SD & CSR Governance

The Societal Transition team was born out of a desire to integrate issues of sustainability and durability into each of the school’s actions and policies. The Societal Transition team thus works across all departments, programs, campuses and services through collaborative projects in order to reduce the environmental footprint and to continuously improve our best practices.

Dr. Florent DEISTING

Director of Societal Transition

Quentin PEYRE

Climate Transition Officer

Florence LACOSTE

Head of Diversity & Student Engagement

TBS Education’s approach to Sustainable Development & Corporate Social Responsibility is defined, implemented and followed up on by 3 committees that encompass all TBS Education collaborators and students:

• The Committee of Societal Transition drives, shares, reports, debates and communicates the range of actions in terms of Societal Transition. Every year, this committee validates TBS Education’s reporting on all of the school’s activities and goals, as defined by the stakeholders.
• The Campus Committee takes on the operational execution of TBS Education’s Societal Transformation Strategy in order to improve campus management from an environmental and societal point of view.
• The SD & CSR Center of Excellence disseminates Sustainable Development & Corporate Social Responsibility throughout the school’s programs using a collaborative and systemic approach.

This is a four-step process:

1. Define the organisation’s foundational purpose, its “North Star”
2. Identify the objectives that will give substance to this foundational purpose 
3. Incorporate the foundational purpose and statutes into the organisation’s statutes
4. Be assessed on the progress of these statutory objectives once every two years by a third-party organisation

The change of TBS Education’s status to a mission-led company was achieved in cooperation with all school stakeholders: students, alumni, professors, company employees, the board of directors, regional stakeholders, which represents more than 1,000 people.

TBS Education wishes to educate our entire learning community on socio-environmental issues. TBS Education is carrying out a wide range of actions in this area, such as the Climate Action Program, the CSR Certificate of Excellence, Fresque du Climat workshops, the Sulitest, the Equal ID program, and the ANEDD sustainable student fair.  The school also aims to develop the learning community’s capacity to act with the aim of addressing socio-environmental challenges in complex ecosystems through various initiatives, such as recognising student involvement, the “Cordée de la Réussite” scheme and community action.

TBS Education aims to promote research with a societal impact by making it accessible to as many people as possible through the new Centre of Excellence for Sustainable Development and Societal Responsibility. Our school explores a wide range of research topics, led by our experts. These include diversity, gendered marketing, circular economy and the environment.

TBS Education seeks to promote diversity by supporting a greater diversity of open and well-informed stakeholders and providing them with enhanced employability. This involves developing scholarship initiatives including flexible registration fees, promotion of interculturalism, and mainstreaming disability.

TBS Education aims to promote a responsible and sustainable economy by strengthening its ecosystem through partnerships driven by strong social and/or environmental commitments and entrepreneurship with an impact through our TBSeeds incubator. The reduction of our environmental footprint is based on structural measures such as responsible purchasing, a mobility plan, and raising awareness among our stakeholders.

The first major change for our school will be increased cooperation among all stakeholders: students, alumni, professors, company employees, the board of directors, and regional stakeholders.

The second major change will be the introduction of a new socio-environmental indicators that will complement the traditional management school indicators.

Achieving this status of a mission-led company allows the school to contribute as an organisation to a responsible and sustainable economy.

Since 2007, TBS Education has been a member of the United Nations Global Compact. The Compact aims to encourage companies to act sustainably and responsibly by adhering to 10 principles, concerning human rights, working conditions, environmental protection and the fight against corruption.

TBS Education believes that people must be the central focus of organisations and contributes to promoting this principle through its involvement in various working groups on diversity. Underlining its commitment in this area, TBS Education has signed charters on Gender Equality (2008), Disability (2008), and Inclusion & Diversity (2020).

Since 2008, TBS Education has been a member of the Principles for Responsible Management Education (PRME), an international scheme sponsored by the United Nations Global Compact which rewards responsible education, research and leadership initiatives.

It is based on 6 principles and engages business and management schools to ensure they provide future leaders with the skills needed to manage the complex challenges that companies and society will face during the 21st Century, while drawing attention to the United Nations Sustainable Development Goals (SDGs).

TBS Education obtained the SD &SR Label in 2017 for a period of 4 years.
The SD & SR label acknowledges the sustainable development and social responsibility approaches of higher education and research organisations, in relation to the benefits and costs.

TBS Education’s impact on its region was highlighted during the visit of experts from FNEGE (French Foundation for Management Education) for the renewal of the Business School Impact System(BSIS) certification in 2018: “It is clear that TBS Education has a significant societal impact on its region, both in terms of education and research. The CSR policy has been excellently integrated into the School’s strategy and this should be underlined more in the School’s mission and structure and communicated more effectively externally.”