Kemmy Business School Sharing Information on Progress 2018 Letter of Commitment

As Executive Dean of the Kemmy Business School I am delighted to reaffirm our long-standing commitment to the six Principles for Responsible Management Education. We have been signatories to PRME since 2008, and over the intervening ten years our alignment with the PRME understanding of the role of business schools in society has strengthened. We regard this as a core part of our ethos, and part of what makes us distinctive.

The layering of the UN Sustainable Development Goals through this and our 2016 SIP has brought a new focus to our work in this area. This spans key areas of research, teaching and engagement across the School, as shown in this report. The diversity of our engagement, and the way in which staff and students at all levels engage with these principles is important to us. This is an element of the legacy of the namesake of our School, the late who was a stonemason, trade unionist, scholar and tireless campaigner for social justice. It is appropriate that the Business School that carries his name also carries on his legacy in this way.

We look forward to continuing our engagement with PRME, and reaffirming and deepening our commitment in the future.

Prof. Philip O’Regan, Executive Dean Part I: Context Editorial Working to advance the mission of PRME and support the SDGs

The KBS PRME Committee are delighted to In this our fifth Sharing Information on Progress present our 2018 SIP, marking a decade of our (SIP) report, we provide an update on our actions engagement with PRME since we first became under the six principles of PRME and give a signatories in 2008. For almost half of that representative example of our contributions period we are honoured to have engaged as a towards the achievement of each of the UN PRME Champion School, giving us the opportunity Sustainable Development Goals. This latter to learn from excellent Schools worldwide and to category has been inspiring to collate, gathering contribute where possible to the development of actions from students, staff, alumni that span best practice both for Responsible Management teaching, entrepreneurial activities, research and Education, and since 2015 to the delivery of the outreach that are truly impactful. The challenge UN Sustainable Development Goals. We are also in many cases was to choose a single example, active on the steering committee of the UK and to highlight the diversity of contributions. & PRME Chapter, and in several working groups. We are more than happy to discuss any of these initiatives with our sister Schools within Over the past ten years, but perhaps in PRME or any of the related networks in which particular since our last SIP in 2016, more and we engage, including the Globally Responsible more of our staff have been engaged in PRME- Leadership Initiative (GRLI), the Global Business related activities. The key concepts underpinning School Network (GBSN), the Academy of Business PRME are far more widely understood by staff in Society (ABIS) or indeed with any School at the School, and there is more engagement interested in developing similar approaches. across teaching, research and outreach activities. In many instances these activities Kemmy Business School PRME Committee: are interlinked, providing real added value for both staff and students of the School and our • Sheila Killian (Director, PRME) external stakeholders and partners. Our staff and • Annmarie Ryan students have become ambassadors for PRME in • Briga Hynes a wide range of forums, and proactively identify • Michelle O’Sullivan teaching and research initiatives which will • Myles Kingston address and add value to the PRME goals whilst • Rebecca Gachet ensuring students are becoming more active and engaged citizens. Contact: [email protected] The mission statement is underpinned by a vision and strategic goals which reflect institutional priorities. Our vision at KBS is of a business school that is research active, internationalised and History & Context socially engaged, delivering an outstanding educational experience with an international reputation for specialist areas of expertise. Throughout our history as a business school we have emphasised a set of core values that have informed the manner in which we address the needs and aspirations of KBS is one of four faculties of the The School is named for Jim Kemmy, a our various stakeholders, including the business community, wider societal interests and, especially, of (UL) which was established in 1972. prominent national politician and social activist our staff and students. These core values find expression in a commitment to: UL, the first university established since the whose legacy is reflected in the School’s strong foundation of the State in 1922, is located in the commitment to its local communities, national • Promote learning and discovery • Future orientation city of Limerick (established in 812 A.D.), Ireland’s interests and international ambitions. • Student focused education • Promote inclusive and sustainable societies third-largest city and the largest centre of The School reflects its ongoing commitment to Jim • Promote social responsibility and ethical behaviour • Foster international perspectives population in the Mid-West region. Kemmy’s legacy by emphasising issues of ethical • Protect academic freedom • Support staff and self-development The campus is located along the , engagement, impact and sustainability. KBS • Enhance knowledge • Facilitate involvement of industry on 137.5 hectares (340 acres) comprising 46 offers programmes from undergraduate through • Promote access and diversity • Continuously innovate and improve. hectares (110 acres) on the north bank and 91.5 to doctoral (PhD) levels and is one of Ireland’s hectares (226 acres) on the south bank, 5 km from most prestigious and largest schools of business. Limerick city centre. The current head of KBS is Prof. Philip O’Regan, Executive Dean. Since 2008, KBS been located in the €22.5m, purpose-built, Kemmy Business School Key to all activities and strategies at KBS is its building. It is academic home to almost 3,000 mission, which is clear and distinctive, providing students and over 100 full-time staff and over all stakeholders with a focus from which to 70 adjunct faculty (across all programmes) in understand and evaluate the decisions and four constituent departments: Accounting and activities at KBS. The mission additionally acts Finance; Economics; Management and Marketing; as a guide in making the school’s strategic and and Work and Employment Studies. operational decisions. The mission is as follows:

As a leading Irish business school in a system, KBS is committed Our strategic plan focuses on the student experience, enhancing research profile; enhancing to excellence in teaching and to fostering knowledge and understanding of business our international focus and contributing to the development of the nation, the region and our and society within a diverse, research-active and socially engaged environment. local communities. One of four goals of the Strategic Plan commits the School to contribute to our community of stakeholders in a responsible and sustainable manner.

The planned actions outlined in our strategic plan under this goal include:

• To champion civic engagement and support the Limerick 2030 development vision • To increase collaboration with local schools and ensure greater access by students from a variety of social backgrounds • To contribute to global initiatives that promote responsible and sustainable education • To increase the number of KBS students participating in president’s volunteer programme • To collaborate with local, national and international partners • To lead in establishing issues of responsibility and ethical behaviour as qualities that inform our activities

Many of these actions find their natural home under the PRME umbrella. In 2008, KBS became the first Irish Business School to sign up to the Principles for Management Education. Our journey since then has taken us to active involvement with the UK & Ireland PRME Chapter, with the PRME Champions and at faculty level with a series of PRME Working Groups as well as a host of related groups and initiatives operating in this space including the GRLI, Sulitest, Aim2Fourish and the Global Business Schools Network. Our involvement has become integral to our identity, and we look forward to ongoing productive involvement with the PRME community in the years ahead. Part II: Principles

This section describes our progress since June 2016 towards the advancement of each of the six Principles for Responsible Management Education 1 Purpose Principle One Case Study 1: SparkEd- Sparking the light for a Purpose brighter education for disadvantaged families We will develop the capabilities of students to be Then UL Enactus group, led by students from a range of KBS programmes now has 95 members and has registered more than 3,000 volunteer hours working with social enterprise future generators of sustainable value for business partner organisations. The SparkEd brought together Enactus students from the KBS with a and society at large and to work for an inclusive and local social enterprise to provide educational supports to primary and secondary pupils from disadvantaged urban areas in Limerick. The aim of the collaboration with local community sustainable global economy. group, Limerick’s Gateway to Education was to contribute to their mission to make education more affordable and accessible to disadvantaged families. KBS aims to foster within all of our students an ambition and ability to take their full parts in a society that is focused on achieving the Sustainable Development Goals. To that end, we seek The Enactus students volunteered with pupils from the city, under the guidance of to equip them with critical thinking skills, and expose them to a range of opportunities to take Limerick’s Gateway to Education, providing revision classes, learning supports for children initiative and learn about the world in which they will play a leading part through their work and with specialised learning needs and mentoring in personal development. One of the most their involvement in civil society and public policy. popular and innovative offerings was the delivery by Enactus students of a number of two- day boot educational camps that ran during school holidays. For many of the school pupils, As an example of how this is embedded in Beyond this module-based example, this was their first ever opportunity to develop skills in teamwork, personal development, curriculum, students on our Broadening the students actively volunteer as an extra- communication and problem solving skills in a fun learning environment. The camps also Curriculum Module, Social Media for Social curricular activity often linked to the positively benefited the families of the schoolchildren who reported that their children had Good have worked with local community President’s Volunteer Award, a University- built confidence and made new friends. Two KBS students also trained 17 secondary school groups for three years now, working in wide scheme that rewards student students from the local area in key skills to enable them to volunteer in the same way. The groups to identify problems and innovate engagement with local non-profits and initiative was coordinated by Dr. Briga Hynes of the KBS. solutions. The direct engagement with community groups. Facilitated and resourced groups which are themselves predominantly by the University, and recognised as part of voluntary has been inspiring, as illustrated the student transcript, this makes it easy by the following quotes from the module’s and mainstream for students to actively exit survey: “I must admit that this module practice their emerging skills and ideas in has had quite an impact on me. As a student making contributions to their communities I am now more likely to engage in volunteer that will deliver sustainable, shared value. work, in fact it has motivated me to work towards The Presidents Volunteer Award.” and A good example of how this sense of “Since beginning this module, I have learned purpose has played out after our students many new things. For starters as a person I graduate is given by the social enterprise believe I have grown and become more aware founded by KBS alumnus, Aoibheann of the world around me. At the start of this O’Brien. Food Cloud has developed an semester I was trapped in my own life and innovative tech-based solution to enable didn’t spend much time thinking about others businesses, such as supermarket chains and those who are less fortunate than myself.” and restaurants who have surplus food to redistribute this to charities and community groups in their immediate localities. Since the establishment of Food Cloud, it has diverted some 8,300 tonnes of food from landfill, and delivered more than 18 million meals. This kind of innovation, identifying a win-win solution that delivers sustainable social good, is the kind of practice KBS aims to foster in its students.

Food Cloud 2 Values Principle Two Case Study 2: Responsible as a graduate attribute

Values KBS has undertaken a comprehensive mapping of how the graduate attribute Responsible is taught and assessed across the full suite of our degree offerings at undergraduate and We will incorporate into our academic activities and postgraduate levels. This has been embedded in the Assurance of Learning element of the School’s AACSB accreditation, which mainstreams the inclusion in all degree programs of curricula the values of global social responsibility as elements that overtly foster responsibility and responsible behaviour among the student portrayed in international initiatives such as the United body. As well as recording the modules in which responsibility is developed in the curriculum and classroom activities, the various ways in which the developing responsibility Nations Global Compact. of the students is assessed are also examined to ensure that the attribute is being taught and tested. KBS has committed under its strategic Ethics and values are taught in dedicated plan to enable our students to develop modules and programmes, such as the This exercise enables us to locate points at which the students are developing the values relevant and innovative business skills, CSR module which is core on many of of the UN Global Compact, and learning to make more responsible decisions and lead in a combined with an understanding of their our postgraduate programmes and on more responsible way. responsibility as global citizens. With dedicated masters programme that focuses this in mind we seek opportunities for on sustainable consumption. Appropriately, our students to address issues of global however, ethics and values have come to concern and to explore their own values permeate the curriculum all across the School, and relationships to the big challenges including specific content on the ethics of their world will face on graduation. A carbon credits, experiences of exclusion and recent example was the open session discrimination at work, considerable research- hosted by KBS in March, 2018 as part of the based teaching on the ethics of innovation and University’s Sanctuary Week. The event, risk, work on governance, marketing ethics, the Migrant Stories, featured the voices and role of social enterprise, accountability, public- stories of asylum seekers and refugees who private partnerships, stakeholder engagement are students in Limerick. Their powerful and cultural sensitivity. and thought-provoking reflections were preceded by short documentary recordings We understand that our own organisational and reflections from activists on issues of practices should serve as example of the migration. This event was both accessible values and attitudes we convey to our and challenging for students who attended, students. At KBS we understand sustainability, and gave them a greater sense of their following the UN Global Compact definitions place in a changing world. based on the Bruntland Report, as encompassing social, environmental and economic dimensions. With this in mind we are pleased to report a roll out of Dignity and Respect training across all units in the School, new planned developments on research ethics and research integrity, the implementation of unconscious bias training for all members of interview or promotion boards and a planned comprehensive mapping of our performance vis a vis gender equality across all areas of our operations. We have in recent years observed an increase in recycling within the School, a reduction in paper use and the beginnings of a movement to reduce single-use coffee cups on campus. 3 Method Principle Three Case Study 3: BNest – A Start-up incubator Method supporting and empowering social entrepreneurs We will create educational frameworks, materials, BNest is Ireland’s first dedicated Social Enterprise Incubator Programme, and has been established in partnership with Nexus Innovation Centre UL and the Kemmy Business School. processes and environments that enable effective The aim is to provide a learning experience which will support social enterprises in a holistic way, addressing business, social and personal aspects of running a social enterprise. The learning experiences for responsible leadership. incubator programme, called BNest Flight is a six-month peer-learning programme for emerging and early stage social entrepreneurs. It consists of three segments, the first a series PRME has come to impact many diverse in small groups to draw up their own dream of eight one-day training sessions providing knowledge and skills on the key stages involved areas of teaching and learning across curriculum. They are then presented with the in starting and validating a social enterprise; a subsequent 3 month period where social KBS, and what follows is a sample of our SDGs and locate them within their newly- entrepreneurs spend time validating their social enterprise with the guidance of mentors methods. In teaching employment relations, designed curriculum. This has the effect of and generate a referral network of partners and funders and the third segment consists of class debates are organised on social broadening their engagement with the SDGs, developing an operational plan post completion of BNest. exclusion, ethics in business, fairness in and seeing how their own passions align. work, equality and decent work. In learning BNest also offers once-off formal and informal mentoring sessions to social entrepreneurs about risk, students are encouraged to and the provision of a BNest Diagnostic session to diagnose the personal and enterprise reflect on practices such as the dumping of In modules on negotiating skills, students readiness for funding and commercialisation. To date nine social entrepreneurs have computers in certain West Africa countries, devise strategies to deal with workplace completed the programme, addressing challenges including autism, ADHD, the provision of ship breaking in India, and the outsourcing conflict and to repair relationship damage child-centred therapies, mental health, disabilities and rural isolation. of dangerous work. Employment relations cause by discrimination and harassment. They students engage with the impact of issues engage in simulations in which they take on such as minimum wages, employment the roles of both management and employees. law, employee voice in the workplace and As management, they must consider the insecure working hours on individual, ethical and legal consequences of their economic and societal well-being. decisions and the ethical nature of tactics used to achieve their goals, as well as the impact of their leadership processes on the Ethics, CSR and sustainability permeate wider organisation. a series of modules on consumption issues and the role of marketing in society, encouraging both critical thinking and reflection by students on their own consumption practices. In learning work design and wellbeing, students address the problems of badly designed, repetitive jobs. Students do two live case studies. In the first, they work in groups to design a wellbeing strategy for a group of workers based on evidence they collect. In the second, they work alone or in pairs using a work design questionnaire and interview to determine if an individual’s job should be redesigned and if so how. Graduates have gone on to use these techniques to redesign jobs and design and implement wellbeing strategies in their workplaces. Students of CSR use Giselle Weybrecht’s The Future MBA 4 Research Principle Four Case Study 4: Mapping the Landscape for Research Responsible Management Education We will engage in conceptual and empirical In 2017, PhD Scholar, Meredith Storey, together with two faculty members undertook a partial mapping of the landscape of Responsible Management Education in the developing research that advances our understanding about context of the UN Sustainable Development Goals.

the role, dynamics, and impact of corporations in The final paper examined the field of Responsible Management Education (RME) in the the creation of sustainable social, environmental context of Agenda 2030 and the Sustainable Development Goals (SDGs), situating the United Nations Principles for Responsible Management Education (UN PRME) in relation to a range and economic value. of associated initiatives and organisations. The emergence of the SDGs as a frame or doxa for RME and the role of UN PRME as an agent in this field were explored in the context of KBS has a very diverse research cluster The process of directly engaging the literature on how business schools have delivered on sustainability and responsibility that values interdisciplinary, critical undergraduate students to research issues imperatives. The field of RME was partially mapped, loosely categorising actors and initiatives and pedagogical work as well as more on sustainability and develop published as membership or affiliation networks, teaching and learning initiatives and student-centred mainstream business research. Within all teaching cases has a cascading effect on or student-led groups. Their differing aspirations were discussed, and tentative conclusions four of the School’s departments, faculty are our own students and on future learners. were drawn on the extent to which the SDGs are acting as a unifying paradigm, and on the engaged in research that addresses issues of Our research also has impact through future roles that UN PRME might play in the field. The paper was published in the Special inequality and discrimination, responsibility our PhD students and research students, Issue of the International Journal of Responsible Management Education focused on the 10th and innovation in education, sustainability many of whom are studying issues which anniversary of the PRME Principle, and forms part of a wider study on the effectiveness of and accountability, development and will lead to valuable and impactful work in management education for responsibility and sustainability. overseas aid, labour and human rights, the future. These range from embedding ethics and responsibility. The appendix health and safety in nanomaterial work, to this report highlights a sample of our the ethics of autonomous vehicles, social published work under these headings. accounting for the SDGs, use of technology to address weather-related disasters, LGBT Consistent with our founding ethos, we rights and power issues in development aid. value industry-relevant, pedagogically- Post-doctoral researchers at KBS are also informed and societally-impactful research doing valuable work, including research activity. Impact can mean many things, on consumer behaviour aimed at helping and is commonly measured in terms of Ireland to meet its targets on the the quality of the academic outlet in recycling of electrical waste and gender which research is published. This is a issues in taxation. valued metric, but we also seek to make research on many other levels. Research Impact is also amplified by a culture of on social entrepreneurship, for instance, partnering with external stakeholder in the has informed the representative bodies of course of conducting research. Research social entrepreneurs, as well as teaching on knowledge transfer between country and faculty engagement with students projects of NGOs is directly affecting through the Enactus group. Research on the humanitarian and development work in sub- ethics of driverless vehicles has impacted Saharan Africa. Research on funding models road safety policy at both a national Irish for , and on structural and a European level, as well as influencing issues leading to precarious work has led the practice of their industry collaborators. to KBS faculty being invited to address Studies by KBS faculty on research ethics parliamentary committees as experts, have improved our own processes within ultimately influencing public policy. KBS and had a wider impact on the academic community as their results and recommendations are disseminated. 5 Partnership Principle Five Case Study 5: Partnership with the Partnership Revenue Commissioners We will interact with managers of business corporations The collection of taxation underpins the financing of public services, the construction of key national and local infrastructures and the funding of the Sustainable Development Goals to extend our knowledge of their challenges in meeting in all parts of the world. Through our National Centre for Taxation Studies as part of our unique Educational Partnership with the Revenue Commissioners, the social and environmental responsibilities and to explore supports frontline staff of Ireland’s tax collection agency to research the implementation jointly effective approaches to meeting these challenges. of improved tax administration procedures. This initiative seeks to ensure that the Irish tax code is administered fairly and efficiently in accordance with the requisite domestic and international legislative provisions. KBS engages with a variety of stakeholders, Some valuable partnerships are centred communities and other groups ranging from on research. A good example is the work of The work done with the Revenue Commissioners through the KBS National Centre for our students to our international partners the emerging risk group in KBS which has Taxation Studies covers a wide range of issues, enabling Revenue staff to better understand and collaborators. We commit under our engaged at both a national and European and predict taxpayer behaviour, use of data analytics to assess risk, identify and implement strategic plan to working with all of these level with social, logistical and ethical key corporate governance initiatives and understand key national and international taxation in a manner that reflects our values and, in issues around emerging technologies trends. Students on the partnership programmes are enabled to respond to the changing particular, our commitment to responsible, including nanomaterials and self-driving international taxation landscape and contextualise developments at the UN, OECD, European ethical and sustainable education. This vehicles. Another is the work of a KBS team and wider international levels, all of which have an impact on the Irish tax system and its involves an implicit commitment to make on workplace bullying which has directly administration. The partnership facilitates dialogue on sustainability and responsibility in a our resources, including our skills and impacted practice. tax context, and enables progress towards efficient and fair tax collection which supports key knowledge, available to address challenges public services for Irish society. faced by business. A large number of KBS faculty serve on boards advising professional bodies and Some of this work centres on student work. otherwise engage with the representative For example, Corporate MBA students taking bodies in their discipline. Four KBS faculty a Winter School in Corporate Responsibility work on the National Stakeholders’ CSR and Sustainability worked in groups with Forum, a government initiative that has local businesses including a sports stadium, seen them contribute expertise and a theatre, a skate rink and a media company knowledge in a range of areas relating to to develop a way in which they could responsibility and sustainability to firms enhance the sustainability of their operations operating in Ireland. and develop a reporting framework on their CSR by reference to appropriate Sustainable KBS is also proactive in facilitating useful Development Goals. This work not only connections between business groups. directly benefited the businesses concerned, For example, in 2017 KBS hosted an event it also gave the students the confidence to on job growth bringing together small take these skills and apply them in their own and medium enterprises along with work environments. Within other courses, representative bodies, Local Enterprise practicums or corporate engagements are Offices, Chambers of Commerce, Irish Small also built into the students’ experiences. and Medium Enterprises association (ISME), For instance, several KBS teams took part in Enterprise Ireland and the IDA. The aim the PRME Breakthrough Innovation Challenge of the seminar was to stimulate greater in 2017, submitting proposals to address collaboration between third-level institutes challenges posed by UNGC firms. A number and SMEs in relation to research, education of other student groups worked with smaller and business advice. We also actively firms and wrote up cases on how they engage exemplars of good practice in were addressing the SDGs for the business to address our students directly. Aim2Flourish initiative. Theresea Curly of the Revenue Commissioners graduating in 2018 6 Dialogue Principle Six Case Study 6: Common Good, Common Ground

Dialogue In October, 2016 KBS hosted a week-long series of conferences and events centred on the concepts of Common Good and Common Ground, bringing together representatives of We will facilitate and support dialogue and debate academia, government, business, and the general public to share ideas on sustainability, responsibility and the UN SDGs. The week’s events included a face-to-face meeting of the among educators, students, business, government, PRME Champions Group and the Annual Gathering of the Globally Responsible Leadership consumers, media, civil society organisations and other Initiative, bringing both of those groups to Ireland for the first time and facilitating dialogue between them as key international actors in the field of responsible management education. interested groups and stakeholders on critical issues As part of the week, the first Kemmy Responsible Business Breakfast was held as a free related to global social responsibility and sustainability. public event, which saw KBS welcome more than 200 guests. A high-profile guest panel comprising Brendan Jennings, Managing Partner, Deloitte Ireland, and Professor Arnold Smit, Stellenbosch University, South Africa, interacted with local business practitioners and As an internationally-focused School, we fleeing violence in Northern Ireland made students on questions of what it means for a business to be responsible, and how we might seek to engage with educators from all over by Prof. Stephen Kinsella of KBS. account for such responsibility. the world through networks such as PRME, GRLI, GBSN etc. We also engage significantly KBS faculty have also engaged directly At the same time, a meeting of the Irish Government National Stakeholders’ Forum on with public bodies and media. One recent with government and with state and local Corporate Social Responsibility was also held in KBS, and delegates to this meeting attended innovation in the latter category has been government bodies. Recent examples some other related events. Three learning journeys, artefact, sanctuary and nomad were KBS engagement in a partnership with the include the engagement of faculty from our led respectively by an archivist of local treasures, a journalist who had sought asylum in national broadcaster, RTÉ, to make our Department of Work & Employment Studies Ireland and two members of the Irish Traveling Community. The week concluded with the first research accessible to a wider audience. with the Irish and Irish conference of a new network of Social and Environmental Accounting researchers in Ireland, Through this initiative and a parallel Nurses Organisation, and in being invited to presenting work with a particular focus on accounting and the common good, and facilitating podcast series, KBS faculty have delivered speak to a parliamentary committee on Jobs, the exchange of ideas on how accounting and accountability can progress the UN SDGs. pieces that have triggered dialogue on Enterprise and Innovation on the issue of issues as diverse as the nature of work, tax zero-hours contracts. Another is the ongoing avoidance, employee privacy, the future of work of the Health Futures Lab, which brings transport, defeating match fixing in sport, interdisciplinary teams of students together etc. KBS faculty also engage regularly on under the guidance of Dr. Annmarie Ryan of mainstream media, notably print and radio KBS to apply design-led thinking to tackle as well as featuring on television current social issues in Limerick City. Researchers in affairs programmes and documentaries. KBS also contribute to policy on road safety, Two recent examples are the contributions funding of third level education, and have of five KBS faculty members to a primetime recently begun a project which will focus broadcast on Irish job security and gender on tax and its contributions to inequality pay gaps, and a documentary on refugees at a European level.

Common Good, Common Ground - Kemmy Responsible Business Breakfast. Photo: Oisin McHugh, True Media ThePart Sustainable III: Goals Goal 1: No Poverty Development Goals End poverty in all its forms everywhere Trócaire is an international non- poverty by engaging people in Ireland governmental organisation, with and abroad to take action on issues of headquarters in Ireland, that works global injustice. for a just and sustainable world for all, focusing on the Global South. To help them achieve their They give expression to this mission goals, two KBS researchers, Dr. John by supporting the empowerment of Lannon and Dr. John Walsh, have the poor and marginalised, enabling just completed a two year research them to claim their rights and live initiative with the organisation to free from poverty and oppression; look at ways to strengthen their providing timely, needs-based programmes through improving assistance to people affected by knowledge flows between projects and crises, protecting their safety, dignity sharing learning. As part of this work, and fundamental human rights, and they engaged in action research with enabling communities to prepare for Trócaire country offices in Uganda, and be more resilient to future crises; Kenya and Zimbabwe. The research was and tackling the structural causes of funded by the Irish Research Council.

This section maps a range of areas of our activity to the implementation of each of the Sustainable Development Goals, in Goal 2: Zero Hunger support of Agenda 2030 and PRME’s newly launched mission: End hunger, achieve food security and improved nutrition and promote sustainable agriculture “ To transform management education, research and thought This section maps illustrative areas of our activities to the KBS alumnus Michael Kelly has won GIY works with progressive partner Sustainableleadership Development globally, based Goals, on the in Principles support of for Agenda Responsible 2030 and Management Education and the United Nations’ Sustainable numerous awards for the not-for-profit corporations in the food sector, and PRME’s mission: organisation, Grow it Yourself or GIY, now employs nine people. In 2016, Development Goals.” which he founded after graduating GIY supported over 150,000 people to “To transform management education, research and thought with a Business Studies degree from grow food for the first time at home, This leadershipis the first globally, year that based we onhave the used Principles the SDGs for Responsibleas a frame, and we KBS. GIY aims to inspire people to school, work and in the community. The are delightedManagement to report Education activity and under the United sixteen Nations’ of the seventeenSustainable goals. grow their own food and give them organisation now supports over 6,000 Development Goals.” the skills they need to do so community food projects in Ireland, UK, successfully. GIY is passionate about Australia and Africa, running awareness This is our second year to report our progress under the SDGs, the power of food growing programmes and events to inspire and and we are very pleased that this year we can report some activity experiences to set people on a journey support people to grow food. to good health and an improved under all of the seventeen goals. understanding of food and nutrition, These activities address the issue which he calls ‘food empathy’. of access to fresh and healthy food in Ireland and overseas with an empowerment model which is scalable to make progress under SDG 2. Goal 3: Good Health and Well-Being Goal 5: Gender Equality Ensure healthy lives and promote well-being for all at all ages Achieve gender equality and empower all women and girls

The Bright Side of Work Lab comprises behavioural habits of workers that may As part of a European Commission A key element of the research was a group of work and organisational be reducing their well-being. funded project, Dr. Christine Cross the production of a practice-friendly psychologists led by Dr. Deirdre and Dr. Caroline Murphy of KBS report ‘Tailoring organisational O’Shea who investigate psychological The BSOW lab collaborates together with a wider team of practices to achieve gender equality: resources and, in particular, resource- extensively in international networks, researchers jointly developed a a best practice guide’ that was made based interventions in the workplace. and faculty have published their work toolkit which enables organisations available to organisations initially via The goal of this lab is to enhance in leading scientific journals. The to increase the numbers of women a conference in September 2016. The the experience of work through group is focused on making a positive taking senior decision making guide has also been disseminated harnessing individuals’ self-regulation, contribution to bettering the workplace roles, and in particular sitting on through Ibec, who are the main motivation and emotions. This lab health and wellbeing of a wide range of key decision-making committees employer group in Ireland, ensuring focuses on small daily changes that workers, and have worked with a wide internally. The toolkit focuses that the research had real impact employees can make to improve their range of public sector organisations on three key human resource across a range of sectors in Ireland. Dr. health, motivation and well-being at and private groups in Ireland. areas, recruitment and selection, Cross continues her work in promoting work, changing the psychological and performance management and use of the guide and the results of the promotion and succession planning. research with the aim of increasing the number of women on decision-making committees in organisations. Goal 4: Quality Education Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all Goal 6: Clean Water and Sanitation In Ireland, asylum seekers and scholarships were announced. One of Ensure availability and sustainable management refugees are severely disadvantaged the scholarship recipients described of water and sanitation for all in gaining access to third level winning it as a “life-changing moment”. education. Most are subject to high Since 2016, KBS has been involved guidance on the project management fees as non-EU citizens, and since they In a parallel initiative, Every Child in an ICT for Development initiative process and on knowledge transfer have not traditionally been allowed is Your Child is a community group spearheaded by Rhodes University and learning. In October 2017 the to take up paid employment here, established by KBS student, Finn in South Africa that focuses on co-director of MobiSAM, Dr Caroline education is beyond their economic Lannon and asylum seeker, Donnah digital citizen engagement around Pade-Khene of Rhodes University means. They also face challenges in Vuma. It raises funds for parents the delivery of water and sanitation presented a number of seminars on terms of infrastructure and transport. of school-going children who have services. The MObiSAM project uses her work in the KBS. As a direct results KBS has worked with other faculties come to Ireland to seek asylum. Such mobile technology to supports two- of connections made there, a further in University of Limerick to have UL parents find it impossible to fund way communication between citizens MobiSAM initiative has got off the designated as a University of Sanctuary, many of the basics of school life for and government about basic service ground. A student on the KBS MSc providing a safe space in which those their children, such as books, school delivery issues. It is based on a Social in Project Management developed a escaping war and persecution can trips, stationery, uniform items and Accountability Monitoring (SAM) partnership between the Southern participate fully in education. The extra-curricular activities, and so their methodology that offers civic actors Africa HIV and AIDS Information programme includes a scholarship children, already new to the country, a rights-based and evidence-based Dissemination Service (SAfAIDS), scheme and a series of other targeted risk being further marginalised in framework for understanding how who work to improve access to youth supports. This affords a starting point their education. Fundraising events government service delivery processes friendly sexual and reproductive from which refugees can rebuild their organised by Every Child is Your Child work, as well as the skills and tools health and rights services, and Rhodes lives and careers, and contribute have broken down barriers between to engage with them effectively. The University. The intention is to use to society again, and offers an refugees and the host community, and project has been implemented in MobiSAM to empower adolescents and opportunity to the broader population created a fund with capacity to help Makana, South Africa. young people to demand their right to of students and staff to get to know over 100 schoolchildren of asylum access information and services. This is new migrants and refugees in a seekers to fully participate in quality Dr John Lannon of the KBS has been a good example of how the connecting positive atmosphere. In June 2017 the education locally. involved in the MobiSAM Makana and ethos of KBS can deliver social good. first seventeen University of Sanctuary MobiSAM SAFAIDS projects, providing Goal 7: Affordable and Clean Energy Goal 9: Industry, Innovation and Infrastructure Ensure access to affordable, reliable, sustainable Build resilient infrastructure, promote inclusive and sustainable and modern energy for all industrialization and foster innovation As part of the core Strategic question focused on the sustainability KBS is located adjacent to Limerick The programme services some Management module of our flagship strategy goals of the car brand City, a thriving city than nevertheless of the most disadvantaged areas undergraduate BBS programme, in moving to producing electric has some areas of disadvantage. of Limerick City, including the students led by Dr. John McCarthy vehicles and whether the car brand Dr. John Heneghan of KBS has unemployment black spots in , worked in three person groups on was motivated more for economic been central to the creation of a and Southill in addition a project on strategic uncertainty. or environmental reasons or some Business Transformation Programme to members from the local Traveller Students were offered the option to strategic combination of the two that engages effectively with local community. Participants were given explore how the current shift of the motivations. The question concludes agencies, NGOs, Limerick County and guidance in corporate governance, automobile industry from producing with an in-depth reflection on how City, Enterprise boards and banks in financial management and taxation diesel/unleaded cars to electrical the car brand is managing external addition to the Department of Social compliance. The initiative has been vehicles was being managed by a stakeholders to achieve their Protection and Revenue. formalised through the incorporation particular car brand. Student groups strategic goals. of an entity called Limerick City addressed two specific questions • To facilitate profitability, growth, Build Ltd which has among its board with respect to this industry move to The exercise enabled under- job creation and innovation members business leaders from electrical vehicles. The first question graduates to engage at a deep level • To create employment Limerick City. This solidifies the project, emphasised how the industry with the conflicting motivations and opportunities and exposure to the and makes it more sustainable. environment had changed and how triggers for an industry-wide shift workplace for those who have had the particular car brand had managed to clean energy with a focus on the difficulty gaining employment the dynamism and complexity of this economic and strategic imperatives as • To enhance the bridge between the new environment through strategic well as the sustainability motivations. University’s access mechanisms and planning and learning. The second the local educational system

Goal 8: Decent Work and Economic Growth Goal 10: Reduced Inequalities Promote sustained, inclusive and sustainable economic growth, Reduce inequality within and among countries full and productive employment and decent work for all In January 2018, Dr. Caoilfhionn Ní solidarity, and for finding a way to Workplace bullying has been INMO with a view to providing a simple, Bheacháin of KBS co-edited a special overcome the challenges of inequality shown to have devastating effects clear mechanism for offering advice to issue of Irish Migration Studies in and injustice that confront both on individuals’ health and well- nurses. The KBS created the acronym Latin America entitled “Conscience as Ireland and Latin America. The being, career and work performance. S.A.F.E. which included 4 steps nurses Compass: Creative Encounters between importance of Latin America as While there is significant research on should take if they are confronted with Ireland and Latin America”. A key theme an emancipatory intellectual and bullying in healthcare settings in other bullying behaviours: was the power of ethical engagement emotional space for Irish activists and countries, little research has been and creativity to develop transnational artists is explored: such interactions conducted in Ireland. A KBS team, in • S – Stay calm and walk away links and a common understanding are both practical and imaginative. conjunction with the biggest Irish trade • A – Act to document incidence that reduces inequalities between and These creative encounters are drawn union for nurses, the INMO, undertook • F – Follow bullying procedures within societies and nationals. The together in a way that can provide a the largest ever survey of Irish nurses • E – Engage support range of contributors included poets, blueprint for relating ethically to each on workplace bullying. The focus was novelists. visual artists and President other in a way that aligns well with SDG on developing a framework to support The Bullying Toolkit was lunched of Ireland, Michael D. Higgins. 10’s aim to reduce inequality within the small but significant proportion by the INMO at a press conference and among countries. of nurses who reported being bullied and advertised widely throughout The essays in the special issue frequently, and those who had the nursing community. The work was demonstrate the potential of creative observed bullying. conducted by Dr. Juliet McMahon, encounters for social and political Dr. Sarah MacCurtain, Dr. Michelle “conscientisation”, for expressing Following the survey, the KBS O’Sullivan, Dr. Caroline Murphy developed a Bullying Toolkit for the and Dr. Lorraine Ryan. Goal 11: Sustainable Cities and Communities Goal 13: Climate Action Make cities and human settlements inclusive, safe, resilient Take urgent action to combat climate change and its impacts and sustainable Climate finance has been around for student on the BA in International The University of Limerick Community The collaboration between KBS more than a decade, with the first Business Programme. The case was is a large and open one, comprising and the school of architecture green bonds issued as far back as 2007 designed to illustrate the dynamics students who live on site, staff, and brought an interdisciplinary approach and 2008. Due to an increased focus on of climate finance, and “green” local residents who use the green to a design led process aimed at mitigating and adapting to the effects bonds and investments and to foster campus as a recreational space. It responding in novel ways to complex of climate change, investment in critical thinking on the subject. This is linked to the City of Limerick by a issues. The mode of engagement climate finance has increased in recent process of developing teaching cases newly-developed riverside walkway, was deliberately open and inclusive, years. The effects of climate change in collaboration with students is a and has significant value from an enabling participants to envision new are far reaching, but developing recursive process which ensures ecological and biodiversity perspective, possibilities, to manifest these ideas countries are most affected by the learning is deepened among students as well as for the social sustainability with maps, drawings and other visual changing temperatures and adverse contributing to cases, while the of the region. In developing a methods, and then to present these weather conditions. However, China, cases themselves are tailored for masterplan for the Campus, the Open to the wider campus community. The the European Union, USA and India an undergraduate audience by peers Campus Studio (OCS) was an innovative sessions brought together faculty, account for 61% of global emissions. within that group. It ensures that initiative led by the University’s School administrators, students and wider As a result of this, developing nations learnings on key sustainability issues of Architecture, with Dr Annmarie Ryan stakeholders into a neutral space, and have committed to increase within KBS can be scaled and spread from KBS as part of the lead team. The enabled new kinds of discussions to climate significantly. throughout the wider community using OCS held weekly workshops addressing be had which were constructive, open the case. all aspects of life on campus, with a and future facing. This allowed the Dr. Conor Carroll of KBS supervised key sustainability underpinning. For sustainability of future plans to be the development of a teaching example, options to grow more food explored with a social as well as an case study on Climate Finance with on campus or develop alternative environmental lens, and will impact Karen McCarthy, an undergraduate transport corridors were explored. not only on the campus community but also the nearby City of Limerick.

Goal 12: Responsible Consumption and Production Ensure sustainable consumption and production patterns

In 2017, KBS PhD Scholar Geraldine than on peer pressure, and explored Hogan concluded a three year study how participants dealt with the social on the lived experience of non- implications of choosing a more drinking within a culture - that of responsible level of consumption than Irish students - characterised in part is the norm, and how they created a by the irresponsible consumption of sense of space for themselves within alcohol. The research explored the dominant drinking environments. The meaning participants attributed to study has implications for responsible their non-drinking in relation to the consumption in a wider sense, prevailing norm and culture of particularly when such choices are alcohol consumption. not aligned with the hegemony of the social group. Under the supervision of Dr. Deirdre O’Loughlin, the focus of Geraldine’s PhD was on identity and stigma rather Goal 14: Life below Water Goal 16: Peace, Justice and Strong Institutions Conserve and sustainably use the oceans, seas Promote peaceful and inclusive societies for sustainable development, and marine resources for sustainable development provide access to justice for all and build effective, accountable and inclusive institutions at all levels and The Irish Defence Forces have been The study explores the attitudes active participants in United Nations of Defence Forces personnel to their Goal 15: Life on Land peace-keeping missions since 1968. working lives across a wide range of Protect, restore and promote sustainable use of terrestrial Over the intervening 60 years, Ireland areas with a view to informing policy. ecosystems, sustainably manage forests, combat desertification, and has maintained the longest unbroken A survey was carried out among 11% of halt and reverse land degradation and halt biodiversity loss service on the front line of peace with the workforce and was representative over 70,000 individual tours of duty of rank, gender, and location. The study completed by the men and women of identified key issues of concern including A group of students enrolled in The group, under the guidance the Irish Defence Forces. Key to this pay and commuting, and includes KBS’s MSc Financial Services were of Meredith Storey, partnered with continued engagement is a healthy a number of recommendations to recently named as finalists in the local business Bord Na Mona to tell workplace climate. Dr Juliet Mac Mahon strengthen processes within the Defence 2018 Aim2Flourish Flourish Prizes. The the story of Ireland’s Lough Boora and Dr Sarah Mac Curtain of KBS Force, such as managers increasing students reported on the project as Discovery Park. Bord Na Mona had have recently completed an extensive their daily engagement with members, part of a module on their Masters- used the site for peat harvesting since workplace climate survey commissioned more mentoring and coaching for level programme, aiming to enhance the 1950s, changing the landscape by the Irish Defence Forces. The remit leaders, and a review of opportunities their knowledge, awareness and and resulting, once production was was to investigate members’ levels of for promotions. By directly accessing action around responsible business, no longer sustainable, in a local satisfaction with their employment in the voice of members of the Defence corporate social responsibility and the wasteland. The company engaged the Defence Forces, along with other Force, the project created a new line of UN Sustainable Development Goals. with the local community to create a factors such as commitment, leadership accountability within the institution. The module is taken by students of wetland with a focus on biodiversity as and perceptions of fairness and work Risk Management and Insurance, well as community amenity, restoring life balance. Financial Services, Computational the local water-based wildlife that had Finance, Entrepreneurship and thrived in the area before the site as International Management & Global drained to produce peat. The report, Goal 17: Partnerships for the Goals Business programmes. which addresses both SDG 14 and SDG Strengthen the means of implementation and revitalize the global 15, can be read at partnership for sustainable development http://aim2flourish.com/innovations/ transforming-old-peat-harvesting-site- KBS takes an active part in education in the developing world by for-the-people-and-the-planet international networks which aim to fostering cross-border connections and deliver on the Sustainable Development engaging our network. Goals. We are moving into our third cycle as a PRME Champion School, with Four KBS faculty serve on the National ambitions to contribute to research CSR Stakeholders’ Forum, contributing links across the PRME community that to policy and practice on corporate directly address the SDGs. We serve responsibility. We engage on a range on the steering committee of the UK of levels with local government and & Ireland Chapter of PRME, again with community-based organisations working a research focus. Several faculty are towards more sustainable urban life in associates of the Globally Responsible Limerick City. In all of these partnerships Leadership Initiative (GRLI), where we for the SDGs, we follow the example of also have a small internal governance our namesake, the late Jim Kemmy, a role, and we also work within the Global local leader for whom connecting people Business Schools Network (GBSN) to for social justice was a central hallmark. improve access to quality management Part IV: Accountability We also set out in 2016 to put Our aim for research in 2016 was to in place a series of measures to continue our trajectory of socially support student engagement, and focused research, and so contribute and Future Plans to build student volunteering into directly to the University aim to some modules and support student produce research that benefits the volunteering initiatives that are linked economy and society. We will also In our last Report, Sharing Information on Progress 2016, we identified a number of specific to business programmes including planned to continue to develop the initiatives which we had hoped to implement over the two year period to our June 2018. We the MBA and the BA in International KBS Research Bulletin to ensure our account for our progress on each of these here, and also set out our ambitions for the two Business. These measures were translated research reaches a wide year period to June 2020. implemented successfully, and the range of relevant stakeholders. The level of student engagement across the appendix to this SIP report shows how School has significantly increased. our relevant research continues to In mid-2016, at the beginning stage In June 2016, we had hoped to roll develop. We have maintained our KBS of a new Strategic Plan for both out the Sustainability Literacy Test In 2016, we planned to broaden access Research Bulletin, and supplemented the School and the University, we to undergraduates as well as post- to our programmes through a range it with a series of research podcasts set out an ambition to deepen graduates. For various internal of funding opportunities for students, and media-friendly translations of key our engagement in PRME over the reasons, this did not come to and by supporting the HEAR, DARE findings in collaboration with Ireland’s following two years. Since that time pass. However, we engaged with and other accessibility initiatives that national broadcaster under the RTE we have engaged with a new cycle of Aim2Fourish across our postgraduate would increase diversity of KBS student Brainstorm heading. PRME Champions, and maintained our programmes, and one KBS team was body. We exceeded our ambition here, role on the Steering Committee of the shortlisted for the global final in 2018. engaging not only in these initiatives UK & Ireland Chapter of PRME, taking but also taking a very active part in a lead there on the topic of research. the University of Sanctuary project which has seen seventeen Asylum We planned to increase the level of Seekers gain supported access to our our civic engagement by building on programmes in UL. existing initiatives with schools and other stakeholders, and to initiate a distinguished Kemmy lecture series in Limerick City. This was initiated and ran successfully in both years since our last report.

We also planned a week of conferences and events in October 2016 dedicated to the theme of Common Good, incorporating a meeting of PRME Champions, a GRLI Annual Gathering, and the first Ireland conference of the Centre for Social and Environmental Accounting Research. In keeping with the principles of Partnership and Dialogue, we set out to involve local businesses in the events through a Responsibility and CSR Reporting Business Breakfast, and an open door to other events throughout the week. Again, we are pleased to report that this event ran successfully as planned. Future Plans

Over the coming two years we aim to and wellness in the workplace will have deepen the involvement of our faculty in produced impactful results. We hope that PRME-related initiatives, with a specific our work with the National CSR Stakeholders’ focus on civic engagement at all levels. We Forum and other practice engagements will will continue to foster student engagement also have considerable impact. under the Aim2Flourish and Enactus headings in particular, as well as building In terms of our own practices as a School, in practicums with local community we aim to devote considerable attention to groups and businesses on the MBA and gender equality within the School, pursuing Undergraduate programmes. As always, we an Athena Swan Award to ensure that this aim to promote further engagement among is implemented in a comprehensive way our students in the President’s Volunteer across all our activities. We are engaging Awards and in research that relates to with a Healthy Campus initiative within the the SDGs. University which should have outputs and impacts over the coming years. We also look We anticipate that some ongoing forward to contributing actively as part of research projects in the areas of tax and the current cycle of PRME Champions, where inequality, precarious work, the ethics of we hope to bring particular focus to shared innovation, consumption and recycling research to deliver on the SDGs.

WORLD CAFE IWA 2018 13 Photo: Maurice Gunning APPENDIX: RESEARCH ETHICS & RESPONSIBILITY Buckley, Patrick, and Fergal O’Brien. “The effect of malicious manipulations on prediction market Across all the disciplines and departments of KBS, faculty and students are engaged in research that accuracy.” Information Systems Frontiers 19, no. 3 (2017): 611-623. relates to the UN SDGs or to the Principles of PRME. This is just a sample of published work in the last two years that demonstrates the diversity of our work under these headings. Doyle, Elaine, and Patrick Buckley. “Embracing qualitative research: a visual model for nuanced research ethics oversight.” Qualitative Research 17, no. 1 (2017): 95-117

Frecknall-Hughes, Jane, Peter Moizer, Elaine Doyle, and Barbara Summers. “An examination of ethical INEQUALITY & DISCRIMINATION influences on the work of tax practitioners.” Journal of Business Ethics 146, no. 4 (2017): 729-745. Clauss, Elisa, Annekatrin Hoppe, Deirdre O’shea, M. Gloria González Morales, Anna Steidle, and Alexandra Marvin, Hans JP, Yamine Bouzembrak, Esmée M. Janssen, Meike van der Zande, Finbarr Murphy, Barry Michel. “Promoting personal resources and reducing exhaustion through positive work reflection among Sheehan, Martin Mullins, and Hans Bouwmeester. “Application of Bayesian networks for hazard ranking of caregivers.” Journal of occupational health psychology 23, no. 1 (2018): 127. nanomaterials to support human health risk assessment.” Nanotoxicology 11, no. 1 (2017): 123-133.

Cross, Christine, Murphy, C., Connolly, M., Foy, T., Vinnecombe, S., Humbert, A.L., Anderson, D., McGann, K., Browne, J., McDermott., U., and Fraser, E. “Tailoring Organisational Practices to achieve Gender Equality: A Best Practice Guide” Report published in 2016, funded by GEM (Gender Equality in decision-Making), an EU-funded project (2014–2016) under the European Commission’s PROGRESS programme RESPONSIBILITY & INNOVATION IN EDUCATION Birdthistle, Naomi, Yvonne Costin, and Briga Hynes. “Engendering entrepreneurial competencies in the youth of today: a teacher’s perspective.” Education + Training 58, no. 7/8 (2016): 766-782. Donovan, Sean, Michelle O’Sullivan, Elaine Doyle, and John Garvey. “Employee voice and silence in auditing firms.” Employee Relations 38, no. 4 (2016): 563-577. Hynes, Briga, Norelee Kennedy, and Judith Pettigrew. “The Role of Business Schools in Framing Entrepreneurial Thinking Across Disciplines: The Case of Allied Health Professions.” In Innovative Business Hammond, Michelle M., Gretchen Lester, Rachel Clapp-Smith, and Michael Palanski. “Age Diversity and Education Design for 21st Century Learning, pp. 75-91. Springer, Cham, 2016. Leadership: Enacting and Developing Leadership for All Ages.” In The Palgrave Handbook of Age Diversity and Work, pp. 737-759. Palgrave Macmillan, London, 2017. Storey, Meredith, Sheila Killian, and Philip O’Regan. “Responsible management education: Mapping the field in the context of the SDGs.” MacCurtain, Sarah, Caroline Murphy, Michelle O’Sullivan, Juliet MacMahon, and Tom Turner. “To stand The International Journal of Management Education 15, no. 2 (2017): 93-103. back or step in? Exploring the responses of employees who observe workplace bullying.” Nursing inquiry 25, no. 1 (2018): e12207.

McCarthy, Jean, and Noreen Heraty. “Ageist Attitudes.” In The Palgrave Handbook of Age Diversity and Work, pp. 399-422. Palgrave Macmillan, London, 2017. SUSTAINABILITY & ACCOUNTABILITY Casey, Katherine, Maria Lichrou, and Lisa O’Malley. “Unveiling Everyday Reflexivity Tactics in a Sustainable Murphy, Caroline and Simms, M. “Tripartite responses to the precarious employment of young workers in Community.” Journal of Macromarketing 37, no. 3 (2017): 227-239. Europe.” In The Palgrave Handbook of Age Diversity and Work, pp. 561-582. Palgrave Macmillan, London, 2017. Killian, Michelle, John Fahy, and Deirdre O’Loughlin. “The Case for Altruism in eWoM Motivations.” In Making a Difference Through Marketing, pp. 129-142. Springer, Singapore, 2016. Murphy, Caroline, and Christine Cross. “Gender, Age, and Labour Market Experiences.” In The Palgrave Handbook of Age Diversity and Work, pp. 561-582. Palgrave Macmillan, London, 2017 Killian, Sheila, and Philip O’Regan. “Social accounting and the co-creation of corporate legitimacy.” Accounting, Organizations and Society 50 (2016): 1-12. Murphy, Kevin R. “Discrimination in Employment Settings.” The Oxford Handbook of Workplace Discrimination (2017). Melay, Ivan, Michele O’Dwyer, Sascha Kraus, and Johanna Gast. “Green entrepreneurship in SMEs: a configuration approach.” International Journal of Entrepreneurial Venturing 9, no. 1 (2017): 1-17. Parry, Emma, and Jean McCarthy, eds. The Palgrave Handbook of Age Diversity and Work. Palgrave Macmillan UK, 2017. O’Regan, Philip, and Sheila Killian. “Community involvement lends legitimacy to firms’ social accounting.” LSE Business Review (2016). Schneider, Markus PA, Stephen Kinsella, and Antoine Godin. “Changes in the profile of inequality across Europe since 2005: austerity and redistribution.” European Journal of Economics and Economic Policies: Onyas, Winfred Ikiring, Morven G. McEachern, and Annmarie Ryan. “Co-constructing sustainability: Agencing Intervention 13, no. 3 (2016): 354-374. sustainable coffee farmers in Uganda.” Journal of Rural Studies 61 (2018): 12-21.

Turner, Tom, Christine Cross, and Caroline Murphy. “Occupations, age and gender: Men and women’s Ryan, Annmarie, and Lisa O’Malley. “The role of the boundary spanner in bringing about innovation in cross- earnings in the Irish labour market.” Economic and Industrial Democracy (2017): 0143831X17704910. sector partnerships.” Scandinavian Journal of Management 32, no. 1 (2016): 1-9. DEVELOPMENT & OVERSEAS AID Levie, Fiona, Catriona M. Burke, and John Lannon. “Filling the gaps: An investigation of project governance in a non-governmental organisation’s response to the Haiti earthquake disaster.” International Journal of Project Management 35, no. 5 (2017): 875-888.

Pade-Khene, Caroline, and John Lannon. “Learning to Be Sustainable in ICT for Development: A Citizen Engagement Initiative in South Africa.” In International Conference on Social Implications of Computers in Developing Countries, pp. 475-486. Springer, Cham, 2017. Advancing the cause of responsible LABOUR RIGHTS & HUMAN RIGHTS Berkery, Elaine, Siobhan Tiernan, and Michael Morley. “The relationship between gender role stereotypes management education not only in and requisite managerial characteristics: The case of nursing and midwifery professionals: a response to Lalor.” Journal of nursing management 24, no. 8 (2016): 1137-1140. our own institution, but worldwide.

Cross, Christine, Margaret Linehan, and Caroline Murphy. “The unintended consequences of role-modelling behaviour in female career progression.” Personnel Review 46, no. 1 (2017): 86-99.

International Labour Organisation. On-call work and other forms of casual work in industrialized countries: An Overview. Geneva: ILO. Forthcoming (KBS team O’Sullivan, M., Lavelle, J., MacMahon, J., Turner, T., Ryan, L., Murphy, C., Gunnigle, P. and O’Brien, M.)

Murphy, Caroline, and Thomas Turner. “Organising precarious workers: Can a public campaign overcome weak grassroots mobilisation at workplace level?.” Journal of Industrial Relations 58, no. 5 (2016): 589-607.

Murphy, Caroline. “Fear and Leadership in Union Organizing Campaigns: An Examination of Workplace Activist Behavior.” SAGE Open 6, no. 1 (2016): 2158244015623932.

O’Sullivan, Michelle, Thomas Turner, Jonathan Lavelle, Juliet MacMahon, Caroline Murphy, Lorraine Ryan, Patrick Gunnigle, and Mike O’Brien. “The role of the state in shaping zero hours work in an atypical liberal market economy.” Economic and Industrial Democracy (2017): 0143831X17735181.

Turner, Tom, and Darragh Flannery. “Did partnership in Ireland deliver for all workers? Unions and earnings.” Employee Relations 38, no. 6 (2016): 946-960

Turner, Tom, and Lorraine Ryan. “Corporate social responsibility and independent employee representation: A Case of ethical confusion and contradictions.” Proceedings of The 11th MAC 2017 (2017): 78.

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