ISCN 2016: Working Group 4: Corporate-University Dialogue
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Teresia Sandberg, Project leader, KTH Sustainability Office Susanna Wold, Project leader, KTH Sustainability Office
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ISCN 2016: Working Group 4: Corporate-University Dialogue
- 1. Teresia Sandberg, Project leader, KTH Sustainability Office Susanna Wold, Project leader, KTH Sustainability Office Working group 4, ISCN Conference 2016 Corporate Dialogues on Sustainability Knowledge and Skills
- 2. • Sweden's oldest and largest technical university • Five campus areas • 12,000 full-time students • 1,900 PhD students • 5,100 employees Short facts about KTH
- 3. KTH and sustainability • KTH will be one of Europe’s leading universities within environment and sustainable development. Campus environments shall be characterized by sustainability. (KTH’s Vision 2027) • Integration of environment and sustainable development in the core activities • Career surveys of alumnis
- 4. Interviews with Ericsson Respondents • Directors of Environment/Sustainability • Marketing and Communication • Sourcing • Human Resources Two initiatives Workshop with KTH’s strategic partners
- 5. Ericsson day to day work in sustainability 1.0 Implementation of framework • Code of Conduct • Code of Business Ethics • Legal framework • Life Cycle Perspective 2.0 Integration in all areas, create business value • Research and development • Sales • Sourcing 3.0 Strategy and innovation • Integration into the business strategy • All members of the management group are responsible for a SDG Conducting business responsible Energy, environment and climate change Communication for all
- 6. Ericsson day to day work in sustainability Ecological Social Economical Life cycle analysis from raw materials to waste. Identify and secure risks. Product take back. Use their own technology for decrease in travelling. Their technologies are helping companies and countries to advance economically and in society. Work environment inside Ericsson as well as in the whole supply chain. Using their technology to give access to knowledge for everybody.
- 7. Ericsson’s needs for sustainability knowledge and skills Experts to give structure and framework Basic knowledge for all, embedded Systems thinking Internal online course High education level of employees Basics and terminology
- 8. KTH’s strategic partners need for sustainability knowledge and skills Holistic perspective Understand when to involve a sustainability expert Basic knowledge in science and sustainability Interdisciplinary case studies Introduction progression Connect technical development to sustainability Professional role
- 9. KTH’s strategic partners wish to collaborate on education • Guest lectures • Real world cases • Interdisciplinary challenges • Diploma projects
- 10. Final remarks Wish to collaborate Higher level of sustainability knowledge is desirable
Notas do Editor
- Good afternoon, I will present the results from two initiatives on corporate dialogues on sustainability knowledge and skills that we have performed during spring. The work is carried out by me and my colleague Susanna Wold.
- KTH is Sweden’s oldest and largest technical university, founded in 1827. We have five campus areas located in and around Stockholm. To get a grip of the size of the university, we are over 12 000 students, full-time equivalents approximately 1 900 PhD students over 5 100 employees, including faculty and staff
- KTH has a longterm vision up until 2027 saying that KTH will be one of Europe's leading universities within environment and sustainable development and that the campus environments shall be characterized by sustainability. During the last couple of years we have worked to implement an environmental management system, that was successfully certified according to ISO14001 last summer. We have also focused our work on integration of environment and sustainable development in the university’s core activities, education, research and collaboration. Since 2011, we have driven a process within our engineering and architectural programmes to inrease the level of environment and sustainability within the programmes. The process has consisted of self-evaluations, discussions with programme directors, development of support tools and coaching, as well as a follow-up last year. The follow-up shows that progress has been made during these years, but that there is still room for more to be done within the programmes as well as from us as an support organization. In relation to this, KTH conducts career surveys of our alumnis, two-four years after their graduation, including questions on sustainability. From the survey results, we can see that more than 2/3 of the alumnis work with issues that requires an ability to make judgements with regard to sustainable development. And that 1/3 of the alumnis are unsatisfied with how their education prepared them for this, and/or that environment and sustainability were not inluded at all in their eduation.
- Interviews with Ericsson, a Swedish ICT company operating all over the world. The respondents were five in total and had roles within environment/sustainability, marketing and communications, sourcing and human resources. Questionnare template was adapted to the interview situation. ----------- Workshop with representatives from KTH’s strategic partners. The representatives typically had a role within environment and/or sustainabiility, and almost all companies/organizations were represented. The workshop covered two areas: Which sustainability knowledge, skills and attitudes do the engineers need to be employed at your organization? Do KTH’s students fulfill these requirements? If not, what is missing? Do you see any benefits in collaborating with KTH to strengthen the engineers competence in sustainability? If so, how?
- Ericsson has a long tradition of implementing environmental and sustainable development issues in the organization and business. Over the years, they have created a defined strategy in different levels. 1.0 Implementation of framework 2.0 Integration in all areas, create business value All sections, groups and individuals are responsible for driving specific goals on their levels. 3.0 Strategy and innovation One example is their top leadership commitment, since every member of the management group have adopted one of the 17 Sustainable Development Goals, acting as ambassadors within the company. Ericsson will also use the SDG’s as a framework to measure their impact on society. Three focus areas: Conducting responsible business Conducting business responsibly, with integrity and transparency, is at the heart of our commitment to sustainability and corporate responsibility. Energy, environment and climate action Our strategy is to reduce the carbon footprint of our own activities, maximize the energy performance of our products and solutions, and drive the transformation that enables a low-carbon economy. Communication for all ICT is increasingly recognized as an essential means of boosting social and economic development. But we need to scale for impact in order to make the full range of possibilities in the Networked Society affordable and accessible to all.
- Few positions needs expert knowledge in sustainability. The experts give the structure and framework. In other positions basic knowledge needed to be able to relate to sustainability. Should be embedded. Examples: minimize energy demand, sustainability logistics, design of products with environmental requirements. System thinking: Planetary boundaries, open/closed systems, carbondioxide foot print, life cycle thinking, cultural aspects, awareness of the issues Internal Ericsson course online covering Ericsson’s own work within environment and sustainability– recommended for all employees, not mandatory, yet the most popular and frequented course. High education level at Ericsson – reflective individuals redy to relate to sustainability issues. ------ Softer skills like communication, be reflective, have a certain mindset and be open to cultural differences and be adaptive to different societal demands and different legislations. 2. All students need basic knowledge and teminology in sustainability. Areas to be covered are global challenges, sustainabiliity terminology, planetary boundaries, up-to-date and relevant. For the engineering positions the most important is the deep technical knowledge , and then sustainability shall be added. For other positions, like in human resources, communications and sourcing sustainability knowledge is acquired inhouse at Ericsson. 3. Cases (calculation and modelling) is the way sustainability shall be taught to be able to solve the complex problems that you meet everyday at Ericsson. To be able to solve a complex for example life cycle calculation, further learning and training is needed inhouse. 4. To have sustainability also in the doctoral education is important, since Ericsson hires many PhD’s. Could be as a mandatory course for all PhD students.
- Holistic perspective (communication skills, understanding of societal challenges, cultural aspects) Understand when a sustainability expert needs to be involved. (when the own competence is limited) Basic knowledge in science and sustainability Ability to connect technical development to a sustainable societal development. Early introduction to sustainability basics, progression in curriculum. Interdisciplinary case studies. Sustainability issues according to professional role.
- Companies can make sustainabiliity work for engineers attractive and showcase how important sustainability challenges are for companies and organizations today. Showing real world cases and contribute with challenges they are facing.
- We have seen a great wish among the companies and organizations to collaborate with the universities on sustainability within education. They feel that they can contribute in specific ways. Sees a need to raise the level of sustainability knowledge among the students. The need for sustainability experts is limited, though the demand for basic knowledge among all in sustainability is high.