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PRESENTED BY ESCP BUSINESS SCHOOL

International study: how to become an ethical leader

The environmental and societal challenges of the 21st century demand big choices – from individuals, governments and businesses. Global uncertainty may be growing during 2020 – but many young people are clear about the future they want to create.

International study: how to become an ethical leader
Photos: Nathalia Rocha/Laurent Högl-Roy

That includes students on ESCP Business School's Bachelor in Management (BSc) programme. ESCP focuses on educating and inspiring tomorrow’s leaders with the principles of ethics, responsibility and sustainability. 

We spoke with two student ambassadors on the Bachelor in Management (BSc) about what we should expect from their generation: Nathalia Rocha, 21, originally from Brazil, and Laurent Högl-Roy, 23, who is half-French and half-German and grew up in Switzerland. 

Leading in a changing world: are you ready to get a head start with ESCP's Bachelor in Management (BSc)? Get more information now.

Ethics and responsibility

“Everything I do needs to be in accordance with my moral values,” says Nathalia, who will soon start an internship at a social impact company in Helsinki whose partners include the Bill & Melinda Gates Foundation. “Being responsible means you’re accountable – and if I’m going to be held to account for something, it needs to reflect my values.”

Sounds simple. As the international representative for an NGO supporting children in Brazil and having previously worked on social projects in South Africa, Nathalia is very much living by her values.

But in the complex and pressurised business world, consistent value-based decision-making can become less straightforward. ESCP actively challenges its students to deal with business dilemmas and the final year of the Bachelor in Management (BSc) programme includes a ‘CSR & Business Ethics’ course to prepare them for what lies ahead using real case studies.

“In the past, big corporations have not always been honest and have had some negative impacts for years to come,” says Laurent.

Photo: Laurent Högl-Roy (furthest right) with fellow students at ESCP's London campus

His year group was only the third to start the Bachelor programme and he values its innovative approach. “This Bachelor has a very contemporary point of view, covering these crucial issues to give us the best head start for the future,” he says. “We have classic business classes but we’re also educated, like our slogan says, for ‘Leading in a changing world’.”

Next generation values: find out about the benefits of taking ESCP's Bachelor in Management – which begins for first year students in 2020/21 on September 14th.

Sustainability becomes second nature

You may think the meaning of sustainability is obvious by now. Think again. For the next generation, the concept goes far beyond just trying to be ‘green’ or thinking about the environment. 

Sustainability also encompasses human, social and economic dimensions. The circular economy and ESG (Environmental, Social and Governance) investing are just two of the more visible aspects.

ESCP's Bachelor promotes sustainable development as fundamental to transforming business – a transformation Laurent says will benefit all parties. “We’ve learned that resources are not endless,” he says. “But it feels like there’s too much questionable ‘greenwashing’. Efficiency will be key to making corporations more sustainable.”

To help its BSc students develop informed views, ESCP invites guest speakers, who have included Kurt Morriesen, Head of Europe, Sustainable Finance & Impact Investing at the United Nations Development Programme.

ESCP's Madrid campus also launched a Green Scholarship for the BSc; prospective students were invited to apply by setting out in PowerPoint how their school could introduce or improve sustainability initiatives.

“Sustainability is about creating something that will last,” says Nathalia. “Why would I want to be part of something that doesn’t leave a legacy?”

Cross-cultural understanding

Whether the meetings of the future take place face-to-face or via video, the ability to relate to different cultures is becoming crucial. Nor is this only about seeking new clients. Diversity is also a huge topic for organisations looking to enhance their own team dynamics.

Students on ESCP’s BSc programme represent more than 50 nationalities. They have the opportunity to study at three different European campuses and to learn languages in addition to their main courses.

“Through languages you learn how to live with different cultures,” says Laurent, who grew up bilingual in French and German and has studied Spanish and Mandarin at ESCP.

“We work on group projects with people from completely different cultures and this teaches us to understand them better. This flexibility is especially precious. Every situation will look somehow familiar and won’t be intimidating.”

Cross-cultural education: find out how you could start an exciting personal journey on ESCP's Bachelor in Management (BSc) this September

Learning to think local

Familiarity with different cultures does not mean dismissing anything local as parochial. Far from it. The pros and cons of globalisation remain a hot topic. But Laurent and Nathalia believe businesses that look for local solutions have a vital role.

“You can already see it with younger CEOs coming in or start-ups showing they can slow down globalisation a little,” says Laurent, who will do an internship in rail logistics at Deutsche Bahn this summer. “The pandemic shows we might be a bit too interdependent with certain necessary goods, like medication. We need to balance the local and the global.”

Nathalia points to food miles as an example of how more localisation could drive wider progress. “People go to the supermarket and want to buy foods that are not in season,” she says. “I hope people will become more aware of where products come from, as well as the effects on people in supply chains. Unless this changes, businesses will not change – they’ll give people what they want.”

Both students are impressed with how strongly their courses at ESCP focus on sustainability, which encourages open-mindedness about local solutions. “ESCP really focuses on it a lot, which is great,” says Nathalia.

Photos: Nathalia Rocha/Laurent Högl-Roy

Optimism in a long-term outlook 

“On the face of it, shareholder value is the dumbest idea in the world.” It’s just over a decade since Jack Welch, former CEO of General Electric, made this shock declaration about corporate excess.

In 2020, is the trend finally turning away from short-term strategies that seek to maximize profits at all costs? It may be too early to say. But ESCP’s Bachelor in Management (BSc) aims to support a more long-term perspective on prosperity.

Nathalia hopes to see changes in the clothing industry. “With fast fashion, they usually don’t give a living wage to people making the clothes,” she says. “The quality is poor, so people buy things and throw them away.”

“Business should be done for the good of society,” adds Laurent. “Without society there are no customers. My generation can see and build on what has been successful until now but we can also focus on what has been going wrong. I think we have a very interesting future and I'm rather optimistic.”

With its emphasis on ethics and sustainable solutions, ESCP's BSc is giving a new wave of decision-makers the tools to turn their visions today into tomorrow's reality.

Ready to be a next generation decision-maker? Find out more about ESCP's Bachelor in Management (BSc), which starts on September 14th for first year students in the 2020/21 intake – with classes on campus and/or online in accordance with national government recommendations. 

 

 
 
 
 
 
 

EDUCATION

English-language programmes at Danish universities face cuts

Denmark's government has agreed on a plan to significantly reduce the number of courses offered in English in the country's universities.

English-language programmes at Danish universities face cuts
Life sciences faculty hold an open house at Copenhagen University. The university is now expected to reduce admissions as part of a plan to decentralise higher education in Denmark. Photo: Thomas Lekfeldt / Ritzau Scanpix

At the end of June, the plan aims to reduce the number of English-language higher education programmes while also expanding educational opportunities outside of Denmark’s major cities.

The exact number of courses to be cut – and where they will be cut – depends on the future employment of graduates.

Cuts to English-language programmes

The reduction of English-language programmes at institutions of higher education is rooted in an effort to reduce rising costs of state educational grants (SU) in Denmark. Despite attempts to reduce SU expenses, the cost is expected to rise to 570 million kroner by 2025, far above the cap of 449 million kroner set in 2013. 

There are a number of cases in which non-Danish citizens are entitled to SU, from moving to Denmark with one’s parents, marrying a Danish citizen, residing in Denmark for more than 5 years, status as a worker in Denmark, and more.

The reduction is targeted at English-language programmes where few English-speaking students find employment in Denmark after graduation, according to Denmark’s Ministry of Education and Research. 

Among the targeted programmes are business academies and professional bachelor programmes, where 72 percent of students are English-speaking and only 21 percent find work in Denmark after completing their education. 

However, programmes where higher proportions of English students enter the Danish workforce, and those that have a unique significance on the regional labour market, will be exempt from the reduction. This amounts to 650 education institutions around the country. 

In 2016, students demonstrated against cuts in SU. Photo: Emil Hougaard / Ritzau Scanpix

The agreement also establishes a financial incentive for institutions that graduate English-speaking students who remain to work in Denmark.

According to a June 10 analysis from consulting firm Deloitte, EU students who receive higher education in Denmark contribute an average of nearly 650,000 kroner to Denmark’s public coffers over a lifetime. 

However, the report notes, a student’s positive or negative contribution depends on how long they stay in Denmark. Although students who leave Denmark shortly after graduating constitute a cost to the Danish state, the analysis found that the contribution of students who stay in Denmark to work offsets the cost of those who leave.

The analysis expressed concern that reducing opportunities for English-language higher education could “have a number of unintended negative consequences,” including deterring students who might stay in Denmark to work from moving in the first place. There’s also the risk that it will become more difficult to recruit foreign researchers to Danish universities, which could impact education quality, the analysis claims.

The UCN professional school in Thisted is expected to open one new training program as a result of the decentralisation plan. Photo: Henning Bagger/Ritzau Scanpix

Decentralisation of Danish education

The plan to decentralise higher education in Denmark not only expands educational opportunities outside of Denmark’s major cities, but it also aims to reduce enrollment in higher education within major cities by 10 percent by 2030 (but not more than 20 percent).

For example, a law programme will be established in Esbjerg, a medical programme in Køge and a veterinary programme in Foulum.

Minister of Education and Research Ane Halsboe-Jørgensen said the goal was to offer students educational opportunities regardless of where they live within Denmark and strengthen the economy outside of major cities. 

However, the Danish Chamber of Commerce, Dansk Erhverv, expressed concern that the decentralisation plan doesn’t factor in labour demands within Denmark’s major cities.

Mads Eriksen, head of education and research policy at Dansk Erhverv, said it was “unwise” for programmes to reduce acceptance rates to in-demand fields in that particular city. 

“They are trying to solve a problem with labour in the countryside, but at the same time they are creating labour problems in the cities,” Eriksen said. “The English-language programme cuts are far more aligned with the demands of the labour market.”

Denmark has utilised unemployment-based admission for higher education since 2015. Programmes whose graduates experience unemployment consistently 2 percent higher than average are subject to a 30 percent admission cut.

Eriksen thinks it shouldn’t be a matter of reducing admissions across several universities by

“For example, we have five philosophy education programmes in Denmark, each of which have high unemployment rates among graduates,” Eriksen said, referencing a recent Dansk Erhverv analysis

He would prefer to see resources concentrated into making a couple of those programmes the best they can be and closing the rest, versus reducing admissions in all five programmes. “We have to be ready to close programmes that continue to have high unemployment, not just reduce them.”

In 2018, the University of Southern Denmark closed one English-language program and converted two from English to Danish. Photo: Tim Kildeborg Jensen / Ritzau Scanpix

Opposite impacts on provincial institutions

Gitte Sommer Harrits, vice chancellor at VIA University College, shared concern that although the decentralised education aspect of the plan aims to increase the number of students at provincial universities, the reduction of English-language programmes is likely to have the opposite effect.

A report from the organisation Akademikerne in early June found that international students have played a significant role filling educational institutions outside of Danish cities. Nine of the 10 educational institutions with the largest proportion of English-speaking students are outside the country’s largest cities. 

The University of Southern Denmark in Sønderborg has the highest proportion of international students; 40 percent of its 628 students are not affiliated with Denmark or other Nordic countries. 

While significantly larger with nearly 37,000 students, Copenhagen University has 5.2 percent international students.

Already in 2018, the University of Southern Denmark closed one English-language programme and converted two others from English to Danish after the Danish government ordered universities to reduce the number of international students.

Harrits said she found the possible closure of English-language programmes drawing international students to provincial areas to be puzzling when paired with the intention to decentralise education.

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