PRME Champions

Since the inception of the Principles for Responsible Management Education (PRME) in 2007, there has been increased debate over how to adapt management education to train a new generation of business leaders capable of managing the complex demands faced by business and society in the 21st century. While the Seven Principles of PRME provide a guiding framework, progress toward broad-scale implementation remains gradual. The Rio Declaration the Contribution of Higher Education Institutions and Management schools, an output of the 2012 PRME Global Forum included a call from the PRME community for the creation of a leadership group. In 2013, PRME launched a two-year pilot group of engaged PRME Signatories, called the PRME Champions, who were committed to working collaboratively to develop and promote activities that address shared barriers to making broad scale implementation of sustainability principles a reality.

Today, remaining committed, the PRME Champions experiment with innovative approaches to integrating sustainability and ethics across curricula, research, and institutional practices. The Champions take on ambitious projects that demonstrate how business schools can transform their teaching and operations to reflect the Principles of PRME. They also play an active role in supporting the broader PRME community by sharing tools and insights through Chapters, Working Groups, and SIP reporting to help other institutions deepen their own implementation efforts. In doing so, the Champions contribute directly to the realization of the Sustainable Development Goals (SDGs) and help shape global thought and action on the future of management education.

Participation in the Champions enables highly engaged PRME Signatories to:

Be recognised as a thought and/or action leader in the PRME community: Develop, implement, and co-create game changing projects that advance the transformation of business and management schools towards sustainability.
Join your own community of practice: co-creating solutions, sharing good practices, and advancing impact with like-minded institutions.
Elevate your institution’s brand within the PRME community with Champion status: Stand out as a recognized leader driving the transformation of business and management education.
Increase in-person engagement: Foster a strong sense of community and expand collaboration across research, community initiatives, and the broader responsible management education ecosystem.

Expand student access to PRME and UN Global Compact opportunities: Drive participation in internships and volunteer opportunities with the PRME Secretariat and the UN Global Compact, as well as PRME Students competitions and events.

Featured Projects

Blueprint for SDG Integration

Launched at the 2020 PRME Global Forum, the cohort presented the Blueprint for SDG Integration into Curriculum, Research, and Partnerships—a practical, step-by-step guide to broadening and deepening the consideration of sustainability within business schools.

The objective of this PRME Blueprint for SDG Integration is twofold. First, it aims to provide concepts and frameworks to support business schools – both PRME Signatories and non-signatories – as they integrate the SDGs into their curricula, research and partnerships. Secondly, it aims to provide a practical focus by offering examples of approaches already adopted by business schools. In doing so, PRME acknowledges that integrating and/or mainstreaming the SDGs into the business school context is a dynamic process with no “one size fits all” solution. Business schools need to create their own SDG pathways, based on their starting points, the prevailing context, their organizational capacity and their needs. The PRME Blueprint offers a roadmap for business schools that have already embarked on their SDG journey, those beginning their journey and those considering the challenge.

Explore SDG Integrations

PRME Champions Manifesto: Accelerating the 2030 Agenda for SDG 4 - From Design to Action

Around the world, progress toward the Sustainable Development Goals (SDGs) remains uneven, with nearly half of the targets off track and SDG 4: Quality Education showing limited advancement. To reaffirm their commitment and drive action, the PRME Champions have developed a Manifesto for Quality Education. This collective framework guides each cohort’s efforts across research, education, and advocacy, mobilizing leading business and management schools to accelerate meaningful progress toward inclusive and transformative education worldwide.

Download the Manifesto

Climate Literacy Training

Originally developed as a PRME Champions sub-group project, with leadership from Nottingham Trent University and other stakeholders, PRME’s Climate Literacy Training leverages a train-the-trainer approach to help academics, students, and other participants quickly become carbon literate. Once literate, the programming encourages them to adopt pragmatic climate solutions in their own life and work. Invitations are sent to universities and business schools for regional events so participants can become trainers in their own institutions or become involved in training in other regions. Participants who complete the training and the assessment form will be eligible to receive a certificate issued by the Carbon Literacy Project.

Current PRME Champions: 2026 - 2027

We are delighted to introduce the 2026-2027 PRME Champions cohort, a distinguished group of 50 PRME Signatory Members selected for their exemplary commitment to advancing responsible management education and transforming their institutions around the Seven Principles of PRME. Each Champion institution has demonstrated a strong track record of innovation, collaboration, and influence in driving meaningful change across curricula, research, partnerships, and institutional practice.

Over the next two years, the cohort will engage in a set of self-selected focus areas, defined through an initial period of collective inquiry, to advance the Principles of PRME and the SDGs through sustained commitments to community development and the advancement of education. They will continue building on the Champions’ mission to work collaboratively to tackle shared barriers and deliver value for both business and society. Through active engagement in workshops, thematic roundtables, and strategic collaborations, Champions will play a central role in thought leadership within the PRME community, demonstrating depth and breadth of engagement within issue-specific work and across the community. Their collective work will not only support PRME’s strategic objectives but will also contribute to strengthening responsible management education globally in alignment with the vision of the United Nations Global Compact and the 2030 Agenda.

Champion Institution	PRME Chapter	Country
Aalto University, School of Business	Nordic	Finland
Almaty Management University	Eurasia	Kazakhstan
Arden University	UK & Ireland	United Kingdom
Aston Business School	UK & Ireland	United Kingdom
Audencia Nantes School of Management	France & Benelux	France
Berlin School of Business and Innovation	DACH	Germany
Birla Institute of Management Technology	India	India
Budapest University of Economics and Business (BUEB)	CEE	Hungary
Corvinus University of Budapest	CEE	Hungary
CUNEF Universidad	Iberia	Spain
Deakin University, Faculty of Business and Law	Australia & New Zealand	Australia
Division of Business & Government, College of Business & Technology	North America	United States
Dublin City University Business School	UK & Ireland	Ireland
EGADE Business School	Latin America & the Caribbean	Mexico
ESIC Business & Marketing School	Iberia	Spain
Externado School of Management	Latin America & the Caribbean	Colombia
Fortune Institute of International Business (FIIB)	India	India
Gordon Institute of Business Science (GIBS)	Africa	South Africa
Gordon S. Lang School of Business and Economics	North America	Canada
Gustavson School of Business (GSB)	North America	Canada
HEM (Institute of Higher Education of Management)	Africa	Morocco
IEDC Bled School of Management	CEE	Slovenia
International Business School Suzhou	China	China
Iscte Business School	Iberia	Portugal
ISEG	Iberia	Portugal
Keele Business School	UK & Ireland	United Kingdom
Kemmy Business School	UK & Ireland	Ireland
Kristianstad University	Nordic	Sweden
La Trobe Business School	Australia & New Zealand	Australia
Loughborough Business School	UK & Ireland	United Kingdom
Newcastle University Business School	UK & Ireland	United Kingdom
Nottingham Business School	UK & Ireland	United Kingdom
Nottingham University Business School	UK & Ireland	United Kingdom
Onsi Sawiris School of Business	Africa	Egypt
Peter T. Paul College of Business and Economics	North America	United States
Queen's Business School	UK & Ireland	United Kingdom
S P Jain Institute of Management & Research	India	India
Sobey School of Business	North America	Canada
Stockholm School of Economics	Nordic	Sweden
Sunway Business School	ASEAN+	Malaysia
T A Pai Management Institute (TAPMI)	India	India
The British University in Egypt, Faculty of BAEPS	Africa	Egypt
The University of Sydney Business School	Australia & New Zealand	Australia
UC Business School	Australia & New Zealand	New Zealand
University of Applied Sciences of the Grisons	DACH	Switzerland
University of Dundee School of Business	Australia & New Zealand	Australia
University of Lincoln	UK & Ireland	United Kingdom
University of Nicosia	CEE	Cyprus
University of Plymouth	UK & Ireland	United Kingdom
ZHAW School of Management and Law	DACH	Switzerland

Former PRME Champions

# Champions Cycle 2024-2025

The 2024–2025 PRME Champions cohort demonstrated what it means to turn dialogue into action. Across the two-year cycle, Champions collaborated through more than 10 sub-group projects that moved beyond discussion to deliver tangible outputs designed to benefit the global PRME community as a whole. Working across regions and disciplines, these projects addressed critical questions shaping the future of business and management education. Areas of focus ranged from linking education for sustainable development competencies with employability and advancing climate leadership, to strengthening experiential learning approaches for responsible leadership, and exploring pedagogical pathways for ecological and social transition.

The Champions also collaborated on initiatives to cultivate sustainability change agents, co-develop pedagogical support for educators, and co-design regenerative market futures. Other projects examined how business school sustainability reporting can evolve to align with PRME reporting guidelines, contributing practical insights for institutions navigating a transition to PRME Commons, a collaborative digital platform and global public data repository on responsible management education.

Collectively, this cohort exemplified collaborative leadership in action, generating shared resources, frameworks, and insights that advance responsible management education and support schools across the PRME community.

2024 - 2025 Champion Projects

Linking Education for Sustainable Development Competencies with Employability

Lead: Keele Business School (KBS), Keele University, United Kingdom
Partnering Champion Institutions: Nottingham Business School, Nottingham Trent University and Woxsen University

The project aims to map ESD-based competencies in universities, focusing on business school modules, exploring how UNESCO's core competencies are embedded in module design, delivery, and assessment, and their link to employment post-graduation. It particularly concentrates on level 5 and 6 students' experiences to understand their preparedness for the workforce. The hypothesis suggests that integrating these competencies enhances employability potential, especially with explicit awareness. The project's objectives are to identify best practices through staff focus groups regarding competency integration in modules and to survey students to analyze their awareness and perception of competency's role in employability, supplemented by higher education employability statistics.

PRME Champions for Climate Leadership

Lead: Gordon Institute of Business Science (GIBS), University of Pretoria, South Africa
Partnering Champion Institutions: Newcastle Business School, Northumbria University; Kemmy Business School, University of Limerick; Goa Institute of Management (GIM); Deakin Business School; Queen’s Business School; Gordon S. Lang School of Business and Economics, University of Guelph; School of Business, University of Dundee; Seattle Pacific University

This project supports faculty in incorporating SDG 13 (Climate Action)into core business management subjects without requiring extensive climate expertise. It aims to provide guidance and tools for seamlessly integrating climate-related issues into existing courses, utilizing disciplines like strategy, leadership, and business ethics. By organizing materials into a cohesive package with PRME branding, the project aims to amplify the teaching of SDG 13 while fostering collaboration among PRME communities and related networks. While initially centered on SDG 13, the project envisions scalability to other SDGs or combinations thereof, leveraging expertise and resources within the PRME network.

Learn more

Increasing the efficacy of experiential learning in cultivating responsible leadership competencies: a contingency perspective

Lead: Peter T. Paul College of Business and Economics, University of New Hampshire, US
Partnering Champion Institutions: Woxen University, T A Pai Management Institute, Cork University Business School

The objectives of this proposal are to take stock of the experiential learning activities our institution currently implements to advance SDG education and then create a typology of different types of experiential learning tools for sustainable business education. Champions will conduct a literature review on experiential learning to uncover fundamental dimensions of different experiential learning tools, such as individual vs. collaborative, structured vs. open-ended. Second, the project will empirically assess the varying effectiveness of different experiential learning activities contingent on students’ unique characteristics, such as personality, learning styles, etc.

Pedagogical approaches for ecological and social transition

Lead: Audencia Business School, France
Partnering Champion Institutions: Stockholm School of Economics, IEDC-Bled School of Management

Higher education institutions are crucial for engaging current and future students in ecological and social transitions. Many business schools are integrating courses on sustainability, but we seek best practices for deeply engaging students in understanding these transitions. What are the existing teaching approaches, and how do they suit specific topics and student learning types (reflectors, theorists, pragmatists, activists)? What teaching philosophies and pedagogical approaches are most effective? How can we improve and help students become change makers?

Creating Sustainability Change Agents: A Cross-Country Collaboration

Lead: Goa Institute of Management (GIM), India
Partnering Champion Institutions: Berlin School of Business and Innovation (BSBI) and Woxsen University

GIM, in partnership with BSBI, proposes a cross-cultural collaborative student project to equip learners with discourse and implementation skills crucial for addressing sustainability challenges. This initiative aims to deepen understanding of sustainability issues across diverse contexts, bridging the gap between the Global North and South. By experimenting with pedagogy and emphasizing the interconnectedness of SDGs and geopolitics, the project aims to enhance responsible management education. The short-term collaborative projects will engage postgraduate students and researchers from participating institutions, focusing initially on "Using Artificial Intelligence for Social Good" with BSBI and Woxsen University, with further topics to be determined.

Co-developing pedagogical teacher support for enhanced sustainability

Lead: Aalto University School of Business, Finland
Partnering Champion Institutions: Audencia Business School, Budapest Business University, Conestoga College, CUNEF, IEDC-Bled School of Management, ISEG, Loughborough Business School, Stockholm School of Economics, ZHAW
Teachers and pedagogy play a crucial role in reshaping academia, but barriers like motivation and lack of sustainability skills hinder Education for Sustainable Development (ESD). Training for university teachers in sustainability is often insufficient. To address this, co-developing pedagogical teacher support for enhanced sustainability developed openly available training materials adaptable to institution needs, drawing on pedagogical expertise and existing ESD practices.

PRME Global Sustainability Challenge: Co-designing Regenerative Market Futures

Lead: Kemmy Business School, University of Limerick, Ireland
Partnering Champion Institutions: Audencia Business School, ESIC University, ISCTE Business School, UC Business School, Christchurch, Budapest Business University, Seattle Pacific University, CUNEF

The PRME Champion Sustainability Challenge aims to promote innovative and collaborative solutions to global sustainability issues among students from PRME champion schools. By engaging students in co-creating future-oriented solutions, the project seeks to provide a transformative learning experience that equips the next generation with the necessary skills and mindset to tackle complex global challenges. It emphasizes interdisciplinary collaboration, experiential learning, inclusivity, and diversity to ensure comprehensive and equitable solutions.

Programme Report and Timeline

What should business school sustainability reporting look like following the introduction of the new PRME reporting guidelines?

Lead: Loughborough Business School, Loughborough University, UK
Partnering Champion Institutions: University of Canterbury, University of Dundee, University of Nicosia, University of Limerick, University of Sussex, ZHAW School of Management and Law, Universidad Externado de Colombia, Conestoga College, International Institute for Management Development, Cork University, Sobey School of Business, ESIC University
Our project aims to evaluate the impact of PRME's updated SIP 2.0 requirements on sustainability reporting by signatory institutions. We will analyze a comprehensive sample of reports using content analysis to assess the extent and quality of disclosure before and after the introduction of SIP 2.0. Additionally, we will identify any gaps in reporting against the new requirements and propose supplementary indicators. By discussing suitable benchmarks and conducting qualitative reviews, we aim to uncover best practices that can benefit the broader education community, ultimately contributing to improved sustainability reporting standards.

Institution	Country	Chapter
Aalto University School of Business	Finland	Nordic
Audencia Business School	France	France & Benelux
Berlin School of Business and Innovation	Germany	DACH
Budapest Business University	Hungary	CEE
Conestoga College Institute of Technology and Advanced Learning	Canada	North America
Cork University Business School (CUBS), University College Cork, Ireland	Ireland	UKI
CUNEF Universidad	Spain	Iberia
Deakin Business School	Australia	AUSNZ
EGADE Business School	Mexico	LAC
ESIC Business & Marketing School; ESIC University	Spain	Iberia
Goa Institute of Management (GIM)	India	India
Gordon Institute of Business Science	South Africa	Africa
Gordon S. Lang School of Business and Economics, University of Guelph	Canada	North America
IEDC-Bled School of Management	Slovenia	CEE
International Business School Suzhou at Xi'an Jiaotong-Liverpool University	China
International Institute of Management Development (IMD)	Switzerland	DACH
Iscte Business School	Portugal	Iberia
ISEG - Lisbon School of Economics and Management, Universidade de Lisboa	Portugal	Iberia
John Molson School of Business	Canada	North America
Keele University	United Kingdom	UKI
Kemmy Business School, University of Limerick	Ireland	UKI
Kristianstad University	Sweden	Nordic
La Trobe Business School	Australia	AUSNZ
Loughborough Business School	United Kingdom	UKI
Newcastle Business School	United Kingdom	UKI
Nottingham Business School, Nottingham Trent University	United Kingdom	UKI
Nottingham University Business School, University of Nottingham	United Kingdom	UKI
Peter T. Paul College of Business and Economics, University of New Hampshire	United States	North America
Queen's Business School	United Kingdom	UKI
School of Business, Government, and Economics, Seattle Pacific University	United States	North America
School of Business, Woxsen University	India	India
Sobey School of Business, Saint Mary's University	Canada	North America
Stockholm School of Economics	Sweden	Nordic
T A PAI MANAGEMENT INSTITUTE, MANIPAL ACADEMY OF HIGHER EDUCATION	India	India
UC Business School, University of Canterbury	New Zealand	AUSNZ
Universidad Externado de Colombia	Colombia	LAC
University of Applied Sciences of the Grisons	Switzerland	DACH
University of Cape Town Graduate School of Business (UCT GSB)	South Africa	Africa
University of Dubai	UAE	Middle East
University of Dundee School of Business	Scotland, United Kingdom	UKI
University of Nicosia	Cyprus	CEE
University of Plymouth	United Kingdom	UKI
University of Winchester	United Kingdom	UKI
Zurich University of Applied Sciences (ZHAW) School of Management and Law	Switzerland	DACH

# Champions Cycle 2023

The focus of the 2023 Champions cycle was on action leadership to inspire our global community, specifically through the repository of SDG Integration on Research, Curriculum, and Partnerships, which hosts inspiring examples that built on the work of the existing Blueprint for SDG Integration. A unique feature of the 2023 cycle is engagement in the Impactful Five (i5) Project, a knowledge-sharing and peer-learning project which aimed to future-proof higher education institutions with novel pedagogies and practices that inspire creativity and authenticity, and underpin sustainable development across all disciplines of business education. The 2023 Champions participated in a series of workshops throughout the year to source, develop, and implement innovative pedagogies, inspired by the Impactful Five characteristics outlined in partnership with the LEGO Foundation.

The 2023 Champions cycle was an amended 1-year cycle, as opposed to the usual 2-year cycle, as the Secretariat engaged in a review process of the programme for future editions. The review took place in parallel to the 2023 cycle and involved Champion, community, and expert consultation in order to ensure that the PRME Champions Programme remained an impactful pioneer programme moving forward, and one in line with community needs and expectations.

Institution	Chapter	Country
Almaty Management University	EURASIA	Kazakhstan
Audencia Business School	France & Benelux	France
Birla Institute of Management Technology	India	India
Bucknell University Freeman College of Management	North America	United States of America
Budapest Business University	CEE	Hungary
College of Management, Mahidol University	ASEAN+	Thailand
Conestoga School of Business	North America	Canada
Copenhagen Business School	Nordic	Denmark
CUNEF Universidad	Iberia	Spain
Deakin Business School	AUSNZ	Australia
EGADE Business School, Tecnologico de Monterrey	LAC	Mexico
ESPAE, Graduate School of Management. ESPOL	LAC	Ecuador
Fachhochschule Graubünden (University of Applied Sciences of the Grisons)	DACH	Switzerland
Gabelli School of Business, Fordham University	North America	United States of America
Glasgow Caledonian University, Glasgow School for Business & Society	UKI	United Kingdom
Goa Institute of Management, Goa, India	India	India
Gordon Institute of Business Science	Africa	South Africa
Gordon S. Lang School of Business and Economics	North America	Canada
Hanken School of Economics	Nordic	Finland
IEDC-Bled School of Management	CEE	Slovenia
International Business School Suzhou at Xi'an Jiaotong-Liverpool University	China Committee	China
International Institute for Management Development (IMD)	DACH	Switzerland
Iscte Business School	Iberia	Portugal
Kemmy Business School at University of Limerick	UKI	Ireland
Kristianstad University	Nordic	Sweden
La Trobe Business School	AUSNZ	Australia
Milpark Business School	Africa	South Africa
Newcastle Business School	UKI	United Kingdom
Nottingham Business School, Nottingham Trent University	UKI	United Kingdom
Nottingham University Business School	UKI	United Kingdom
Nova School of Business and Economics	Iberia	Portugal
Queen's Management School	UKI	United Kingdom
School of Business, Economics and Law at the University of Gothenburg	Nordic	Sweden
School of Business, Government, and Economics, Seattle Pacific University	North America	United States of America
School of Business, Monash University Malaysia	ASEAN+	Malaysia
School of Business, University of Dundee	UKI	United Kingdom
School of Management Universidad Externado de Colombia	LAC	Colombia
Sobey School of Business, Saint Mary's University	North America	Canada
T A Pai Management Institute, Manipal Academy of Higher Education, Manipal	India	India
The Stockholm School of Economics	Nordic	Sweden
UC Business School, University of Canterbury	AUSNZ	New Zealand
University of Cape Town Graduate School of Business	Africa	South Africa
University of Plymouth	UKI	United Kingdom
University of Stirling	UKI	United Kingdom
University of Sussex	UKI	United Kingdom
Woxsen University	India	India
Zurich University of Applied Sciences (ZHAW)	DACH	Switzerland

# Champions Cycle 2021-2022

The 2021-2022 PRME Champions focused on a range of projects dedicated to advancing Responsible Management Education (RME) and curriculum design. A major theme of this cycle was timely engagement with societal and global challenges, notably the COVID-19 pandemic. Champions focused on applied research and community support, documenting Employment Protection Practices globally to help businesses navigate the economic crisis. They formalized and strengthened collaboration across the PRME community by creating a new network to facilitate research partnerships on SDG-related topics and published high-impact special journal issues largely focused on the crisis's effects on small businesses and organizational behavior.

Name of Institution	Country
Audencia Business School	France
Copenhagen Business School	Denmark
Deakin University	Australia
Fordham University, Gabelli School of Business	United States
George Mason University	United States
Glasgow Caledonian University	United Kingdom
Gordon Institute of Business Science	South Africa
Gordon S. Lang School of Business and Economics	Canada
Gothenburg School of Business, Economics and Law	Sweden
Hanken School of Economics	Finland
IEDC-Bled School of Management	Slovenia
IESEG School of Management	France
INCAE Business School	Costa Rica
Institute of Business Studies – Moscow, RANEPA	Russia
IPM Business School	Belarus
ISAE Brazilian Business School	Brazil
Kemmy Business School, University of Limerick	Ireland
Kristianstad University	Sweden
La Trobe Business School	Australia
Leeds School of Business, University of Colorado Boulder	United States
Newcastle Business School	United Kingdom
Nottingham Business School, Nottingham Trent University	United Kingdom
Nottingham University Business School	United Kingdom
Nova School of Business and Economics	Portugal
Queen's Management School	United Kingdom
Rohrer College of Business, Rowan University	United States
Seattle Pacific University	United States
Sobey School of Business, Saint Mary's University	Canada
Stockholm School of Economics	Sweden
T A PAI Management Institute	India
Universidad Externado de Colombia School of Management	Colombia
University of Applied Sciences of the Grisons	Switzerland
University of Cape Town Graduate School of Business	South Africa
University of Dubai	United Arab Emirates
University of Winchester	United Kingdom
ZHAW School of Management and Law	Switzerland

# Champions Cycle 2019-2020

In this 3rd cycle, the PRME Champions focused on taking transformative action on integrating the SDGs in curriculum, research and partnerships. Launched at the 2020 PRME Global Forum, the cohort presented the Blueprint for SDG Integration into Curriculum, Research, and Partnerships—a practical, step-by-step guide to broadening and deepening the consideration of sustainability within business schools.

Name of Institution	Country
Asian Institute of Management	Philippines
Audencia Business School	France
Babson College	United States
Business School Lausanne	Switzerland
Cass Business School, City, University of London	United Kingdom
College of Business and Economics, University of Guelph	Canada
Copenhagen Business School	Denmark
Deakin Business School	Australia
EGADE Business School, Tecnologico de Monterrey	Mexico
Fundação Dom Cabral‎	Brazil
George Mason University	United States
Glasgow Caledonian University	United Kingdom
Gordon Institute of Business Science	South Africa
Gustavson School of Business, University of Victoria	Canada
Hanken School of Economics	Finland
INCAE Business School	Costa Rica
Institute of Business Studies, RANEPA	Russia
Institute of Management Technology, Ghaziabad	India
IPM Business School	Belarus
ISAE	Brazil
Kemmy Business School	Ireland
Kristianstad University	Sweden
La Trobe Business School	Australia
Newcastle Business School	United Kingdom
Nottingham Business School, Nottingham Trent University	United Kingdom
Nottingham University Business School	United Kingdom
Seattle Pacific University	United States
Stockholm School of Economics	Sweden
T A PAI Management Institute	India
The Leeds School of Business, University of Colorado Boulder	United States
The Peter J. Tobin College of Business, St. John's University	United States
Universidad Externado de Colombia - School of Management	Colombia
University of Applied Sciences, HTW Chur	Switzerland
University of Cape Town Graduate School of Business	South Africa
University of Dubai	United Arab Emirates
University of St.Gallen	Switzerland
University of Winchester Business School	United Kingdom
ZHAW School of Management and Law	Switzerland

# Champions Cycle 2017-2018

Name of Institution	Country
Asian Institute of Management	Philippines
Audencia Business School	France
Babson College	United States
Business School Lausanne	Switzerland
Cass Business School, City, University of London	United Kingdom
College of Business and Economics, University of Guelph	Canada
Copenhagen Business School	Denmark
Deakin Business School	Australia
EGADE Business School, Tecnologico de Monterrey	Mexico
Fundação Dom Cabral‎	Brazil
George Mason University	United States
Glasgow Caledonian University	United Kingdom
Gordon Institute of Business Science	South Africa
Gustavson School of Business, University of Victoria	Canada
Hanken School of Economics	Finland
INCAE Business School	Costa Rica
Institute of Business Studies, RANEPA	Russia
Institute of Management Technology, Ghaziabad	India
IPM Business School	Belarus
ISAE	Brazil
Kemmy Business School	Ireland
Kristianstad University	Sweden
La Trobe Business School	Australia
Newcastle Business School	United Kingdom
Nottingham Business School, Nottingham Trent University	United Kingdom
Nottingham University Business School	United Kingdom
Seattle Pacific University	United States
Stockholm School of Economics	Sweden
T A PAI Management Institute	India
The Leeds School of Business, University of Colorado Boulder	United States
The Peter J. Tobin College of Business, St. John's University	United States
Universidad Externado de Colombia - School of Management	Colombia
University of Applied Sciences, HTW Chur	Switzerland
University of Cape Town Graduate School of Business	South Africa
University of Dubai	United Arab Emirates
University of St.Gallen	Switzerland
University of Winchester Business School	United Kingdom
ZHAW School of Management and Law	Switzerland

# Champions Cycle 2015-2016

Name of Institution	Country
Asian Institute of Management (AIM)	Philippines
Audencia Nantes School of Management	France
Babson College	US
CENTRUM Catolica Graduate Business School, Pontificia Universidad Catolica del Peru	Peru
Cologne Business School	Germany
Copenhagen Business School	Denmark
EGADE, Graduate School of Business Administration and Leadership	Mexico
Externado University	Colombia
Fordham University Schools of Business	US
Glasgow Caledonian University	UK
Hanken School of Economics	Finland
HTW Chur University of Applied Sciences	Switzerland
IEDC-Bled	Slovenia
IILM, Institute for Higher Education	India
INCAE Business School	Costa Rica
ISAE/FGV	Brazil
Kemmy Business School, University of Limerick	Ireland
La Trobe Business School	Australia
Leeds School of Business, University of Colorado Boulder	US
Mendoza College of Business, University of Notre Dame	US
Monash Business School	Australia
Nottingham University Business School	UK
Pforzheim University	Germany
S.P. Jain Institute of Management and Research	India
Seattle Pacific University	US
University of Cape Town Graduate School of Business	South Africa
University of Dubai	UAE
University of Guelph College of Business and Economics	Canada
Winchester Business School	UK
Asian Institute of Management (AIM)	Philippines
Audencia Nantes School of Management	France
Babson College	US
CENTRUM Catolica Graduate Business School, Pontificia Universidad Catolica del Peru	Peru
Cologne Business School	Germany
Copenhagen Business School	Denmark
EGADE, Graduate School of Business Administration and Leadership	Mexico
Externado University	Colombia
Fordham University Gabelli Schools of Business	US

# Champions Cycle 2013-2014

Region	Country	Organisation Name
Latin America	Brazil	ISAE/FGV
	Colombia	Externado University Management Faculty
	Mexico	Instituto Panamericano de Alta Dirección de Empresa (IPADE)*
	Peru	CENTRUM Católica Graduate Business School, Pontificia Universidad Católica del Perú
North America	Canada	Ivey Business School, Western University*
	Canada	Queen’s School of Business
	Canada	University of Guelph College of Management and Economics
	US	Babson College
	US	Fordham University Schools of Business
	US	Mendoza College of Business, University of Notre Dame
Western Europe	Denmark	Copenhagen Business School
	Finland	Hanken School of Economics
	France	Audencia Nantes School of Management
	Germany	Pforzheim University Business School
	Ireland	Kemmy Business School, University of Limerick
	Spain	Deusto Business School
	Spain	ESADE Business School
	Switzerland	HTW Chur University of Applied Sciences
	UK	Aston Business School
	UK	Glasgow Caledonian University, Glasgow School for Business & Society
	UK	Nottingham University Business School
Central & Eastern Europe	Turkey	Sabanci University
Central & Eastern Europe	Slovenia	IEDC-Bled
Middle East & Africa	Egypt	The American University in Cairo School of Business
	Nigeria	Lagos Business School, Pan-Atlantic University
	South Africa	University of Cape Town Graduate School of Business
	UAE	University of Dubai
Asia	India	IILM, Institute for Higher Education
	Philippines	Asian Institute of Management (AIM)
	Philippines	Ramon V. del Rosario College of Business, De La Salle University
	South Korea	Kyung Hee University School of Management
Australia & New Zealand	Australia	La Trobe Business School

* Participated only in 2013-2014

Our Impact

Driving Global Impact: Fara Azmat’s PRME Champion Journey

When Professor Fara Azmat joined as a PRME Director at Deakin Business School (DBS) in 2016, the university’s engagement with PRME was modest. “Before I came on board, our involvement was mostly submitting SIP reports,” she recalls. But with her deep passion for sustainability and social inclusion, and support from senior leadership, Fara saw an opportunity to transform Deakin’s commitment to the Seven Principles of PRME and the United Nations Sustainable Development Goals (SDGs).

Read the full story ->