Graduate Business Guide 2007

Business as UNusual
The 2007 net impact student Guide to Graduate Business Programs

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Business as UNusual
The 2007 net impact student Guide to Graduate Business Programs

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

Business as UNusual: The 2007 Net Impact Student Guide to Graduate Business Programs
is a publication of net impact
88 1st street, suite 200, san Francisco, California, usa

http://www.netimpact.org

© 2007 all rights reserved.

Table of ConTenTs
Introduction

about net impact i
about the Guide i
is Business school for You? v
school stand-Outs v
aggregate Responses v
How You Can Get involved vi

Part 1: school Profiles

Bainbridge Graduate institute - MBa in sustainable Business 3
Carnegie Mellon university - Tepper school of Business 6
Claremont Graduate university - Peter F. Drucker and Masatoshi ito school of Management 8
Columbia university - Columbia Business school 10
Columbia university - school of international and Public affairs 13
Cornell university - Johnson Graduate school of Management 15
Dalhousie university - Dalhousie Faculty of Management 18
Dartmouth College - Tuck school of Business at Dartmouth 20
Duke university - Fuqua school of Business 23
George Washington university - George Washington school of Business 26
Georgetown university - McDonough school of Business 29
Gordon institute of Business science - Pretoria university 32
Hanken - swedish school of economics and Business administration 35
Harvard university - Harvard Business school 37
Harvard university - Kennedy school of Government 39
HeC school of Management - Paris Master of Business administration 41
indiana university - Kelley Business school 44
inseaD - Master of Business administration 47
instituto de impresa - international MBa, MBa, MMM 50
Massachusetts institute of Technology - sloan school of Management 52
Monterey institute of international studies 54
new York university - stern school of Business 56
north Carolina state university - College of Management 59
northwestern university - Kellogg school of Management 60
Pennsylvania state university - smeal College of Business 64
Presidio school of Management 66
Purdue university - Krannert school of Management 69
school for international Training - Master of science in Management 71
simmons College - school of Management 74
Tufts university - The Fletcher school 77
university of alberta - school of Business 80
university of arkansas-little Rock - College of Business 82
university of British Columbia - sauder school of Business 83
university of California - Berkeley Haas school of Business 85
university of California - Davis Graduate school of Management 88
university of California - irvine Paul Merage school of Business 91
university of California - los angeles uCla anderson school of Management 93
university of Chicago - Graduate school of Business 96
university of Colorado - Boulder leeds school of Business 99

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

university of Denver - Daniels College of Business 101
university of Geneva - international Organizations MBa 104
university of iowa - Henry B. Tippie school of Management 107
university of Maryland - Robert H. smith school of Business 110
university of Massachusetts - amherst isenberg school of Management 113
university of Michigan - Ross school of Business 115
university of Minnesota - Carlson school of Management 118
university of north Carolina - Chapel Hill Kenan Flagler Business school 120
university of Pennsylvania - The Wharton school 123
university of Rochester - simon Graduate school of Business 126
university of san Francisco - Masagung Graduate school of Management 128
university of southern California - Marshall school of Business 130
university of south Carolina - Moore school of Business 133
university of Texas - McCombs school of Business 135
university of utah - David eccles school of Business 137
university of Wisconsin - Madison school of Business 139
Yale university - school of Management 141
York university - schulich school of Business 144

Part 2: Ratings and aggregate Responses

Rating Charts 147
aggregate Responses 159

Part 3: special advertising supplement

MBaMath: Build the pre-MBa math and spreadsheet skills you’ll need a2
accepted.com: Your one stop shop for MBa admissions a3
ecolibris: Moving towards sustainable reading a4

university of Geneva inside front cover/top page
Monterey institute of international studies a5
Haas school of Business at uC Berkeley a6
school for international Training a6
The Fletcher school Tufts university a7
Michigan Ross school of Business a8
Bainbridge Graduate institute a9
Graduate school of Management uC Davis a10
Presidio school of Management a11
Duke Fuqua school of Business a12
Marlboro College Graduate Center a13
nottingham university Business school a14

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

About Net ImpAct

InTRoduCTIon
Net Impact’s mission is to make a positive impact on society by growing and strengthening a community of new leaders
who use business to improve the world.

Since 1993, we have supported a grassroots movement of student chapters to educate, inspire, and equip individuals with
ideas and tools for using business for social good. As of August 2007, we have more than 150 student and professional
chapters on 6 continents in 90 cities and 110 graduate schools. Our central office in San Francisco provides tools for
member networking, organizes an annual conference, and manages programs to support members in combining business
skills with values on their campuses, in their companies, or in their communities. Net Impact has chapters in schools
that include the top 30 business programs (as ranked by Wall Street Journal), 22 international business programs, and 8
non-business graduate programs.

Our student chapter leaders, usually elected by their classmates, are committed individuals who organize events and
activities for their chapters while serving as a liaison to the larger Net Impact network. Student members participate
in local chapter activities as well as activities with Net Impact Central, such as our annual fall conference, Issues in
Depth conference calls, and online career resources. Net Impact also has a professional membership, which includes both
business school graduates and other professionals working in socially responsible business and related industries. Our
website is www.netimpact.org.

About the GuIde
The information in Business as UNusual: The 2007 Net Impact Student Guide to Graduate Business Programs was compiled
from two sources: a qualitative survey completed by chapter leaders from 56 programs, and an online survey completed
by 1264 student Net Impact members. This version is our second annual publication, and contains 44% more program
descriptions than the first edition. Net Impact started the Guide in 2006 for several reasons. First, we received numerous
inquiries from prospective business school applicants who wanted to know what MBA programs had to offer for those
with social and environmental interests. Second, we heard from many of our chapter leaders that they wanted the chance
to share the student perspective on how their program addresses these issues. Finally, we believed that the Guide would
be a useful tool for business schools to compare themselves with their peers and develop more robust social impact
curricula, career services, and support for student activities.

Which schools are included in the school profiles?
Net Impact asked each of the chapter leaders in our MBA and graduate school programs to complete a survey with
information on their school curriculum, student activities, career services, and administrative support. You can find a full
list of our student chapters at www.netimpact.org/chapters. We were pleased that 56 chapters completed the survey.

What schools are included in the ratings?
Net Impact sent an online survey to 3723 student chapter members. We included schools in the ratings that received
more than ten responses,. A total of 1264 students answered the full survey. Note: since the survey was sent only to Net
Impact members, and not to the student body as a whole, the opinions represent a sub-set of students who are committed
to and interested in Net Impact issues. We asked students not to forward the survey to their classmates so we could
ensure a consistency in type of respondents between schools.

Who wrote the school profiles? Were they edited? did admissions offices submit any content?
Net Impact chapter leaders wrote the school profiles, at times with input from other Net Impact students. Members of
the Net Impact staff provided edits, focusing mostly on clarity, grammar, and consistency. Our goal was to keep as much
of the students’ original language and writing as possible; in almost every case the profile published in the Guide is very
close to the content the student submitted. Net Impact staff did insert quotes into the profile that were submitted by
students in the online survey. Net Impact also contacted admissions officers from every program profiled in our Guide
and invited them to review their program’s entry. We made factual edits and clarification edits based on their feedback.
No alterations to the opinions and subjects of the students’ text were made based on admissions’ comments. To learn
more about the process involved in creating and compiling the Guide, please email chapters@netimpact.org.

i

What does the “At a Glance” box show?
The “At a Glance” box contains the following information:
- The number of full-time students, as reported by the Net Impact chapter leader(s) at that program
- The percentage of full-time students at the program who are Net Impact members, based on numbers provided
by the Net Impact chapter leader(s) at that program.
- The Net Impact chapters’ self-reported percentage of “very active” members and “somewhat active” members
- Three words that the chapter leader(s) chose, to characterize their program.
- A quotation from one student survey respondent from the featured school, selected by Net Impact staff.
- The names of chapter leader(s) who completed the chapter leader survey. In some instances the chapter leaders
have provided their email addresses, and in most cases, these leaders wrote the school’s profile.
- This is the number of students who took the all student survey. Please note that even if this number is more than
ten, some of the sections may still not be included if fewer than ten students chose to respond to a particular
question.

how should I read the “data bars”?
Many profiles include data in the bars that divide the profile into subsections. The data presented in these “data bars”
were compiled from our spring 2007 survey of Net Impact members at the program being profiled. Data bars appear for
schools that generated at least ten responses to the question to which each percentage corresponds. Percentages of 0%
were omitted.

cuRRIcuLum

Program strengths: Each respondent to the all-student survey was asked if applicants interested in international
development, nonprofit management, community development, corporate responsibility, environmental sustainability,
and social entrepreneurship would have a positive experience at their program. Each area of study was rated on a 3-point
scale. The three highest-rated areas of study are included as program strengths. Program strengths were required to
receive an average rating of at least 2 out of 3 to be included

Student support for social and environmental themes in curriculum: Each respondent to the all-student survey
was asked to rate student enthusiasm about social and environmental themes in their program’s curriculum. Ratings
were done on a 5-point scale with “enthusiastic” being the highest rating. The first number in the curriculum bar is the
percentage of respondents who said that students at their program are “enthusiastic” about social and environmental
themes in their program’s curriculum.

Faculty support for social and environmental themes in curriculum: Each respondent to the all-student survey
InTRoduCTIon

was asked to rate faculty enthusiasm about social and environmental themes in their program’s curriculum. Ratings
were done on a 5-point scale with “enthusiastic” being the highest rating. The second number in the curriculum bar is
the percentage of respondents who said that faculty at their program are “enthusiastic” about social and environmental
themes in their program’s curriculum.

StudeNt ActIVItIeS

Student activity level: Each respondent to the all-student survey was asked to rate the activity level of their Net Impact
Club on a five point scale from “inactive” through “one of the most active clubs at the program.” The most frequent
response (the mode) is included as the activity level.

Student support for social and environmental themes in extracurricular events and activities: Each respondent
to the all-student survey was asked to rate student enthusiasm about social and environmental themes in their program’s
extracurricular events and activities. Ratings were done on a 5-point scale with “enthusiastic” being the highest rating.
The first number in the student activities bar is the percentage of respondents who said that students at their program
are “enthusiastic” about social and environmental themes in their program’s extracurricular events and activities.

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

Faculty support for social and environmental themes in extracurricular events and activities: Each respondent
to the all-student survey was asked to rate faculty enthusiasm about social and environmental themes in their program’s
extracurricular events and activities. Ratings were done on a 5-point scale with “enthusiastic” being the highest rating.

InTRoduCTIon
The second number in the student activities bar is the percentage of respondents who said that faculty at their program
are “enthusiastic” about social and environmental themes in their program’s extracurricular events and activities.

cAReeR SeRVIceS & ALumNI

Career Services: Each respondent to the all-student survey was asked to rate their career services office. Ratings were
done on a 3-point scale with “very helpful” being the highest rating. The first percentage in the career services and
alumni bar is the percentage of respondents rating their career services as “very helpful.”

Job/internship placement: Each respondent to the all-student survey was asked to indicate if they had found an
internship or job that “utilizes their values and their business skills.” Respondents who did not have this as their end
goal were asked to skip the question. The possible responses were, “no,” “somewhat,” “yes,” and “still looking.” Six or more
responses were required for this section to be included. The percentages of respondents answering “yes” or “somewhat”
were combined to get the second percentage in this box.

Alumni Network: Each respondent to the all-student survey was asked to rate their alumni network from “not at all
helpful” to “very helpful.” Ratings were done on a 3-point scale with “very helpful” being the highest rating. The third
percentage in this bar is the percentage of respondents rating their career services as “very helpful.”

Prominent Alumni: chapter leaders were asked to name up to five prominent alumni.

AdmINIStRAtIVe SuppoRt

Administration support for social and environmental themes in curriculum: Each respondent to the all-student
survey was asked to rate their administration’s enthusiasm about social and environmental themes in their program’s
curriculum. Ratings were done on a 5-point scale with “enthusiastic” being the highest rating. The first number in
the administrative support bar is the percentage of respondents who said that the administration at their program is
“enthusiastic” about social and environmental themes in their program’s curriculum.

Administration support for social and environmental themes in extracurricular events and activities: Each
respondent to the all-student survey was asked to rate their administration’s enthusiasm about social and environmental
themes in their program’s extracurricular events and activities. Ratings were done on a 5-point scale with “enthusiastic”
being the highest rating. The second number in the administrative support bar is the percentage of respondents who
said that the administration at their program is “enthusiastic” about social and environmental themes in their program’s
extracurricular events and activities.

ReASoNS to AtteNd

Social and environmental leadership preparation for Net Impact members: Each respondent to the all-student
survey was asked whether their program prepared Net Impact members for socially responsible leadership. Ratings were
done on a 5-point scale with “strongly agree” being the highest rating. The first percentage in this box is the percentage
of students who selected “strongly agree.”

Social and environmental leadership preparation for the general student body: Each respondent to the all-
student survey was asked whether their program prepared the student body as a whole for socially responsible leadership.
Ratings were done on a 5-point scale with “strongly agree” being the highest rating. The second percentage in this box is
the percentage of students who selected “strongly agree.”

iii

To sum it up: The chapter leader survey asked the chapter leader to choose from four statements about what type of
student their program would be best for. Net Impact created icons to go with each statement to draw a comparison
between the chapter’s development and the building of a house.

The statements chapter leaders chose from are:

someone interested in laying the foundation for social/environmental awareness at the
program;

someone interested in building upon an existing base of social/ environmental impact
activities with opportunity for significant growth;

someone interested in refining and growing a mostly socially aware program and student
body;

someone interested in attending a school where students and faculty are on the forefront of
social/environmental issues.

how should I read the Ratings section?
The Ratings section is not meant to give a definitive ranking of business programs; rather, the data presents a way to
compare student opinions of their schools. When reviewing the data, please keep in mind the “n” for each school as
programs included in the ratings had anywhere from 10 to 84 survey responses.

Who funded the Guide?
InTRoduCTIon

Net Impact accepted no payments for including school profiles in the MBA Guide. Student writers submitted the
published content voluntarily and without compensation from Net Impact. Paid advertisements from schools and
businesses appear in a “Special Advertising Section” at the back of the Guide. Proceeds from the sale of these ads were
used to publish 400 hard copies of the guide (available for sale at http://www.netimpact.org/bizschoolguide) and to
market the Guide to new readers.

If you find the Guide interesting or helpful and if you’d like to see us continue with similar projects, we encourage you to
make a tax-deductible donation to Net Impact at www.netimpact.org/donate.

If you are interested in advertising in the 2008 version of the Guide, please write to us at chapters@netimpact.org.

What other information should I use to learn about what business schools are doing in these areas?
We encourage you to take a look at publications from the Aspen Institute. Their Beyond Grey Pinstripes publication is a
biennial survey and ranking of business schools, which spotlights innovative full-time MBA programs and faculty that
lead the way in integrating issues of social and environmental stewardship into business school curricula and research. The
information in Beyond Grey Pinstripes is provided by faculty and staff and thus complements the student perspective. To
learn more about Beyond Grey Pinstripes and other Aspen institute publications, please visit www.beyondgreypinstripes.org.

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

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

InTRoduCTIon
www.idealist.org for more details.

We also encourage you to speak with student members of Net Impact at programs that interest you. Each program’s
admissions office will be able to put you in touch with them.

IS buSINeSS SchooL FoR You?
Today, business school is no longer just for future bankers, consultants, and corporate executives focused only on bottom-
line financial results. More and more graduate business programs are recognizing the importance of training values-based
leaders who understand the significance of a healthy environment, strong communities, and long-term sustainability. Many
of today’s business schools have both required and elective courses that include discussion and assignments focusing on the
triple bottom line (financial, social, and environmental).The students at business programs today include former and future
nonprofit leaders, social entrepreneurs, public sector leaders, and corporate employees who are committed to helping their
company make a positive net impact on the environment and society. Some of the recent alumni highlighted in this Guide
include an ethics and compliance officer at Starbucks; the CFO of Citizen Schools, Inc; and the director of TransFair USA.

Net Impact encourages individuals with all backgrounds and interests to apply to business school. The management, strategy,
and financial skills taught in an MBA or similar program will be valuable for anyone who will manage people, programs, or an
organization in all sectors. While strong grades, GMAT scores, and professional achievement are required to gain admission
to top programs, admissions officers are increasingly aware of the importance of ‘Net Impact’ values and priorities among
their business school classes.

SchooL StANd-outS
A number of MBA and graduate programs stand out in the Guide. Last year, programs were ranked by how many times
they received a top-10 rating from their students. This year’s Guide foregoes an overall ranking and focuses instead on how
programs performed in individual categories, as determined by aggregated student survey data. These category ratings can
be found on pages 147-158.

A cautionary note on the ratings: please be sure to take into account the number of respondents from each program as they
differed widely between programs. Our goal with the ratings is not to give a definitive ranking, but rather to provide an easy
way to compare how students assess their own programs.

As you read through the school profiles, you will be impressed with the amount of activity that is going on today at business
schools. As a preview, we are including some brief excerpts here:
• UCLA’s Anderson School of Management collaborated with UC San Diego and Cal Tech to co-host the Clean Innovation
Conference which attracted industry leaders and held a business-case competition.
• The Duke and George Washington chapters collaborated for an international development career trek in Washington DC
• The Net Impact chapter at HEC in Paris hosts an annual Sustainable Development Conference, which has become a
compulsory part of the MBA program’s curriculum.
• The School for International Training (SIT) has implemented wide-ranging campus greening projects including instating
food composts, installing lights with timers in classroom, and working with campus vendors to sell only fair-trade coffee.
• The University of California – Davis chapter worked with their administration to create a new class on sustainability and
were able get it on the schedule for the following quarter.

AGGReGAte ReSpoNSeS
The all-student survey was emailed to a total of 3,723 students and yielded a 33% response rate, with 1,264 of those students
answering the survey. The response rate was up 5% from the 28% response rate in 2006. The respondents consist of 724 first
year students, 487 second year students, and 53 students who are in their third or fourth year. Although the majority of our
respondents are in school in the United States, 30 students answered the survey from schools in Canada, 70 in Europe, 2 in
Australia, and 10 in Africa. The 112 international respondents in 2007 is up 46% from 70 international respondents in 2006.
v

Overall, most students are positive about how their program is incorporating social and environmental issues to date,
while signaling that there are still opportunities for growth. Most students described their fellow students, faculty,
and administration as supportive or enthusiastic about social/environmental themes in business school. As with 2006,
each of the groups was described as slightly more enthusiastic about the themes in extracurricular activities than in
curriculum. For more detail on the 2007 breakdown, please see pages 160-162.

Students also told us whether they thought their program prepares students like themselves – Net Impact members
with an interest in social and environmental issues – for ethical and socially responsible leadership. In 2007 85% of
students agree or strongly agree that their program prepares Net Impact members for ethically and socially responsible
leadership, exactly the same percentage as in 2006. When asked if their program prepares the general MBA/grad school
population for ethical and socially responsible leadership, 68% agree or strongly agree a slight change from 70% in 2006.
For more detail on the 2007 breakdown, please see page 159.

On the career front, most programs were rated fairly well. Of the 744 students whose goal was to find an internship that
utilized both their values and their business skills, 47% told us they did find an appropriate internship, with an additional
28% answering “somewhat” and 21% “still looking” in April. Of the 385 second year students with the same goal for a
full-time job, 35% found a position, with another 27% answering “somewhat” and 35% still looking as of April.

The majority of students called their fellow students, alumni networks, and career services staff somewhat or very
helpful, with fellow students getting the most enthusiastic response. For more detail on the 2007 breakdown, please see
pages 163-164.

In terms of student club activity, 44% consider their chapter “one of the most active clubs at their program,” up from
36% last year; only 7% of students said their Net Impact chapter was less active than others at the school. 16% said their
chapter had an average level of activity while 32% called their activity above average.

Next StepS: hoW You cAN Get INVoLVed
We hope that Business as UNusual: The 2007 Net Impact Student Guide to Graduate Business Programs will serve a variety
of purposes. For readers considering graduate school, it demonstrates the breadth of opportunities to build business
skills while cultivating social/environmental interests and career prospects. The Guide also provides insight into different
programs to help applicants make an informed graduate school choice. Current students, faculty, and administration,
can use information in the Guide to benchmark how their program compares to others, and to identify specific ideas and
opportunities for improvement.
InTRoduCTIon

We think readers will be impressed with the wealth of classes, variety of student activities, and dedication of career
services to incorporating social and environmental issues into the business school experience.

If you did not see your program in the Guide this year and would like to see it in next year’s publication, please email us
at chapters@netimpact.org.

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

PaRT 1: sCHool PRofIles

1

baInbRIdge gRaduaTe InsTITuTe
mbA IN SuStAINAbLe buSINeSS

aT a glanCe

“
Full-time MBa students: ~150
~67% of Bainbridge students are net impact members The school attracts very smart and
interesting students, and great faculty
18% of those members are “very active” who are able to teach things at

”
80% are “somewhat active” Bainbridge that they often can’t teach
anywhere else.
This chapter in three words:
collaborative, Sustainable, Visionary

chapter leaders: Jean-Michel Toriel (jmtoriel@gmail.com) and andre Furin (drefur.bgi@gmail.com) n= 46

CuRRICulum
students identified their program’s strengths as being in the areas of Corporate social
Responsibility, environmental sustainability, and social entrepreneurship. 96%
of respondents say the students at their program are enthusiastic about social/environmental
themes in the curriculum; 93% of respondents say the faculty at their program are enthusiastic.

B GI is the first graduate school with an MBA program fo-
cusing on sustainable business. It incorporates action-
learning and distance learning with a triple-bottom-line
and share a passion for sustainability. One student notes
that the school attracts “faculty [members] who are able to
teach things at Bainbridge that they often can’t teach any-
focus. All classes incorporate social justice, sustainable man- where else.” This makes BGI “an inspiring place to study,
agement, green marketing, lean operations, values-based learn, and connect” writes another.
entrepreneurship and intrapraneurship with strong leader- Guest speakers, executives and “entrepreneurs in resi-
ship skills and diverse community building based on mutual dence”, are encouraged to join the students and participate
respect. Every course infuses sustainability, environmental in our monthly intensives which are held in our Bainbridge
and social responsibility with traditional MBA courses, like Island Gold LEEDS-standard facility, called Islandwood.
finance and economics. The emphasis is on making a differ- We nearly have 100% membership in Net Impact which ex-
ence, and “changing business for good” (BGI’s motto). All emplifies the values-driven mandate in business that BGI
faculty and staff are innovators and pioneers in business stands for.

sTudenT aCTIVITIes
student activity level in net impact compared to other clubs on campus: above average. 93%
of respondents say the students at their program are enthusiastic about social/environmental
themes in the extracurricular events and activities; 91% of respondents say the faculty at their
program are enthusiastic.

B GI strives to be at the forefront of sustainability in busi-
ness and our community continues to lead the way. We
are a new school, heading into the 6th year. We started our
intensive, we have “community processing” time where the
students are encouraged to participate in bettering the com-
munity of BGI. One student reports that the BGI Net Im-
Net Impact Chapter in the third year and we continue to grow pact chapter is “relatively inactive, but that is only because
with the engaged community. In each monthly face-to-face everything that all students do at BGI is focused on sustain-

3

bAINbRIdGe GRAduAte INStItute, continued

ability…We are very active in the work, just not through the meals and events.
channel of Net Impact.” Last year, we won fourth place in the Leeds School of Busi-
As we are already a “green” campus with exceptionally low ness Net Impact Case Competition. Our Vancouver-based
emissions, due to the green buildings that host us at Island- students won a similar competition in that city with the Net
wood, we still encourage greater reductions of our ecological Impact Chapters at UBC and Simon Fraser Universities.
impacts. For instance, we measure our emissions and water This year, four teams emerged to participate in the Thun-
use and are currently researching fair and efficient ways to derbird/Net Impact Competition, and one team made it to
offset the emissions our students incur when they travel the final round.
from as far away as Boston, Houston, Atlanta and Toronto. The BGI Chapter is beginning to organize a possible Net
We encourage guests to participate in our Sustainable Impact event next year that would encourage widespread
Speaker series. In addition, we have “Family Intensives” participation from all MBA programs with Net Impact chap-
where we invite family members to participate in our classes, ters.

CaReeR seRVICes & alumnI
41% of respondents described their career services as very helpful; 67% found jobs that utilize
their values and skills; 33% of respondents rated their alumni network as very helpful.

F unding is available through grants for students and the
community is currently engaged in developing a grant to
further encourage greater diversity at BGI.
for loans. Grants and/or scholarships covering all demon-
strated financial need are extremely rare. All students have
the opportunity to apply for student loans that are not based
Phil Ronniger is a tremendous asset to our community and on financial need.
heads the BGI Center for Work Transition and Redesign. He Before applying for a grant, you might first consider other
leads Designing Your Future sessions on the first mornings sources of aid and/or loans aside from those that BGI may
of each intensive. He remains at the intensives for face to be able to provide. The average BGI grant in the 2006-2007
face discussions as well as to assist in finding work or tran- year was $5,441 and ranged from $906 to $7,965 for a total
sitioning to a more sustainable employment opportunity. of $168,673 in institutional grants. For the 2007-2008 aca-
There is also a constant stream of postings for employment demic year, we anticipate a similar average award size and
on our interactive community website, the Channel. range. The total amount of institutional grants awarded is
We have fieldtrips or career treks before every intensive to expected to be between $217,500 and $261,700 depending
businesses or non-profits. on the size of the class and its students’ financial need.
BGI believes that no student with demonstrated financial
need should be forced to borrow an unreasonable amount of prominent alumni
money to fund their education. We will do everything pos- Michelle Knab (2006) - Manager, GoToMyPC
Karin Borgerson (2006) - Community Leader, BGI
sible to ensure that our students are not strapped with un-
Eric Magnuson (2006) - Entrepreneur, Magnuson Consulting
reasonable financial burden upon graduation. Don Wong (2006) - Director, Camp Mumba
However, every aid recipient should still expect to apply Kevin Hagen (2005) - Sustainability Director, REI

admInIsTRaTIVe suPPoRT
96% of respondents say the administration is enthusiastic about social/environmental themes in
the curriculum; 89% of respondents say the administration is enthusiastic about social/environ-
mental themes in extracurricular events and activities.

J ill Bamburg, BGIs Dean, strongly encouraged full (100%)
Net Impact participation and offered to assist members
who could not afford the fee. BGI and Net Impact are virtual-
by the students and faculty. This living system of an institu-
tion constantly improves itself to deliver the most current
content via world renowned experts.” Another adds that BGI
ly aligned in values. One student writes that “The curriculum “is the only place that I have found that practices everything
and the guiding principles of the institution are co-created it preaches.”

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

bAINbRIdGe GRAduAte INStItute, continued

Reasons To aTTend
91% of respondents strongly agree their program adequately prepares net impact members for
ethical and socially responsible leadership; 76% of respondents strongly agree their program
adequately prepares all students for ethical and socially responsible leadership.

T he strength of BGI is primarily the incredibly support-
ive community. Faculty and staff members are extremely
encouraging, knowledgeable and experienced in their fields.
to express a uniform opinion. It is a diverse community of
people who’ve all come together for many different reasons,
with a singular guiding motivation: to learn and to make the
Many of them are alumni who assist in bridging the faculty world a better place.”
and staff with the students. This greatly expands and inte-
grates the community’s core values. The curriculum speaks
for itself. A few highlights: MGT 551 Foundations of Sus-
tainable Business, MGT 553/MGT 554 Finance, Accounting to sum it up
the Triple Bottom Line I, and II, MGT 567 Social Justice
Business, MGT 564 Sustainable Operations Management,
Bainbridge would be most fitting for someone interested
MGT 568 Creativity Right Livelihood, MGT 566 Dal La- in attending a school where students and faculty are on
Magna Series on Responsible Capitalism. the forefront of social/environmental issues.
One student concluded, “Bainbridge is not a group of radi-
cal environmentalists and socialists who’ve come together

284 Madrona Way NE, Suite 124, Bainbridge Island, WA 98110, USA • Phone: +1 206 855 9559 • E-mail: info@bgiedu.org


CaRnegIe mellon unIVeRsITy
teppeR SchooL oF buSINeSS

aT a glanCe

“
Full-time MBa students: 275
15% of Tepper students are net impact members The small program provides a strong
25% of those members are “very active” community focus and the cross campus
collaboration provides opportunities not

”
55% are “somewhat active” available in most business schools.
collaborative, Innovative, expanding

chapter leaders: : Curtis stratman (stratman@cmu.edu) and Oren lieberman (olieberman@cmu.edu)

CuRRICulum
T he Tepper School continues to incorporate the themes of
corporate social responsibility throughout the curricu-
lum. While there are a limited number of courses that spe-
credible asset to allow students to pursue their own interests
and initiatives,” one wrote. The Heinz School of Public Policy
and Management, in particular, provides a number of classes
cifically focus on these topics, there are many opportunities in conjunction with the following programs: The Center for
for discussion through seminars, speakers, and club activi- Economic Development, Institute for the Study of Informa-
ties and events. The faculty and administration continue to tion Technology and Society, the National Consortium on
be supportive of incorporating social topics into both formal Violence Research, and the Institute for Social Innovation.
classroom curriculum and other student programs. These class resources are “at your fingertips,” wrote one sur-
vey respondent. MBA students also have the option of ap-
One of the strengths of the Tepper program is the ability plying to dual master degree programs in Public Policy and
to take graduate courses anywhere across the CMU campus. Management, Healthcare Policy and Management, and Civil
Several students surveyed cited this cross-campus collabora- and Environmental Engineering.
tion as one of the programs greatest strengths. “[It’s] an in-

sTudenT aCTIVITIes
T he Net Impact chapter at the Tepper School of Business
has a mission to promote the education and understand-
ing of business ethics and corporate social responsibility
ulty Discussion Lunch Series, field trips, community involve-
ment programs (along with Net Impact’s Service Corps),
cross-campus collaborations (including the national Solar
among MBA students and bring together other like-minded Decathlon competition, campus environmental greening,
graduate students across Carnegie Mellon University. The and mixers with students involved with the Institute for So-
chapter, founded in 2004, has established a solid foundation cial Innovation), and conferences. One student cited “activ-
of contacts and events to connect students with activities in ism in the community” as Tepper’s greatest strength, adding
almost any social interest. We have established numerous ac- that “Students have many opportunities to work with non-
tivities to benefit our members and bring awareness to the profit organizations or to volunteer. Many students have
larger student community including a Speaker Series, a Fac- been involved in at least one of these events.”

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

cARNeGIe meLLoN uNIVeRSItY, continued

CaReeR seRVICes alumnI
T he small community at Tepper allows the Career Oppor-
tunity Center (COC) to work with students individually
on their specific goals. The COC also has a dedicated staff
terested in these areas have been successful in securing posi-
tions through postings sent to the school posting board.
There is no formal program to support students pursuing
member for students interested in careers within non-profit internships with nonprofits, but in the past the school has
or governmental organizations. In addition, Tepper has an provided supplemental funds to students who have made in-
entrepreneurship track that has worked with many students dividual requests.
in starting socially focused businesses.
While there are no companies that currently perform on- prominent alumnus
David Gonzales (1975) - Vice President, Corporate Social Responsibility, Pepsico, Inc.
campus interviews for CSR or non-profit jobs, students in-

T he Tepper administration has been supporting the Net
Impact chapter as the driver of CSR awareness through
the student community. They have provided opportunities
also provided supplemental funds. “The strong faculty and
administration support for any career pursuit that a student
may have creates opportunities not equal anywhere else,“
to promote speakers that address social topics and they have wrote one student.

Reasons To aTTend
T he Tepper School of Business focuses on building leader-
ship of thought and influence. In class, we take the lat-
est concepts in management science and learn effective ways
pursue his or her passion. Those interested in social themes
will find the Tepper community to be an exceptional asset.

of adopting them throughout our future careers. There are
almost unlimited leadership opportunities in working with
to sum it up
the administration, in student government, and in club of-
ficer positions. The curriculum tracks also expect their par- The Tepper school would be most fitting for someone
interested in building upon an existing base of social/
ticipants to take leadership roles in arranging conferences, environmental impact activities with opportunity for
speakers, and networking events. In summary, Tepper is significant growth.
looking for individuals who want to step up and make a dif-
ference. Because of the small class size, every individual can

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

7

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

aT a glanCe

“
Full-time MBa students: 140
social/environmental impact themes are inte-
25% of Drucker net impact members are “very active” grated in our case analysis/discussion of business
problems. and in instances when professors don’t
25% are “somewhat active” bring them up, one or more of the students always

”
brings up the issues, which the class is very recep-
tive to and appreciates.
potential, Growing, Striving

chapter leaders: Christina lam (christina.lam@cgu.edu) and Curtis Hall (curtis.hall@cgu.edu)

CuRRICulum
T he Drucker School of Management concentrates on the
human side of management: ethics, organizational be-
havior, human capital, and leadership. The School’s flexible
for example.
In addition to the courses offered at the Drucker School,
students are welcome to take courses outside of the CGU
curriculum and small size allow students to pursue social, campus. Claremont Graduate University, Keck Graduate
environmental, and ethical issues – or any area of interest. Institute of Applied Life Sciences, and five highly regarded
Students are here to study under Drucker’s legacy. One of undergraduate colleges—Pomona, Scripps, Claremont McK-
the core leadership courses students can choose to take is enna, Harvey Mudd, and Pitzer colleges—comprise The Cla-
“Drucker on Management” taught by Joseph Maciariello. remont Colleges, also know as the “5 Cs.” In addition, the
The administration and faculty members are greatly sup- Claremont School of Theology and the Rancho Santa Ana
portive of students’ pursuing dual degrees in such areas as Botanic Garden are affiliated with the Graduate University.
politics and economics, behavioral and organizational sci- Because many of the 500 faculty members from the “5 Cs”
ences, financial engineering, and arts and cultural manage- and affiliated institutions participate actively in the Graduate
ment. The Drucker School is also enthusiastic to provide University’s programs, CGU students benefit from potential
guidance for students pursuing dual degrees outside of the access to a faculty of far greater depth than the University
“management” realm—in Women’s Studies and Education, could provide independently.

sTudenT aCTIVITIes
T he Drucker/CGU chapter of Net Impact is fairly new.
Recently, it shared with Dartmouth the honor of being
named School Chapter of the Year. When the leadership
have a large conference in late September 2007. Current stu-
dents seem to see Net Impact as an important student club
on campus, though it is somewhat difficult to recruit mem-
team graduated, the chapter slowed down its activity on bers. While the school is very much pro-Net Impact, many
campus until this year. During the 2007 spring semester, the students are commuters and working students which limits
chapter’s leadership has been working on pulling the chapter their participation in any afternoon activities.
back up to speed, making the student body aware of the club This chapter is directly linked to the Drucker School Stu-
and widening its membership net, targeting both MBA and dent Association and is a partner with other student clubs
non-MBA students. such as the Management Consulting Association and the
It is the chapter’s goal to plan out the rest of the calen- Marketing Association. In fact, our chapter is looking to oth-
dar year and to bring in a couple more leaders to succeed er clubs to help co-sponsor events so as to increase student
the current leadership by the spring semester. We hope to participation and enthusiasm.


cLARemoNt GRAduAte uNIVeRSItY, continued

T he Office of Career Management staff is very new to the interview preparation, and skills assessment. The Drucker
school. They have been working to bring internships and School has also partnered with an outside career placement
opportunities of all kinds to Drucker students. company to expand our career placement and search services
The OCM staff usually work one-on-one with students in to students.
finding opportunities and have been receptive to students’ Since CGU is part of the Claremont Consortium, students
requests for more postings in the realm of socially respon- are welcome and encouraged to attend the “5C’s” career cen-
sible business. They have also been helpful with finding and ter workshops and conferences as well.
co-sponsoring guest speakers for all of the student clubs, in-
cluding Net Impact.
The OCM is also a sponsor of the Alumni Mentor Pro- prominent alumni
Richard Park (2005) - Management Consultant, Deloitte Consulting
gram which matches current MBA students with a Druck- Scott Collins (2005) - Admissions Coordinator, Drucker School of Management
er alum in their choice of field. In addition to this pro- Michael Crooke - Principal/Founder, Revolution
gram, OCM offers workshops such as resume building,

O ur new dean, Ira Jackson, is a major supporter of Net
Impact. His presence and public support of our club has
been helpful in bringing in members and boosting participa-
asked for more monetary support to expand and increase
participation for the upcoming fall semester, and we have
been approved for a bigger budget . They are committed to
tion at events. seeing Net Impact and the other student clubs succeed and
The administration is supportive of our chapter here, sug- expand. The word “no” is not in their vocabulary. In fact, they
gesting ideas and cheerleading us when we have events. We are big proponents of “Yeah! Go for it.”

Reasons To aTTend
T he Drucker School of Management would be an ideal place for a student interested in building up a solid base of ethical
and dynamic leadership skills, diving into activities relating to the social responsibility, and embracing Drucker’s phi-
losophies on innovation and the knowledge worker.

to sum it up
The Peter F. Drucker and Masatoshi ito school
would be most fitting for someone interested in
building upon an existing base of social/environmental
impact activities with opportunity for significant growth.

160 East Tenth Street, Claremont, California 91711-6163, USA • Phone: +1 909 621 8069 • E-mail: admiss@cgu.edu

9

ColumbIa unIVeRsITy
coLumbIA buSINeSS SchooL

aT a glanCe

“
Full-time MBa students: 1,300
24% of CBs students are net impact members The students and faculty are very eager
25% of those members are “very active” to support students who want to use their

”
MBa for a socially responsible cause.
60% are “somewhat active”
engaged, Strong, Forward-thinking

chapter leaders: Cai steger (csteger08@gsb.columbia.edu) and Michael stone (mstone08@gsb.columbia.edu) n = 51

CuRRICulum
students identified their program’s strengths as being in the areas of International development,
nonprofit management, and social entrepreneurship. 41% of respondents say the
students at their program are enthusiastic about social/environmental themes in the curriculum;
51% of respondents say the faculty at their program are enthusiastic.

C olumbia Business School has a rigorous and stimulat-
ing curriculum which weaves social and environmental
themes into the core class offerings and is punctuated by
the Individual, Business, and Society (IBS) Curriculum. The
idea of this new initiative is to intertwine an element of so-
cial consciousness into all courses for at least one full class
highly-regarded electives which challenge students to apply session. For more information, see http://www0.gsb.colum-
core business skills to real-world problems. bia.edu/leadership/curriculum/.
The Social Enterprise Program has focused on developing Columbia Business School students are allowed to take up
high-impact courses across four broad areas of study which to six graduate credits at any on-campus graduate school, in-
include public and nonprofit management, international de- cluding the School of International and Public Affairs (SIPA),
velopment and emerging markets, social entrepreneurship, the Graduate School of Architecture, Planning and Preserva-
and corporate social responsibility and sustainability. The tion, Columbia Law School, and Teachers College.
students’ enthusiasm for this curriculum is reflected in high A number of thought leaders in social enterprise are facul-
enrollment and student ratings. A student in our survey adds ty at the Business School including: Ray Horton, director of
that “The Social Enterprise Program at Columbia is growing the Social Enterprise Program, Ray Fisman, research director
quickly, and has tremendous school resources behind it. Be- of the Social Enterprise Program (whose research interests
cause of that, an incoming student has a unique ability to include business in developing countries and corporate so-
shape the future of the program and the school.” cial responsibility), Geoffrey Heal, professor of public policy
A selection of courses include: Modern Political Economy, and business responsibility (whose research interests include
The Private Sector and International Development, Global- corporate social responsibility and controlling the impact of
ization and Markets: Reforming the International Econom- economic activity on the environment), Cathy Clark, adjunct
ic Architecture, Business in Society: Doing Well by Doing professor (whose research interests include social investing
Good?, Service Operations Management, Finance and Sus- and social capital markets), Bruce Usher, adjunct associate
tainability, Social Entrepreneurship, Board and Executive professor (whose research interests include renewable ener-
Management of Nonprofits, Education Leadership Consult- gy and the carbon markets) and CEO of EcoSecurities Group
ing Lab, Corporate Governance, New Challenges in Health- Limited, the world’s leading climate change advisory firm,
care Management, and Marketing Art, Culture and Educa- Jonah Rockoff, assistant professor, (whose research interests
tion. This fall three new courses will be launched: Strategic include local public finance and the economics of education),
Philanthropy, Credit Markets for Developing Economies, and Suresh Sundaresan, chair of the finance division (whose re-
New Directions in Energy Marketing. For more information: search interests include microfinance and microinsurance).
http://www0.gsb.columbia.edu/leadership/curriculum/ For more information: http://www2.gsb.columbia.edu/so-
All courses in the core curriculum include an element of cialenterprise/academics/faculty/.


coLumbIA buSINeSS SchooL, continued

sTudenT aCTIVITIes
student activity level in net impact compared to other clubs on campus: one of the most
active clubs at the program. 9% of respondents say the students at their program are
enthusiastic about social/environmental themes in the extracurricular events and activities; 63%
of respondents say the faculty at their program are enthusiastic.

C olumbia Business School fosters a dynamic and intel-
lectually stimulating environment filled with passion-
ate students, active alumni, and supportive faculty and staff
Management
• Matt Flannery, CEO and Founder of Kiva.org
• Fran Barrett, Executive Director and Founder, Commu-
members who produce a variety of top-notch events and ac- nity Resource Exchange
tivities that allow you to explore the breadth of social enter- • Mr. Mallam Nuhu Ribadu, Executive Director, Economic
prise. and Financial Crimes Commission (EFCC) in Nigeria
Students were exposed to over fifty social-enterprise re- • For more information: http://www2.gsb.columbia.edu/
lated events this year including large speaker events, panel socialenterprise/events/
discussions, intimate lunches and dinners with practitio- The “Individual, Business, and Society” (IBS) curriculum is
ners, career treks, corporate visits, international study tours an integral part of the Business School’s larger aim to edu-
and consulting projects. Highlights included the Social En- cate students for a lifetime. Orientation this year included a
terprise Conference, the Social Enterprise Retreat, and the number of speakers dedicate to CSR, including Leon Cooper-
Annual Social Enterprise Reception. Noteworthy speakers man ’67, Chairman and CEO of Omega Advisors, Inc.; Dotti
included: Hatcher, Gap Inc.; Peter Knight, Generation Investment
• Jim Sinegal, President and CEO, Costco Wholesale Corpo- Management; and Eric Eve, Citigroup Global Consumer
ration Group.
• Geoffrey Canada, President and CEO of Harlem Children’s Students are enthusiastic, open, and creative in their drive
Zone to promote social enterprise issues on campus. One student
• Lord John Browne, Group Chief Executive, BP plc writes that CBS has a “great network of alums and students
• Steve Young, Global Executive Director of the Caux Round who are working in a variety of social fields; those that aren’t
Table are also supportive of those that want to work in social en-
• John Whitehead, Chairman of the Goldman Sachs Foun- terprise. We raised over $77,000 from students to subsidize
dation summer internships for people working in the nonprofit and
• William Browder, Founder and CEO of Hermitage Capital public sectors.”

37% of respondents described their career services as very helpful; 80% found jobs that utilize
their values and skills; 63% of respondents rated their alumni network as very helpful.

prominent alumni
Rohit Aggarwala (2000) - New York City Director of Long-Term Planning and Sustainability, New York City Mayor’s Office of Operations
Susan Henshaw Jones (1985) - President and Director, Museum of the City of New York
Joyce Roche (1972) - President and CEO, Girls, Inc.
Shari Berenbach (1990) - Executive Director, Calvert Foundation
Daniel Nissenbaum (1988) - Senior Vice President, Head of Community Development, HSBC Bank USA

C areer support is provided by the school in MBA Career
Services, the Social Enterprise Club, and the Social Enterprise
Program. Finding the perfect career in social enterprise requires
Staff members in MBA Career Services and the Social
Enterprise Program are devoted to supporting the career needs
of social enterprise students. Each semester, we have panels
a strong effort on the part of the student but there are extensive geared toward demystifying the non-traditional career search,
resources at the school to support students in this process. One and our “Alumni and Mentoring” initiative brings in alumni
student comments that, “I am overwhelmed by the support I’ve and professionals to advise students on the process. As the
received, including enthusiasm from colleagues and faculty and population of social enterprise students has grown, Career
financial support for my socially responsible internship.” Services has increasingly focused on the needs of the social
11

coLumbIA buSINeSS SchooL, continued

cAReeR SeRVIceS ALumNI continued
enterprise students. job opportunities, and are frequently contacted to provide
Social Enterprise Club: The club has two devoted student informational interviews.
positions for careers. The student representatives work in Internship support: There are two funds designed to support
conjunction with the MBA Career Services and the Social students doing summer internships in public, nonprofit, or
Enterprise Program to keep members informed of interesting social ventures. Both programs match or supplement salaries,
job opportunities, to foster opportunities for informal offering up to $6,000 for the summer.
networking, and to support a constant stream of organization Loan Assistance: For students entering the nonprofit or public
and career information sessions. sectors, we have a loan assistance program, which guarantees
Alumni: There is a strong social enterprise alumni pool that a minimum payout based on the student’s outstanding debt
support and participate in club events, serve as mentors, post load.

7% of respondents say the administration is enthusiastic about social/environmental themes in
the curriculum; 3% of respondents say the administration is enthusiastic about social/environ-
mental themes in extracurricular events and activities.

T he social enterprise community receives significant sup-
port from Columbia Business School’s administration on all
levels. The bulk of this administrative support comes from the
the students to bring high-quality events and activities to the
social enterprise community.
Furthermore, the dean’s office has highlighted the program in
Social Enterprise Program, which has five dedicated administra- its fundraising efforts with the clearly stated goal of developing
tors and an active faculty director. This team works jointly with a Social Enterprise Center.

Reasons To aTTend
7% of respondents strongly agree their program adequately prepares net impact members for
ethical and socially responsible leadership; 16% of respondents strongly agree their program ad-
equately prepares all students for ethical and socially responsible leadership.

C olumbia Business School tries to get all students to
think about ethics and social impact through the Bern-
stein Center for Ethics and Leadership and the Individuals,
to sum it up

Business and Society (IBS) curriculum. Because of this inte- The Columbia Business school would be most fitting for
grated approach, students interested in social and environ- someone interested in refining and growing a mostly socially
aware program and student body.
mental issues feel like they’re part of something larger, and
not on the fringe. The Social Enterprise Program has a staff
that is committed to making Columbia Business School the
top business school in the country for students interested in policies and green building. There’s also a push to develop a lot of
careers with social impact. They’re open to ideas from students. affordable housing and to redevelop old industrial areas all over
In addition, they help make events and new initiatives possible, the city. MBAs can be involved in all of this—both the Business
and they generally help the student club meet its goals. It’s a very School and the Social Enterprise Program have great connections
collaborative relationship. to alumni and other professionals working in these areas.
A potential applicant should think about the amazing resourc- Columbia University is also a great resource for students who
es, contacts, and opportunities available to them in New York want to learn about social and environmental innovation. CBS
City. The city is home to thousands of nonprofit organizations has a relationship with the Earth Institute, led by Jeffrey Sachs,
and NGOs in need financial, managerial and operational skills and with the Center for Environmental Research and Conserva-
and leadership. And “everyone wants a b-school intern,” writes tion. Students can take advantage of courses and events at The
one student. NYC also has an expansive healthcare and human School of Architecture, Planning and Preservation (Urban Plan-
services system, and is home to many corporate headquarters. ning), the School of Public and International Affairs and the Mail-
NYC is poised to become a center for progressive environmental man School of Public Health.

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


ColumbIa unIVeRsITy
SchooL oF INteRNAtIoNAL ANd pubLIc AFFAIRS

aT a glanCe
Full-time students: 850
18% of siPa students are net impact members
14% of those members are “very active”
47% are “somewhat active”
“ siPa has a very diverse curriculum,
which is great because students have
such wide access to many different
types of courses focused on social

”
and environmental issues.
transforming, Growing, Networking

CuRRICulum
T he Master of International Affairs (MIA) and Master
of Public Administration (MPA) programs at SIPA offer
a number of concentrations that can be applied to using
include the School of Business, the School of Journalism,
the School of Law, the School of Public Health, the School of
Architecture, Planning and Preservation, and the School of
business for social and/or environmental impact. Social Work. Dual-degree programs for MPA students can be
The following concentrations are a sample of concentrations arranged with the School of Law, the School of Public Health,
offered: the School of Social Work, the London School of Economics,
• Economic and Political Development (EPD) and Sciences Po.
• Environmental Policy Studies (EPS) One student describes SIPA’s curriculum as “very diverse”
• Human Rights (HR) but adds that “I think that having adequate coursework
• International Energy Management and Policy (IEMP) preparation in finance is also very important, and while these
• Social Policy courses are offered at SIPA, they are not required. Therefore,
• Urban Policy the burden is really on the student to make sure that they
There are a number of elective courses offered at SIPA that select the appropriate mix of classes so that they graduate
incorporate social and environmental themes. Furthermore, with the right skills.” Another student who combined studies
through the business school, students can take courses in on environmental and energy policy with quantitative and
social entrepreneurship, nonprofit board management, and finance classes, writes “I really liked SIPA’s emphasis on
finance and sustainability. building hard skills (through the quantitative work) while
Dual-degree programs for MIA students can be arranged allowing students to become an expert in a specific policy-
with some of the university’s professional schools. These based issue.”

sTudenT aCTIVITIes
T he SIPA Net Impact chapter officially kicked off in
January 2007. These are the activities that we organized
for spring 2007: In February, we held a club kick-off meeting
Clearinghouse.” In April, we held a forum on Sustainability
in Business and a brown bag discussion entitled “Gone Rural
in Swaziland: Making a Sustainable Social Enterprise with
with special guest speakers (SIPA Alum, Elya Tagar and the Development Impact”
New York Professionals Net Impact Chapter), a monthly Our chapter collaborates with the Business School’s Social
networking happy hour with two other SIPA student groups, Enterprise Club, the Columbia University Partnership
and a brown bag discussion on “Human Rights and Supply for International Development, and other university
Chain Management – A Discussion with the Fair Factories organizations.

13

coLumbIA SchooL oF INteRNAtIoNAL ANd pubLIc AFFAIRS, continued

C areer Services posts a number of jobs, many of which have a social and/or environmental focus. This is an area where Ca-
reer Services has an opportunity to expand the number and type of jobs offered for students interested in these areas.

W e are a new chapter and we hope to have more engagement with the administration as the organization grows. The Sci-
ence and Environmental Policy MPA program was instrumental in providing funding for our Forum on Sustainability
in Business.

Reasons To aTTend

T he SIPA Net Impact chapter is unique in that it seeks
to understand issues at the intersection of business to sum it up
and policy, specifically focusing on three pillars: social
entrepreneurship, corporate social responsibility, and The Columbia school of international and Public
affairs would be most fitting for someone interested
sustainability. We have a board that is enthusiastic and in building upon an existing base of social/environmental
committed to forming this new organization and laying impact activities with opportunity for significant growth.
a foundation for future SIPA students interested in us-
ing business and policy to make a social impact.

420 West 118th Street, Room 408, MC 3325, New York, New York 10027, USA • Phone: +1 212 854 6216 • E-mail: sipa_admission@columbia.edu


CoRnell unIVeRsITy
JohNSoN GRAduAte SchooL oF mANAGemeNt

aT a glanCe

“
Full-time students: 511
The Johnson school is at the forefront
20% of Johnson net impact members are “very active” of research being done on how
20% are “somewhat active” business can proactively address

”
emerging environmental and social
concerns.
Leadership, Vision, Access

chapter leaders: Jeffrey Fuchs (jpf44@cornell.edu) and scott McClintock (scm7@cornell.edu) n = 47

CuRRICulum
students identified their program’s strengths as being in the areas of International development,
environmental sustainability, and social entrepreneurship. 66% of respondents say
the students at their program are enthusiastic about social/environmental themes in the curriculum;
47% of respondents say the faculty at their program are enthusiastic.

T he Johnson School has a strong curriculum relating to
business opportunities and strategies in the realm of
social, environmental, ethical, political, and international
venture capital funding for low income markets.
Students may elect to take up to 25% of their coursework
outside the Johnson School. This affords them the oppor-
issues. Many classes are taught by faculty associated with tunity to enroll in classes in any of Cornell’s nine colleges.
the Center for Sustainable Global Enterprise (www.johnson. Among the courses available are: sustainable agriculture,
cornell.edu/sge), which was endowed by the late Samuel C. ecology, renewable energy, green building, public affairs, and
Johnson to “enhance students’ understanding of global sus- international development. A document highlighting many
tainability and prepare them to be leaders of ethical, equi- of these relevant courses can be downloaded at: http://fo-
table, and economically and environmentally sustainable en- rum.johnson.cornell.edu/students/orgs/netimpact/.
terprises.” A unique aspect of the Johnson School curriculum The Johnson School also offers dual degrees with Cornell’s
is its immersions, which are electives taken in the second half other top programs including the School of Engineering, the
of the first year. Immersions supplement lecture and case- Cornell Law School, the Cornell Institute of Public Affairs,
based training with integrated experiential learning. The and the Cornell School of International Labor Relations. The
Johnson School’s Sustainable Global Enterprise immersion, programs further add to the breadth of opportunities avail-
taught by professors Stuart Hart and Mark Milstein, com- able to Net Impact members.
bines traditional case and lecture based courses with field Stuart Hart, the Samuel C. Johnson Chair in Sustainable
work to explore connections between global sustainability Global Enterprise, is one of the leading voices in the area
and business strategy. The practicum component of the SGE of corporate strategy for social and environmental sustain-
Immersion places students in multidisciplinary teams to ability. His book, “Capitalism at the Crossroads: Unlimited
solve real problems and provide practical operational solu- Business Opportunities in Solving the World’s Most Difficult
tions to participating companies struggling with social and Problems” was named by Strategy+Business as a Best Busi-
environmental business challenges. MBA participation in ness Book of 2005. In addition, his article “Beyond Green-
the SGE Immersion increased 70% from 2006 to 2007. Stu- ing: Strategies for a Sustainable World,” won the McKinsey
dents have worked on a diverse range of assignments, includ- Award for Best Article in Harvard Business Review in 1997.
ing projects related to distributed energy in Rwanda, market Professor Hart is widely sought out by top business leaders,
feasibility studies of sports apparel for Muslim women, and and Johnson students have access to him on a regular basis.

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Graduate Business Guide 2007

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Graduate Business Guide 2007