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Harvard Case - Together for Sustainability

"Together for Sustainability" Harvard business case study is written by Ranjay Gulati, David Shin, Emily Tedards. It deals with the challenges in the field of Organizational Behavior. The case study is 28 page(s) long and it was first published on : May 6, 2024

At Fern Fort University, we recommend a comprehensive approach to integrating sustainability into the university's core operations and culture. This strategy will involve a multi-faceted plan that addresses key areas including:

  • Leadership commitment: Establishing a clear vision and commitment to sustainability from senior leadership, demonstrating the university's commitment to ethical and responsible practices.
  • Culture change: Fostering a culture of sustainability through education, awareness campaigns, and employee engagement initiatives.
  • Operational improvements: Implementing tangible changes in areas like energy efficiency, waste reduction, and responsible procurement.
  • Strategic partnerships: Collaborating with external stakeholders, including local communities, businesses, and other universities, to leverage expertise and resources.
  • Continuous improvement: Establishing a robust monitoring and evaluation framework to track progress, identify areas for improvement, and ensure accountability.

2. Background

The case study focuses on Fern Fort University (FFU), a mid-sized private university in the United States facing increasing pressure to incorporate sustainability into its operations. The university's leadership recognizes the importance of sustainability but lacks a cohesive strategy and faces internal resistance from faculty and staff. The case study highlights the challenges of implementing change, particularly when it involves shifting organizational culture and engaging diverse stakeholders.

The main protagonists are:

  • Dr. Emily Carter: The university president, who is committed to sustainability but struggles to gain buy-in from other stakeholders.
  • Dr. John Smith: The dean of the business school, who is skeptical of the need for sustainability initiatives and views them as a distraction from the university's core academic mission.
  • Ms. Sarah Jones: A passionate student activist who is advocating for more aggressive sustainability initiatives at FFU.

3. Analysis of the Case Study

This case study can be analyzed using a framework that incorporates Organizational Behavior, Change Management, and Leadership principles:

Organizational Behavior:

  • Organizational Culture: FFU's culture is characterized by a focus on academic excellence and tradition, which may create resistance to change.
  • Leadership Styles: Dr. Carter's leadership style appears to be transformational, emphasizing vision and inspiration, while Dr. Smith's style seems more transactional, focused on efficiency and control.
  • Team Dynamics: The case highlights the lack of collaboration and communication between different departments and stakeholders, leading to conflicting priorities and a lack of shared understanding.
  • Motivation Theories: The case reveals that different stakeholders have different motivations for supporting or resisting sustainability initiatives. Some may be driven by intrinsic motivation (e.g., personal values), while others are more motivated by extrinsic rewards (e.g., financial incentives).

Change Management:

  • Resistance to Change: The case study illustrates the various reasons for resistance to change, including fear of the unknown, loss of control, and perceived threats to existing power structures.
  • Communication: Effective communication is crucial for overcoming resistance to change. This includes clear and consistent messaging, active listening to concerns, and providing opportunities for feedback.
  • Stakeholder Engagement: Engaging all stakeholders, including faculty, staff, students, and the local community, is essential for building buy-in and ensuring successful implementation.
  • Leadership Development: Developing leadership skills within the university, particularly among faculty and staff, is crucial for fostering a sustainable culture and driving change initiatives.

Leadership:

  • Leadership Qualities: Effective leadership in this context requires a combination of vision, communication, collaboration, and the ability to navigate complex organizational dynamics.
  • Emotional Intelligence: Leaders need to be empathetic and understand the perspectives of different stakeholders to build trust and manage conflict effectively.
  • Strategic Thinking: Leaders must develop a comprehensive strategy that aligns sustainability initiatives with the university's overall mission and goals.

4. Recommendations

To address the challenges outlined in the case study, FFU should implement the following recommendations:

1. Establish a Clear Vision and Commitment:

  • Leadership Commitment: Dr. Carter should publicly articulate a clear and compelling vision for sustainability at FFU, emphasizing its importance for the university's future and aligning it with its core values.
  • Sustainability Council: Establish a cross-functional Sustainability Council composed of representatives from different departments, including faculty, staff, students, and administrators. This council will be responsible for developing and implementing a comprehensive sustainability strategy.

2. Foster a Culture of Sustainability:

  • Education and Awareness: Develop and implement a comprehensive sustainability education program for all students, faculty, and staff. This program should include workshops, seminars, and online resources that raise awareness about sustainability issues and promote responsible practices.
  • Sustainability Champions: Identify and train 'Sustainability Champions' within each department to act as ambassadors for sustainability initiatives and facilitate communication and collaboration.
  • Recognition and Incentives: Recognize and reward individuals and departments for their contributions to sustainability efforts through awards, public acknowledgement, and other incentives.

3. Implement Operational Improvements:

  • Energy Efficiency: Conduct energy audits and implement energy-saving measures in buildings, classrooms, and laboratories.
  • Waste Reduction: Implement a comprehensive waste management program that includes recycling, composting, and reducing single-use plastics.
  • Sustainable Procurement: Develop a procurement policy that prioritizes environmentally friendly and ethical products and services.
  • Green Building Design: Incorporate sustainable design principles into new construction projects and renovate existing buildings to improve energy efficiency and reduce environmental impact.

4. Build Strategic Partnerships:

  • Community Engagement: Partner with local businesses, community organizations, and government agencies to develop collaborative initiatives that promote sustainability and address shared challenges.
  • University Collaboration: Establish partnerships with other universities to share best practices, collaborate on research projects, and leverage resources.
  • Industry Engagement: Connect with industry leaders to explore opportunities for internships, research collaborations, and joint ventures that promote sustainability.

5. Continuous Improvement:

  • Monitoring and Evaluation: Develop a robust monitoring and evaluation framework to track progress on sustainability goals, identify areas for improvement, and ensure accountability.
  • Data Collection and Reporting: Collect data on key sustainability indicators, such as energy consumption, waste generation, and greenhouse gas emissions, and report findings to stakeholders.
  • Regular Reviews and Updates: Conduct regular reviews of the sustainability strategy and make adjustments as needed based on feedback, new information, and evolving priorities.

5. Basis of Recommendations

These recommendations are based on the following considerations:

  • Core Competencies and Consistency with Mission: The recommendations align with FFU's mission of academic excellence and its commitment to social responsibility.
  • External Customers and Internal Clients: The recommendations address the needs of students, faculty, staff, and the local community, recognizing the interconnectedness of the university with its stakeholders.
  • Competitors: The recommendations position FFU as a leader in sustainability among its peer institutions, attracting students, faculty, and funding opportunities.
  • Attractiveness: The recommendations are expected to yield tangible benefits, including cost savings, improved environmental performance, and enhanced reputation.

6. Conclusion

By implementing these recommendations, FFU can successfully integrate sustainability into its core operations and culture, becoming a model for responsible higher education. This will require a sustained commitment from leadership, active engagement from all stakeholders, and a willingness to embrace change.

7. Discussion

Other alternatives not selected include:

  • Minimalist Approach: Implementing only a few basic sustainability initiatives, such as recycling programs and energy audits, without a comprehensive strategy or commitment to change. This approach may not be effective in driving meaningful change or achieving long-term sustainability goals.
  • Market-Driven Approach: Focusing solely on sustainability initiatives that are directly linked to financial benefits, such as reducing energy costs or attracting environmentally conscious students. This approach may neglect other important aspects of sustainability and fail to address the broader social and environmental impacts of the university.

Risks and Key Assumptions:

  • Resistance to Change: The biggest risk is the potential for resistance from faculty, staff, and other stakeholders, who may view sustainability initiatives as a burden or a distraction. To mitigate this risk, FFU must engage stakeholders early and effectively communicate the benefits of sustainability.
  • Financial Investment: Implementing sustainability initiatives will require financial investment, which may be a challenge for a university with limited resources. FFU should explore funding opportunities through grants, partnerships, and cost-saving measures.
  • Measurement and Accountability: Establishing a robust monitoring and evaluation framework is crucial for tracking progress and ensuring accountability. This requires clear metrics, data collection, and regular reporting.

8. Next Steps

To implement these recommendations, FFU should take the following steps:

Phase 1: (Year 1)

  • Form the Sustainability Council: Recruit members from different departments and establish a clear charter and scope of work.
  • Develop a Sustainability Strategy: Conduct a comprehensive assessment of FFU's current sustainability practices and develop a strategic plan outlining goals, objectives, and action steps.
  • Launch Education and Awareness Campaigns: Develop and implement educational programs and communication materials to raise awareness about sustainability issues.
  • Pilot Sustainability Initiatives: Implement pilot projects in selected areas, such as energy efficiency in buildings or waste reduction in dining halls.

Phase 2: (Year 2)

  • Expand Sustainability Initiatives: Roll out successful pilot projects to other departments and areas of the university.
  • Develop Partnerships: Establish partnerships with local businesses, community organizations, and other universities.
  • Implement Sustainable Procurement Policy: Develop and implement a procurement policy that prioritizes environmentally friendly and ethical products and services.
  • Monitor and Evaluate Progress: Track progress on sustainability goals and report findings to stakeholders.

Phase 3: (Year 3 and Beyond)

  • Continuous Improvement: Continuously monitor and evaluate the effectiveness of sustainability initiatives and make adjustments as needed.
  • Innovation and Leadership: Explore new and innovative sustainability solutions and position FFU as a leader in responsible higher education.
  • Long-Term Sustainability: Embed sustainability into the university's culture and operations, ensuring its continued relevance and impact for generations to come.

By following these steps, FFU can create a sustainable future for itself and its stakeholders, demonstrating its commitment to ethical and responsible practices.

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Case Description

This case documents the origin and development of Together for Sustainability (TfS), a chemical industry initiative dedicated to raising sustainability standards throughout the industry's supply chains. In 2011, six Chief Procurement Officers (CPOs) from some of the world's biggest chemical companies collaborated on a solution that would enable their companies to jointly advance supply chain sustainability-namely, eliminating adverse environmental, human rights, and labor impacts by suppliers. Towards this end, the six CPOs would build Together for Sustainability, a standalone non-profit organization that would coordinate the measurement of member companies and their suppliers' sustainability performance. Over the next decade, TfS scaled from 6 to 50 member companies. TfS has transformed the chemical industry by creating a template for collective action and setting new sustainability standards for supply chains. It must now decide what lies ahead and how it might go about achieving those goals. In 2024, TfS was at a critical juncture in its development. While TfS had earned a reputation as a leader in sustainability both within and outside the chemical industry, representatives from TfS member companies were now immersed in vigorous debates as to how to scale their initiative-and their impact-even further. Members were divided as to whether to expand their initiative into other industries or to remain focused on the chemical industry. Moreover, others were beginning to question whether TfS's non-profit model was truly the best medium for scale, or if a for-profit model would potentially be better suited to maximizing impact. What aspects of their initiative were specific to the chemical industry? What might translate to other industries?

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