|Submission Date||Feb. 10, 2021|
AC-2: Learning Outcomes
|1.80 / 8.00||
Sustainable Development Officer
Infrastructure - Sustainability Office
Has the institution adopted one or more sustainability learning outcomes that apply to the entire student body or, at minimum, to the institution's predominant student body?:
Which of the following best describes the sustainability learning outcomes?:
A list of the institution level sustainability learning outcomes:
In 2019, HEC Montréal conducted a consultation with its community to review its mission and to engage in a new strategic planning process. As a result, the school changed its mission to include its engagement toward sustainability and social responsibility. HEC Montréal mission now reads as follows: Building on our excellence in teaching and research, HEC Montréal is a French-language institution open to the world and solidly rooted in Quebec society, that trains management leaders who make a responsible contribution to the success of organizations and to sustainable social development.
The flagship programs, such as BBA, MBA and EMBA, now include mandatory SD and CSR modules, ensuring all students acquire a minimum set of skills and knowledge to be responsible manager in the future. Certificate (undergraduate) and DES (graduate) programs are short term specialized programs, and it is now feasible to include SD learning objectives or outcomes due to their nature.
While learning outcomes in sustainability are not integrated yet for the entire student body, the new missions and strategic planning are setting the tone for a positive change that may come sooner than later.
Total number of graduates from degree programs:
Number of graduates from degree programs that require an understanding of the concept of sustainability:
A brief description of how the figure above was determined:
The figure above is based on the total number of graduates during 3 consecutive semesters, from summer 2019 to winter 2020 (one year only). Only one year was selected to avoid including students in the figure who completed their program before sustainability was made mandatory in the learning objectives in 2018-19. Moreover, new sustainability programs were created in the last 3 years, and student started to graduate in 2019-20 from these programs, making the last 3 semesters more representative of the actual situation than the years before.
A list of degree programs that require an understanding of the concept of sustainability:
The BAA (Bachelor of Business Administration, HEC Montréal flagship undergraduate program), is focusing its mission on some issues related to sustainability, and offer a specialized concentration in sustainability. Students who subscribe to the BAA, even if they don’t subscribe to the sustainability specialization, are expected to learn about cultural and social business environment, and ethics dimensions in business management. Students are also expected to develop an acute opening towards the world and its different cultures in order to become better manager. The BAA graduates account for 20% of HEC’s annual graduate.
MBA students (2% of graduates) are also part of these figures.
HEC’s microprogram (15 credits), DESS program (30 credits) and newly created Master in Management and sustainable development (45 credits) are specifically dedicated to SD. The number of students who graduate annually from these specialized programs represents only 1.1% of HEC's graduate, but subscribers to these programs account for 10% of all graduates specialized program (DES) students.
Finally, missing from this figure is MSc and PhD students who work on sustainable development issue - the structure of research programs does not allow categorizing those who specialize in SD from those who don’t.
Documentation supporting the figure reported above (upload):
Do the figures reported above cover one, two, or three academic years?:
Percentage of students who graduate from programs that require an understanding of the concept of sustainability:
Website URL where information about the sustainability learning outcomes is available:
Additional documentation to support the submission:
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution and complete the Data Inquiry Form.