Center of Excellence for Sustainable Development and Social Responsibility

Annual Report PRME (2020-21)

The Center of Excellence for Sustainable Development and Social responsibility at IMI, Delhi has been set up with the purpose of developing socially sensitive, ethical, value adding leaders and organizations capable of managing the complex challenges faced by the business and society in the 21st century.

Businesses and corporations, both national and multi-national, are experiencing new pressures from regulators, non-governmental organizations (NGOs), community groups and even from their peers to effectively address complex and pressing global issues. One of the key and recent challenges, therefore, is the demand on companies to behave in a more socially and environmentally responsible manner and above all ethically. In the current academic environment, sustainable development and social responsibility have entered but not yet become embedded in the mainstream of business-related education. Business and management schools as well as other management-related higher education institutions play a key role in shaping the mindsets and skills of future leaders, and can be powerful drivers of corporate sustainability. Through the Center of Excellence for Sustainable Development and Social responsibility, IMI will make responsible management education an integral part of its core activities in research and education, while leading by example.

One of the key agendas of the Center will be to become a signatory of PRME. The Principles for Responsible Management Education (PRME) is a United Nations-supported initiative founded in 2007 as a platform to raise the profile of sustainability in schools around the world, and to equip today's business students with the understanding and ability to deliver change tomorrow. The main reason for International Management Institute to participate in PRME is to enable the further incorporation of values of sustainability and corporate citizenship into school’s core strategy and in all of the current curricula.