadership, social entrepreneurship and sustainability in its leadership initiatives.

• The AGSM hired distinguished professor Robert Wood, the founder of the Centre for Ethical Leadership (CEL) and entered into a joint venture with CEL to undertake research and teaching in ethical leadership.

• The AGSM developed an Indigenous Leadership Strategy to partner with employers as well as a strategy to support individual Indigenous aspiring leaders. Half of the positions in the program are offered as scholarships.

• AGSM delivers the NSW Public Service Commission Aboriginal Career and Leadership Development Program.

• AGSM designed and delivers a professional development program (including mentoring) for Aboriginal employees of Transport for NSW to design and deliver a development and mentoring program for their Aboriginal employees.

• The AGSM Career Comeback Sponsorships support carers returning to the workforce after a career break via a tailored Certificate in Executive Management and Development program pathway building the skills, knowledge and tools the applicant requires to facilitate a successful return to work and accelerate their post-break leadership career.

REVIEW OF 2015-2017 GOALS Below is a brief review of our progress on the future plans we outlined in our 2015 SIP Report as well as other important achievements across our PRME agenda during the last reporting period.

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Strengthen Partnerships and Collaborations

• Dr Tracy Wilcox, a PRME Champion and Director of Postgraduate Programs, has been active in representing UNSW Business School in the Australia-NZ PRME Chapter. In 2016, she presented our criteria and approach to our ‘Capture the Champions’ initiative, an audit to assess our school’s performance in covering ethics and sustainability.

• Across 2015 and 2016, UNSW Business School was a primary sponsor of Global Climate Change Week, an international initiative across universities.

• In 2016 UNSW Business School partnered with the Ethics Centre and The Banking & Finance Oath to host a public panel discussion on ‘Ethics in Finance’ that featured senior industry leaders and academics.

• The AGSM formed a partnership with the NSW Premier’s office to create the Premier’s Leadership Academy (named as one of the Premier’s 12 priority areas)

• The AGSM activated a number of new scholarships for financially disadvantaged candidates as well as those working in the social purpose sector

REVIEW OF 2015-2017 GOALS CONTINUED

UNSW BUSINESS SCHOOL : REVIEW AND FUTURE PLANS

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UNSW BUSINESS SCHOOL : REVIEW AND FUTURE PLANS

Working within the UNSW 2025 strategy framework, the UNSW Business School will contribute to the University’s three strategic priorities; Academic Excellence, Social Engagement and Global Impact through a wide range of future initiatives. The scope of the plans outlined below includes initiatives that will strengthen governance, build staff capacity, enrich the student experience, and contribute to both the local and global development agenda.

FUTURE PLANS (2017-2019)

FOCUS AREA ACTIONS

Continue to Embed PRME Themes in Curriculum

• A new specialisation, “Global Sustainability and Social Enterprise”, has been proposed in our Master of Commerce program and is expected to be available to students in 2018.

• Following successful initiatives on our graduate programs, 4 Bachelor of Commerce courses have been identified as part of a review in 2017 to further strengthen ethics and sustainability education in our core undergraduate program.

• Our Program Learning Goals are currently under review. Proposed revisions should allow for expanded coverage of PRME themes and more precise measurement of learning outcomes in this area. See Principal 3: Method

• The AGSM to offer new courses in social entrepreneurship

Building Staff Capacity • Training workshops and investment in resources (e.g. videos, case studies and simulations) to strengthen the capacity of teaching staff (both Lecturers and Tutors) in ethics and sustainability pedagogy.

Research Impact • Continue to build and align our Faculty’s research strengths, expertise and networks to contribute towards UNSW’s Grand Challenges e.g. Inequality and Climate Change. See Principle 4: Research

• We are committed to wider knowledge transfers into the community by:- Increasing Business Think’s subscriber base.

- Increasing the Centre for Social Impact’s subscriber base and workshop attendance.

- Increasing the number of contributions to The Conversation.

- Increasing the number of academics participating in TEDx events, TEDxUNSW in particular.

See Principle 6: Dialogue

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Strengthen Partnerships and Collaborations

• In line with the UNSW 2025 agenda, we will explore the possibility of creating a PRME Taskforce that involves academics from other faculties with an interest in furthering responsible business practices (e.g. Law, Arts and Social Sciences, Engineering and the Built Environment). This taskforce could provide an interface for other disciplines to enrich student understanding of key global issues, multiple stakeholder perspectives and the role of business in society.

• Continue collaborating with the Ethics Centre and The Banking & Finance Oath to co-host events, provide guest speaker opportunities and embed industry case studies in curriculum.

• UNSW Business School will continue to play an active role as a member of the Australia-NZ PRME Chapter. We will be hosting a regional meeting in April 2017.

See Principle 6: Dialogue

Supporting Student Initiatives

• Continue to support student societies with a focus on community engagement and social impact such as Enactus, 180 Degrees Consulting, AISEC and the UN Society. See Principle 5: Partnership

• Investigate the introduction of “practicums with purpose” across undergraduate and postgraduate programs. The Business School currently offers a number of global practicums for our students. Practicums with purpose would be structured in a similar way but would allow students to focus on working on projects for purpose organisations in Australia and the region.

• Support UNSW Business School students’ participation in social entrepreneurship and social innovation programs and competitions (e.g. The Hult Prize), building on curriculum-based initiatives such as the Social Entrepreneurship Practicum and initiatives by the Michael Crouch Innovation Centre.

• Continue to build our relationship with Global Consulting Group (GCG), a not for profit probono consulting organisation that links UNSW Business School students, consultants working on a probono basis to provide consulting advice to for purpose organisations. In 2016 UNSW Business School partnered with GCG to work on projects for the Reach Foundation, a not for profit organisation that aims to improve the wellbeing of young people by keeping them actively engaged in school and work. In 2017 we plan to expand this partnership and provide support to a broader range of not for profit organisations.

• Fully implementing the UNSW students as partners program which, amongst other things, will ensure that issues of Students as Partners interest in sustainability, equity and diversity are integrated into the curriculum development and design process.

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Governance • Take action towards goals laid out in our 10 year ‘Equity, Diversity and Inclusion Plan’, as outlined under Principle 2: Values.

1. Increase female representation at senior levels.

2. Improve Pathway programs and opportunities for recruitment for all student equity groups (Aboriginal and Torres Strait Islander (ATSI), women and disability)

3. Implement best practice in flexible work options for academics, professional and technical staff.

4. Lead and participate in statement events, calendar days and activities that demonstrate our strong commitment to equity, diversity and inclusion. Provide an interfaith calendar to staff.

5. Mandate training for all academics and professional staff in all diversity training

6. Align with the Disability action plan and implement relevant processes/activities at Faculty level

7. Ensure senior staff members champion equity, diversity and inclusion initiative through KPIs

8. Managers and HoS are responsible for completion rates of diversity training and attaining staff diversity targets

• Ensure that our Business Advisory Council and Alumni Board have the capability of providing the Business School with access to leading edge thinking and guidance on best practice in all areas of responsible management. This will be achieved by ensuring that: • Membership of these bodies includes senior business leaders who

are actively engaged in key areas of responsible management, either directly in their roles or indirectly through their engagement with other organisations.

• Issues around responsible management are discussed at Council/Board meetings. For example, in March 2017 the main agenda item for the Council was devoted to the topic of Equity Diversity and Inclusion (EDI) with speakers including Susan Ferrier (National Managing Partner, People, Performance and Culture, KPMG), Eileen Baldry (Academic Chair, UNSW EDI Board), Leisa Sargent (Senior Deputy Dean) and Rebecca Harcourt (Indigenous Program Manager, UNSW Business School).

Global Development Initiatives

• Professor Prem Ramburuth of UNSW Business School is coordinating four UNSW initiatives aimed at building Gulu University’s (Uganda) capacity to deliver high impact outcomes for staff, students and the wider community. These initiatives draw upon expertise from a range of academics at UNSW, including those within the Business School. • Transformative Academic Staff Development (Learning and

Teaching)

• Transformative Student Experience

• Transformative Community Engagement (Health)

• Transformative Community Engagement (Conflict Resurgence and Peace)

• The Orion Initiative is a partnership between UNSW Business School and Singaporean firm QLC.io. This initiative offers both our undergraduate and postgraduate students an opportunity to get involved with startups and social enterprises in Asia for six weeks.

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38© 2017 UNSW Business School

RESEARCH LIST

Featured below is a selection of research publications that touch on a wide range of PRME themes. Members of our faculty have also made a number of contributions through The Conversation and Business Think.

ACCOUNTING

• Boedker C, Vidgen R, Meagher K, Cogin J, Mouritsen J, 2016. Doing More with Less: Productivity or Starvation? The Intellectual Asset Health Check, Public Money and Management, 2016, (FORTHCOMING)

• Cheng M, Green W, Ko JCW, 2015 The Impact of Strategic relevance and Assurance of Sustainability Indicators on Investors’ Decisions. Auditing: A Journal of Practice and Theory, 34(1), 131-162

• Carmichael D, Lea K, Balatbat M 2015. The financial additionality and viability of CDM projects. Environment, Development and Sustainability, 18(1) 129-141.

• Cohen JR, Simnett R, 2015, CSR and assurance services: A research agenda, Auditing: A journal of Practice and Theory 34(1), 59-74

• He W, Hu M, 2016, Religion and bank loan terms, Journal of Banking & Finance, 64(March), 205-215.

• Kim S, Green W, Johnstone K, 2016 Biased evidence processing by multidisciplinary Greenhouse Gas assurance teams, Auditing: A Journal of Practice and Theory, 35(3) 11-139

• Green W , S Taylor and J Wu 2016 Determinants of greenhouse gas assurance provider choice” Meditari Accountancy Research (Forthcoming)

• Siew RYJ, Balatbat M, Carmichael DG, 2016. The impact of ESG disclosures and institutional ownership on market information asymmetry, Asia-Pacific Journal of Accounting and Economics, 23(4), 432-448.

• Siew RYJ, Balatbat M, Carmichael DG, 2016. A proposed framework for assessing the sustainability of infrastructure. International Journal of Construction Management, 16(4), 281-298.

• Siew RYJ, Balatbat MC,Carmichael D, Measuring project sustainability maturity level - a fuzzy-based approach, International Journal of Sustainable Development, 19(1) 76-100.

• Simnett R, Huggins A, Hargovan A, 2015, Integrated Reporting and directors’ concerns about personal liability exposure: Law reform options, Company Securities Law Journal, 33 (May), 176-195.

• Simnett R, Huggins A, 2015, Integrated Reporting and assurance: where can research add value? Sustainability Accounting, Management and Policy Journal, 6(1), 29-53.

• Strong P, 2015, Much ado about nothing? How banks respond to climate change Social and Environmental Accountability Journal, 35(1), 71.

• Strong P, 2016, Is Integrated Reporting a Matter of Public Concern? Evidence from Australia, The Journal of Corporate Citizenship 60, 81-100.

• Trotman AJ, Trotman K, 2015, Internal audits’ role in GHG emissions and energy reporting: Evidence from audit committees, senior accountants and internal auditors, Auditing: A Journal of Practice & Theory, 34(1), 199-230.

• Zhou, S. Simnett, R, Green, W, Assuring A New Market: The Interplay Between Country-Level And Company-Level Factors on The Demand for Greenhouse Gas (GHG) Information Assurance and The Choice of Assurance Provider, Auditing: A Journal of Practice & Theory, 35(3), August 2016, 141-168,

• Zhou, S. Simnett, R, Green, W 2016 “Does Integrated Reporting Matter To The Capital Market? Abacus, (FORTHCOMING)

BOOK CHAPTERS• Simnett R, Zhou S, Hoang H, Assurance and

other credibility enhancing mechanisms for Integrated Reporting, Integrated Reporting: A

• New Accounting Disclosure, Editor C. Mio, Palgrave Publishing, London.

BOOK REVIEW• Morris R, 2015, Review of Jane Gleeson-White

Six Capitals: The revolution of capitalism has to have - or can accountants save the planet? Economic Labour Relations Review 26(4).

RESEARCH GRANTS• Weidman T, Lenzen M, Kenway S, Lant P,

Halog A, Perez P, Crawford R, Diessendorf MO, Balatbat MC, Monroe G, 2016-2017, ARC Linkage Infrastructure, Equipment and Facilities (LIEF) Grant . Enhanced modelling capacity for the industrial ecology virtual laboratory ($352,000).

• Balatbat MC, Haas L, Walters K, Robertson-Ball N, 2015-2016. Cooperative Research Centre for Low Carbon Living, Developing a Built Environment Impact Framework and Decision Making Tool to Measure and Value the Economic, Social and Environmental Impact of Projects in the Built Environment ($200,000).

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RESEARCH LIST

PHD COMPLETIONS:• Ekasingh E, 2015, Examining the performance

of multidisciplinary greenhouse gas assurance engagement teams.

• Koroy R, 2015, Training of multidisciplinary greenhouse gas assurance engagement teams to improve analytical procedures task performance

• Zhou, S, 2015, The economic impacts of assurance of carbon emissions: An international study.

• Adams, S, 2016, Principles of Social Impact Accounting

• Fiedler, T, 2016, Calculative Technologies in the Construction of a Market: The case of Australia’s Carbon Market

• Hoang, TM, 2016, The determination of materiality concept in sustainability accounting assurance

CONFERENCE PUBLICATIONS• Koroy T R and W Green Improving

Multidisciplinary Assurance Team Performance through Training Interventions. ACO Conference and Audit Quality Conference 2016

• Arguelles M, Balatbat M, Green W, An Examination Of the impact of integrated reporting on early-moving firms, Accounting and Finance Association of Australia and New Zealand Conference, 5-7 July 2015, Hobart, Australia and European Accounting Conference, May 2016, Maastricht, Netherlands.

• Green W, Cheng M, Auditors’ Materiality Judgments Under Integrated Reporting, Accounting and Finance Association of Australia and New Zealand Conference, 5-7 July 2015, Hobart, Australia and International Symposium on Audit Research Conference, 19-20 June, 2015, Boston, USA.

• Ko JCW, Green W, Cheng M, The Joint Effects of the Forms of Information Representation and Investment Position on Investors; Information Search: An Eye-Tracking Study, Accounting and Finance Association of Australia and New Zealand Conference, 5-7 July 2015, Hobart, Australia

• Bose S, Balatbat M, Green W, The market-value effects of GHG emissions, assurance and assurance provider: an international study, European Accounting Association Annual Congress, 27-30 April 2015, Glasgow, Scotland.

BUSINESS TAXATION AND LAW

• Fiona Martin, ‘‘to be, or not to be, a charity? That is the question for Prescribed Bodies Corporate under the Native Title under the Native Title Act’ (2016) 20(1) Deakin Law Review 25-43.

• Sue Yong and Fiona Martin, ‘Tax Compliance and Cultural Values: The Impact of ‘Individualism and Collectivism’ on the Behaviour of New Zealand Small Business Owners’ (2016) 31 Australian Tax Forum 289-320.

• Hargovan, A (with Huggins A and Simnett R) ‘Integrated Reporting and Directors’ Concerns about Personal Liability Exposure: Law Reform Options’ (2015) 33 Company and Securities Law Journal 176.

BANKING AND FINANCE• Humphery-Jenner, M., L. Lisic, V. Nanda and

S. Silveri, 2016, Executive overconfidence and compensation structure, Journal of Financial Economics, 119 (3), 533-558.

• Sen, R. and R. Tumarkin, 2015, Stocking up: Executive optimism, option exercise, and share retention, Journal of Financial Economics, 118(2), 399-430.

• Banerjee S, M. Humphery-Jenner and V. Nanda, 2015, Restraining Overconfident CEOs through Improved Governance: Evidence from the Sarbanes-Oxley Act, Review of Financial Studies, 28(10), 2812-2858.

• You, J., B. Zhang and L. Zhang, 2017, Who Captures the Power of the Pen?, Review of Financial Studies (forthcoming).

• Guo, L. and R. Masulis, 2015, Board Structure and Monitoring: New Evidence from CEO Turnovers, Review of Financial Studies, 28(10), 2770-2811.

• Masulis, R. and S. Reza, 2015, Agency Problems of Corporate Philanthropy, Review of Financial Studies 28(2), 592-636.

• Banerjee. S., M. Humphery-Jenner, V. Nanda and M. Tham, 2017, Executive Overconfidence and Securities Class Actions, Journal of Financial and Quantitative Analysis (forthcoming).

• Cen, L., S. Dasgupta and R. Sen, 2016, Discipline or Disruption? Stakeholder Relationships and the Effect of Takeover Threat, Management Science 62(10), 2820–2841.

• Kang, J., W. Liu, S. Yi and L. Zhang, 2015, Monitoring Role of Customer Firms in Suppliers and Its Effect on Supplier Value: Evidence from Block Acquisitions of Suppliers by Customer Firms, Journal of Financial Intermediation, 24(4), 537-563.

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ECONOMICS AND ACTUARIAL STUDIES

• Foster, Gigi, Paul Frijters, and Ben Greiner, (forthcoming 2017). ``Challenges for Market and Institutional Design when Countering Exploitation Strategies.” In Luc-Alain Giraldeau, Philipp Heeb, and Michael Kosfeld (eds.), Investors and Exploiters: Principles and Applications for Ecology and Economicsm, Strungmann Forum Reports, J. Lupp, series editor. Cambridge, MA: MIT Press.

• Foster, Gigi, (2015). “Grading Standards in Higher Education: Trends, Context, and Prognosis.” In Bretag, Tracey (ed.), Handbook of Academic Integrity, p. 1-14. Springer.

• Harcourt, G., Kriesler, P., Halevi, J., Nevile, J., “Post-Keynesian Essays from Down Under Volume III: Essays on Ethics, Social Justice and Economics”, Palgrave Macmillan, ISBN: 978-1-137-47531-2 (Print) 978-1-137-47532-9 (Online)

• Asher, A. (Published online 2016) ‘Explicitly incorporating virtues into actuarial education’, Annals of Actuarial Science, doi: 10.1017/S1748499516000245.

MANAGEMENT AND MARKETING

• Cregan C; Kulik CT; Bainbridge HTJ, 2016, ‘Differences in Well-being among People with Disabilities in Paid Employment: Level of Restriction, Gender and Labour Market Context’ Social Policy and Administration, http://dx.doi.org/10.1111/spol.12263

• Bainbridge HTJ; Broady TR; Fong M, 2016, ‘Individualized funding: How disability service policy can assist in maintaining caregiver employment’ Journal of Business and Management, vol. 22, pp. 23 - 38, https://www.chapman.edu/business/faculty-research/journals-and-essays/jbm-online.aspx

• Gregson SE; Quinlan M; Hampson I; Junor A; Carney T, 2016, ‘Supply Chains and the Manufacture of Precarious Work: The Safety Implications of Outsourcing/ Offshoring Heavy Aircraft Maintenance’ E-Journal of International and Comparative Labour Studies, vol. 5, pp. 3 - 36, http://adapt.it/EJCLS/index.php/ejcls_adapt/article/view/115

• Gregson S; Hampson I; Junor A; Fraser D; Quinlan M; Williamson A, 2015, ‘Supply chains, maintenance and safety in the Australian airline industry’ Journal of Industrial Relations, vol. 57, pp. 604 - 623, http://dx.doi.org/10.1177/0022185615582234

• Brandtner C; Höllerer MA; Kornberger M; Meyer RE, 2016, ‘Enacting governance through strategy: A comparative study on governance configurations in Sydney and Vienna’ Urban Studies: an international journal for research in urban studies

• Hwang H; Bromley P, 2015, ‘Internal and External Determinants of Formal Plans in the Nonprofit Sector’ International Public Management Journal, vol. 18, pp. 568 - 588, http://dx.doi.org/10.1080/10967494.2015.1038671

• Singh JJ; Garg N; Govind R; Vitell SJ, 2016, ‘Anger Strays, Fear Refrains: The Differential Effect of Negative Emotions on Consumers’ Ethical Judgments’ Journal of Business Ethics, pp. 1 - 14, http://dx.doi.org/10.1007/s10551-016-3248-x

RESEARCH GRANTS• Prof Steven Frenkel et al 2015: Volkswagen

Foundation, with Welcome Trust and Riksbanken Jubileumsfond. Changes in the Governance of Garment Global Production Networks: Lead Firm, Supplier and Institutional Responses to the Rana Plaza Disaster (with E. Schuessler, S. Ashwin, C. Ota, N.Egels-Zanden, N.Kabeer and C.Wright)- Euro 800,000.

CONFERENCE PAPERS • T Wilcox “Organizations and Domestic Violence”

Academy of Management Annual, Anaheim, USA, 04 Aug 2016 - 08 Aug 2016. Academy of Management Proceedings. Academy of Management. 2016

• TW Presentation at PRME ANZ regional chapter on UNSW initiatives: Annual meeting Melbourne September 2016

CENTRE FOR SOCIAL IMPACT OUTCOMES MEASUREMENT AND EVALUATION• Bennett, S., Etuk, L., and Noone, J. (2016) A

Shared Measurement and Evaluation Framework for the Hive, 2017-2020 Report, Sydney: Centre for Social Impact, UNSW Australia.

• Bennett, S., Muir, K., and Noone, J. (2016) NAB Social Impact Measurement Framework. Sydney: Centre for Social Impact, UNSW Australia.

• Bennett, S., Noone, J.H., Ho, K-A., & Muir, K. (2016) Preliminary theoretical model for HammondCare. Sydney: Centre for Social Impact, UNSW Australia.

• Etuk, L. and Acock, A. (2017) Toward a Rural Community Vitality Measurement Practice, Community Development, 48(1): 141-153.

• Reeve, R., Marjolin, A., Muir, K., Powell, A., Hannigan, N., Ramia, I. and Etuk, L. (Eds.) (2016) Australia’s Social Pulse. Sydney: Centre for Social Impact: UNSW Australia.

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HEALTH• Butler, K., Reeve, R., Viney, R. and Burns,

L. (2016) Estimating prevalence of drug and alcohol presentations to hospital emergency departments in NSW Australia: impact of hospital consultation liaison services. Public Health Research and Practice, 26 (4): e2641642.

• Butler, K., Reeve, R., Arora, S., Burns, L., Viney, R., Goodall, S., van Gool, K. (2016) The hidden costs of drug and alcohol use in hospital emergency departments. Drug and Alcohol Review, 35 (3): 359-366.

• Mumford, V., Reeve, R., Greenfield, D., Forde, K., Westbrook, J., Braithwaite, J. (2015) Is accreditation linked to hospital infection rates? A four-year, data linkage study of Staphylococcus aureus rates and accreditation scores in 77 Australian acute hospitals, International Journal for Quality in Health Care, 27 (6): 479-485.

• Reeve, R., Arora, S., Butler, K., Viney, R., Burns, L, Goodall, S., van Gool, K. 2016, Evaluating the impact of hospital based drug and alcohol consultation liaison services. Journal of Substance Abuse Treatment, 68 (Sept): 36–45.

CHILDREN AND YOUNG PEOPLE• Butler, R. (2015) Schools, ‘ferals’, stigma and

boundary work: Parents managing education and uncertainty in regional Australia. Ethnography and Education, 10 (3): 340-355.

• Butler, R. (2016) Children coping with economic insecurity: facework, fairness and belonging. Journal of Sociology. Online first 18.2.16. doi:10.1177/1440783316630113.

• Butler, R. (forthcoming) Fair Play: Childhood, Economy and Belonging. Springer: Singapore.

• Butler, R. (2016) Local kids, ‘refugees’ and publics of privilege: Children’s mediated and intercultural lives in a regional Australian city. Journal of Intercultural Studies 37 (4): 339-354.

• Butler, R. and Muir, K. (2016) Young people’s education biographies: families, relationships, social capital and belonging. Journal of Youth Studies, Online first 20.08.16. http://dx.doi.org/10.1080/13676261.2016.1217318

• Craig, L., Powell, A., and Brown, J.E. (2016) Gender Patterns in Domestic Labour among Young Adults in Different Living Arrangements in Australia. Journal of Sociology, 52 (4): 772-788.

• Ho, C., Vincent, E. and Butler, R. (2015) Everyday and Cosmo-multiculturalisms: Doing diversity in gentrifying school communities. Journal of Intercultural Studies, 36 (6) 658-675.

• Meltzer, A., Muir, K. and Craig, L. (2016) Being trusted: The perspectives of trusted adults about engaging with young people. Children and Youth Services Review, 63: 58-66.

• Meltzer, A., Muir, K. and Craig, L. (2016) The role of trusted adults in young people’s social and economic lives during young adulthood. Youth & Society, online first 09.03.16. http://dx.doi.org/10.1177/0044118X16637610

• Muir, K., Craig, L., Meltzer, A. and Butler, R. (2015) We can’t afford not to: Supporting young people within their families and communities from early adolescence to early adulthood. Project Report, UNSW Australia.

• Muir, K., Jenkins, B. and Craig, L. (2015) Young people on or over the NEET cliff edge. In: te Riele, K. & Gorur, R. (eds), Interrogating conceptions of “vulnerable youth”. Sense Publishers.

• Muir, K., Powell, A. and Butler, R. (2015) A whacking stick is not enough to get young people into work. The Conversation, 19 March 2015. https://theconversation.com/a-whacking-stick-is-not-enough-to-get-young-people-into-work-38710

FINANCIAL INCLUSION AND RESILIENCE• Muir, K., How shock-resistant is Australia in

financial hardship? The Mandarin, 24 August 2016, http://www.themandarin.com.au/69309-financial-resilience-australia-hardship/

• Muir, K., Marjolin, A. and Adams, S. (2015) Eight years on the fringe: what has it meant to be severely or fully financially excluded in Australia? Sydney, Australia: Centre for Social Impact for the National Australia Bank.

• Muir, K., Reeve, R., Connolly, C., Marjolin, A., Salignac, F. and Ho, K. (2016) Financial Resilience in Australia 2015. Sydney: Centre for Social Impact, UNSW Australia, for the National Australia Bank.

• Muir, K., Salignac, F. and Reeve, R. (2016) Four reasons payday lending will still flourish despite Nimble’s $1.5m penalty. The Conversation. 29 March 2016. https://theconversation.com/four-reasons-payday-lending-will-still-flourish-despite-nimbles-1-5m-penalty-56802

• Muir, K., Young, A., Marjolin, A., and Salignac, F. (2015) Payday lending trap requires a credit supply rethink. The Conversation, 8 April 2015 https://theconversation.com/payday-lending-trap-requires-a-credit-supply-rethink-39311

• Reeve, R. and Muir, K. (2016) Two million Australians are in high financial stress. The Conversation, 26 August 2016, https://theconversation.com/two-million-aussies-are-experiencing-high-financial-stress-64367

• Salignac, F., Muir, K. and Wong, J. (2016) Are you really financially excluded if you choose not to be included? Insights from social exclusion and ecological systems approach. Journal of Social Policy, 45 (2): 269-286.

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• Salignac, F., Muir, K., Butler, R., Reeve, R., Marjolin, A. and Smith, C. (2016) The Financial Economy and Indigenous Young People in Australia. Sydney, Australia: Centre for Social Impact for the First Nations Foundation.

INTEGRATED REPORTING AND ASSURANCE• Cohen J. and Simnett R. (2015) CSR and

Assurance Services: A Research Agenda. Auditing: A Journal of Practice and Theory, 34 (1): 59-74.

• Fu, Y., Carson, E. and Simnett, R. (2015) Transparency report disclosure by Australian audit firms and opportunities for research. Managerial Auditing Journal, 30 (8/9) 870-910.

• Simnett R., Carson, E. and Vanstraelen, A. (2016) International Archival Auditing and Assurance Research: Trends, Methodological Issues and Opportunities. Auditing: A Journal of Practice and Theory, forthcoming.

• Simnett, R., Zhou, S. and Hoang, H. (2016) Assurance and Other Credibility Enhancing Mechanisms for Integrated Reporting. In: Mio, C. (ed), Integrated Reporting: A New Accounting Disclosure. Palgrave: London.

• Zhou, S., Simnett, R. and Green, W. (2016) Assuring A New Market: The Interplay Between Country-Level And Company-Level Factors on The Demand for Greenhouse Gas (GHG) Information Assurance and The Choice of Assurance Provider. Auditing: A Journal of Practice & Theory, 35 (3): 141-168.

EDUCATION AND EMPLOYMENT• Galea, N., Powell, A., Loosemore, M., and

Chappell, L. (2015) Designing robust and revisable policies for gender equality: lessons from the Australian Construction Industry. Construction Management and Economics, 33 (5-6): 375-389.

• Noone, J.H. and Bohle, P. (2017) Enhancing the Health and Employment Participation of Older Workers. In K. O’Loughlin, C. Browning, & H Kendig (Eds.) Ageing Australia (pp.127-146). Springer New York.

• Powell, A. and Cortis, N. (2016) Working time in public, private and non-profit organisations: What influences prospects for employee control? Human Service Organizations: Management, leadership and governance, online first 16.09.16. http://www.tandfonline.com/eprint/A9DtsfrjCKvZPdTwFg5E/full

• Powell, A. and Craig, L. (2015) Gender differences in working at home and time use patterns: Evidence from Australia. Work, Employment and Society, 29 (4): 571-589.

• Powell, A. and Sang, K. (2015) Everyday experiences of sexism in male-dominated professions: a Bourdieusian perspective. Sociology, 49 (5): 919-936.

• Collins, J., Morrison, M., Krivokapic-Skoko, B., Butler, R. and Basu, P. K. (2016) Indigenous small businesses in the Australian Indigenous Economy. In W. Sanders (ed) Engaging Indigenous Economy: Debating Diverse Approaches, CAEPR Research Monograph, No. 35, ANU Press, pp. 265-274.

• Sang, K., Powell, A., Finkel, R., and Richards, J. (2015) ‘Being an academic is not a 9-5 job’: Long working hours and the ‘ideal worker’ in UK academia. Labour and Industry, 25 (3): 235-249.

• Disability

• Grech, S. and Soldatic, K. (Eds) (2015) Disability and colonialism: (dis)encounters and anxious intersectionalities. Social Identities: journal for the study of race, nation and culture, 21 (1): 1-5.

• Meltzer, A. and Kramer, J. (2016) History and future of sibling-disability research, Sibling Leadership Network Blog, http://siblingleadership.org/2016/03/07/history-and-future-of-sibling-disability-research/

• Morris, A., Wilson, S., and Soldatic, K. (2015) Doing the ‘hard yakka’: implications of Australia’s workfare policies for disabled people. In: Grover, C. and Piggott, L. (eds.) Disabled people, work and welfare: Is employment really the answer? Policy Press: Bristol.

• Samararatne, D.W.V.A., and Soldatic, K. (2015) Inclusions and exclusions in law: experiences of women with disability in rural and war-affected areas in Sri Lanka. Disability and Society, 30 (5): 759-772.

• Soldatic K. (2015) Postcolonial reproductions: disability, indigeneity and the formation of the white masculine settler state of Australia. Social Identities: journal for the study of race, nation and culture, 21 (1): 53-68.

• Soldatic, K., Somers, K., Buckley, A. and Fleay,

C. (2015) ‘Nowhere to be found’: disabled refugees and asylum seekers within the Australian resettlement landscape. Disability and the Global South, 2 (1): 501-522.

• Spurway, K., and Soldatic, K. (2016) “Life just keeps throwing lemons”: the lived experience of food insecurity among Aboriginal people with disabilities in the West Kimberley. Local Environment: the International Journal of Justice and Sustainability, 21 (9): 1118-1131.

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• van Toorn, G. and Soldatic, K. (2015) Disability, rights realization and welfare provision: what is it about Sweden? Research and Practice in Intellectual and Developmental Disabilities, 2 (2): 109-115.

• Walsh J., Spangaro, J. and Soldatic, K.M. (2015) Global understandings of domestic violence. Nursing and Health Sciences, 17 (1): 1-4.

SOCIAL PURPOSE SECTOR DEVELOPMENT• Cortis, N., Young, A., Powell, A., Reeve, R.,

Simnett, R., Ho, K. and Ramia, I. (2016) Australian Charities Report 2015. Sydney: Centre for Social Impact and Social Policy Research Centre, UNSW Australia.

• Cortis, N., Lee, I., Powell, A., Simnett, R. and Reeve, R. (2015) Australian Charities Report 2014. Centre for Social Impact and Social Policy Research Centre, UNSW Australia.

• Cortis, N., Lee, I., Powell, A., Simnett, R. and Reeve, R. (2015) Australia’s Disability Charities 2014. Centre for Social Impact and Social Policy Research Centre, UNSW Australia.

• Marjolin, A., Powell, A., and Muir, K. (2015), The Travel Companion: your guide to working with others for social outcomes. Sydney: Centre for Social Impact, UNSW Australia.

• Reeve, R., Lee, I., Simnett, R., Cortis, N. and Choi, E., Australian Charities and Red Tape Australian Charities and Red Tape 2014: Measuring the Reporting Burden of Australia’s Charities. Sydney: Centre for Social Impact and Social Policy Research Centre, UNSW Australia.

MENTAL HEALTH• Fernandez, A., Howse, E., Rubio-Valera, M.,

Thorncraft, K., Noone, J., Luu, X. and Salvador-Carulla, L. 2016, Setting-based interventions to promote mental health at the university: a systematic review. International Journal of Public Health, 61 (7), 797-807.

• Hilferty, F., Cassells, R., Muir, K., Duncan, A., Christensen, D., Mitrou, F., Gao, G., Mavisakalyan, A., Hafekost, K., Tarverdi, Y., Nguyen, H., Wingrove, C. and Katz, I. (2016) Is headspace making a difference to young people’s lives? Final Report of the independent evaluation of the headspace program (SPRC Report 08/2015). Sydney: Social Policy Research Centre, UNSW Australia.

• McDermott, S., Bruce, J., Ramia, I., Muir, K., Fisher, K. and Bullen, J. (2015), Reducing hospitalisation among people living with severe mental illness, Australian Health Review, 40 (2): 124-128.

FOR FURTHER INFORMATION

CONTACT SHANIL SAMARAKOON

S.SAMARAKOON@UNSW.EDU.AU

EDITOR AND PRME COORDINATOR, UNSW BUSINESS SCHOOL