Anyone connected to a business school—faculty, students, deans, administrators, and financial contributors – provide leadership in becoming a BEtp school or join an existing one. We believe collaboration in teams is essential, but it is not a requirement. We envision 3 layers of stakeholders in the initiative process:

• Activators ↦ Change agents initiating and innovating within schools, coming from various levels (e.g. faculty members, students, deans, administrators, center / institute directors etc.)
• Stewards ↦ Local, regional or global organizations, associations, networks, financial contributors etc. within the business & management education landscape
• Explorers ↦ External knowledge contributors from a variety of related and connected sources (e.g. researchers, practitioners, connectors etc.)

Activators collaborate closely with key institutional stakeholders and the wider landscape to effect transformative change(s) that align with evolving understandings and practices of global responsibility. They actively participate in and contribute to the Impact Innovation Circles (IICs)—monthly peer-to-peer learning sessions facilitated and hosted by co-conveners and Stewards over 6 months. Activators are instrumental in capturing and sharing the learnings and the impact of the initiative, both within their institutions and with the wider Explorer community.

Read more about the details about the Impact Innovation Circles (IICs) in the subsection “The Process”.

Stewards demonstrate an alignment with the values, principles and practice of global responsibility, advocate for the initiative and may provide support, tools, or expertise to participating schools. They play a key role in scaling the initiative globally by providing platforms and access to their respective networks where schools may be recruited to join the initiative.

Examples of Stewards are the many academic organizations, associations and networks that have endorsed this initiative.

As an Explorer, you will play a vital role in supporting the BEtp initiative by sharing insights and knowledge openly and generously. This collaborative approach will inspire and assist Activators as they navigate change within their respective institutions, ensuring that all contributors remain informed about key developments. Additionally, Explorers will have the opportunity to enrich the BEtp library by contributing pioneering research, innovative concepts, models, and approaches.

1. Commitment to Leadership
   An Activator initiates the process and commits to leading the effort.
2. Formation and Action
   An individual or a team of Activators is established to inspire and guide transformative change. They take action by redesigning a business course, collaborating with students and stakeholders, and/or engaging in other impactful activities.
3. Knowledge Sharing 
   Activators agree to share their progress and insights with the broader BEtp community, contributing to a growing repository of transformative resources.
4. Public Commitment
   Activators formally register their commitment on this website (link to the form) and make a public declaration to achieve the proposed changes within six months, without reliance on external funding.

That’s all it takes to drive meaningful change!

tbc…

• Faculty members review their courses and make changes they deem are desirable and necessary to align their teaching with the opportunities and need to create a sustainable world. 
• The BEtp initiative offers a unique platform for peer-to-peer learning through Impact Innovation Circles (IICs). Hosted and facilitated by co-conveners and Stewards, these monthly sessions span six months and bring together Activators from 10 diverse institutions. The IICs are designed to drive meaningful change through four key phases: 
  • Exploration: Understanding of the challenges and uncovering opportunities for innovation.
  • Action: Designing and implementing transformative changes in course content and institutional practices.
  • Reflection: Evaluating what worked, what didn’t, and why.
  • Integration: Refining innovations for broader dissemination in order to pave it forward.

These circles foster collaboration, knowledge sharing, emergence and scalable impact across institutions.

Dates for all upcoming Impact Innovation Circles (IICs) for each cohort will be announced as soon as the first pioneering circle is established. 

• The “Tipping Point Resources” section on the BEtp website will offer a wealth of existing resources from the responsible management ecosystem to support and guide the transformation process. This dynamic virtual space will be continuously enriched by Explorers, who contribute cutting-edge research, innovative concepts, models, and approaches. 

  Additionally, a dedicated section will showcase Success Stories from each BEtp school, highlighting emerging challenges as well as the impactful achievements and inspiring change across the network.

• We encourage faculty members to experiment with ways of collaborating with students and others, in making these changes, to write about their experiences in doing so, and to assume that initial changes will evolve into more changes each time a course is taught.

Each of the first 100 schools commits to enrolling two new schools during the six months, they are making their own changes and they agree to support those new schools as they,  in turn, make the desired changes. The second cohort of schools repeats the process, yielding 100 + 200 + 400 =  700 schools by 2030.

The initiative encourages participants to document hurdles and share them within the network. This collective learning helps improve processes and offers alternative solutions to others.

As we suggested earlier, the core processes and values of the BEtp initiative can be captured in three words: “radically transparent co-creation”.  For this initiative, these processes are grounded in two core beliefs:

• the belief that “experiments never fail” (Dauten, 1996, 2022)  and
• belief in the power of commitment (Murray, undated).
  

Business Schools play a pivotal role in shaping the leaders and practices that drive global industries. Transforming business education serves as a powerful catalyst for building a sustainable and regenerative future. By working together, students and faculty become agents of change, actively driving the transformation of business and business education. Their collective actions set the foundation for the systemic and holistic changes essential to the future of business.

Graduates are equipped with the knowledge, skills and capacities to lead sustainable, regenerative business practices and co-create systems for a flourishing world.

While some institutions have made strides in integrating sustainability and social responsibility into their curricula, these efforts are often isolated and slow to scale. Similarly, initiatives aimed at systemic transformation of business education are equally challenged and under-resourced, unintentionally leading to siloed approaches.

BEtp emphasizes student and faculty-driven change rather than top-down directives or rigid frameworks. It provides resources, support, and transparency while encouraging  diverse approaches to emerge across schools and institutions. The model fosters collaboration over competition, promoting a shared vision that transcends ego, logos and borders.

The initiative collaborates with networks like EFMD Global, AACSB International, Net Impact, and others. It complements existing frameworks such as the UN SDGs and AIM2Flourish by embedding sustainability in teaching and research.

The urgency of global challenges requires rapid action. The initiative leverages existing resources, peer networks, and a self-organizing approach to accelerate progress and minimize costs.

• 2025-2026: Enroll the first 100 schools.
• 2026-2030: Scale to 700+ schools globally through peer support and replication.

By fostering a shift in mindset and operational models alongside course content, we aim to reorient business and education towards global responsibility. The ultimate measure of success will be widespread and systemic change in how business is taught and practiced globally, where business schools become a driving force for regenerative practices, sustainable leadership, and positive activism worldwide.