PRME Sharing Information on Progress Report The Business School Bournemouth University

November 2014

PRME Sharing Information on Progress Report The Business School Bournemouth University

November 2014

B O U R N E M O U T H U N I V E R S I T Y — A B R I E F O V E R V I E W

V A L U E S & V I S I O N

BU is committed to fostering a global outlook which will:

◇ Encourage internationally significant research

◇ Recruit students and staff with wide international experience

◇ Develop opportunities for international engagement for all students and staff

◇ Deliver a curriculum which prepares for global em-ployability

◇ Establish strategically significant international part-nerships

◇ Actively engage with appropriate networks and ini-tiatives within Europe and beyond

We value creativity, innovation, partnership and en-terprise

Our values acknowledge our history, provide the founda-tion on which our future is built and shape the way in which we will move towards our vision and interact with the world around us.

We are a university geared to the professions with a passionate commitment to academic excellence and student-centred, relevant higher education delivered in a financially robust and sustainable manner.

We value creativity, innovation, partnership and enter-prise, have an attitude that is friendly, professional, inclu-sive and supportive, and while committed to our region, have an outlook that is truly global.

Bournemouth University (BU) is a youthful and innovative international institution offer-ing a range of high-quality academic programmes geared to the professions. Our stu-dent-centred learning environment emphasises both intellectual achievement and em-ployability. We are proud of our strength in research and enterprise and the world-class standing of our centres of academic excellence.

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The Business School continues to grow in these challeng-ing times, building on established excellence and continual development in:

◆ Courses being academically-led and geared to the professions

◆ Enhancing the student learning experience

◆ Creating a modern learning environment driven by the latest technologies

◆ Focusing on a curriculum geared to the global econ-omy

◆ Increasing support for entrants with different educa-tional backgrounds

◆ Delivering leading-edge courses to fit in with modern lifestyles

◆ Developing a case-study approach to education

◆ Enabling students to be responsible for their learning and career development

◆ Integrating strong links between the School and the business community

◆ Being the first point of contact for expert comment.

The Business School at Bournemouth University (BU) is divided into four departments. Specialist academic staff are based within each department:

◆ Accounting, Finance and Economics

◆ Human Resources and Organisational Behaviour

◆ Law

◆ Strategy and Marketing.

We strive to be an inspirational and challenging aca-demic environment in-step with the University’s plan to produce self-motivated, independent, life-long learners who are readily employable in graduate-level posts.

A powerful academic research culture keeps the School relevant, informs course development and benefits the business community locally, nationally and internationally. Our consultancy to business has aided the profitability and market position of many of the organisations with which we work.

T H E B U S I N E S S S C H O O L

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S T A T E M E N T O F R E N E W E D C O M M I T M E N T

The Business School at Bournemouth University signed up to the Principles for Responsible Manage-ment Education in 2009 and we hereby renew our commitment to PRME. As a Business School we pride ourselves on our student-centred approach to education and learning, drawing upon our international expertise in education and research to deliver innovative, cutting edge approaches to all of our activities. We support the aim of PRME, to develop new generation of business leaders capable of managing the complex challenges faced by business and society – corporate responsibility and sustainability – and respond to the global call for business schools and universities to adapt their curricula, research, teaching methodologies and institutional strategies to the new business challenges and opportunities. The issues of sustainability and corporate responsibility continue to increase their significance in the business world, and management education has a vital role to play in driving progress. The Business School has taken the Principles for Responsible Management Education to the core of its academic value and instil the value in areas of its pursuits, including undergraduate and postgradu-ate teaching, as well as research and enterprise activities. In our recent curriculum review, undergraduate and postgraduate, we further embraced PRME princi-ples in our education. Our current curriculum design demands all our undergraduate management students to undertake a compulsory module in Management Ethics in their first year of study, and half of them select the module on Environmental Sustainability in the second year. In the final year, all stu-dents again study a module that covers globalisation, sustainability, and corporate social responsibil-ity. The Business School presents two good examples of PRME implementation in recently published In-spirational Guide for the Implementation of PRME: UK and Ireland edition, and there is a team of aca-demic staff actively researching and publishing on the topics related to business/management ethics. We would like to share our experiences and progress of PRME implementations by this report.

Professor Keith Wilkes Dean, The Business School, Bournemouth University

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T H E P R I N C I P L E S F O R R E S P O N S I B L E M A N A G E M E N T

Purpose: We will develop the capabilities of students to be future generators of sustainable value for busi-ness and society at large

and to work for an inclusive and sustain-able global economy.

Values : We will incorpo-rate into our academic activities and curricula the values of global social re-sponsibility as portrayed in

international initiatives such as the United Nations Global Compact.

Method: We will create educational frameworks, materials, processes and environments that enable effective learning experi-

ences for responsible leadership.

Research: We will engage in con-ceptual and empirical research that advances our understanding about the role, dynamics, and impact of

corporations in the creation of sustainable social, environmental and economic value.

Partnership: We will interact with managers of business corporations to extend our knowledge of their challenges in meeting social and

environmental responsibilities and to explore jointly effective approaches to meeting these challenges.

Dialogue: We will facilitate and support dialog and debate among educators, students, business, government, consumers, media, civil society organisations and

other interested groups and stakeholders on critical issues related to global social responsibil-ity and sustainability.

As an institution of higher learning involved in the education of current and future managers, BU’s Business School joined PRME in 2009, committing itself to engaging in a continuous process of im-provement in the application of the following Principles for Responsible Management Education:

We understand that our own organisational practices should serve as example of the values and atti-tudes we convey to our students and hereby report on our progress to all stakeholders to exchange effective practices with other academic institutions.

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O U R A C H I E V E M E N T S : E D U C A T I O N - P U R P O S E , V A L U E S & M E T H O D

The curriculum for our undergraduate students is designed in the way that all students acquire the knowledge and skills with which they have the ability to critically analyse the situations surrounding current global business in regards business ethics, sustainability, and corporate social responsibility. Students are also trained to become able to consult companies on how to promote these issues and ethical behaviours. It is one of the Intended Learning Outcomes of these courses to develop students’ abil-ity to understand and critique the nature and complexity of social responsibility and abil-ity to apply methodologies to critically examine moral, social, environmental and eco-nomic dilemmas, as well as the ability to identify a range of managerial practices that encourage socially responsible behaviour.

S T R A T E G Y

The ‘development of a global awareness’ among the students as well as the staff ‘that feeds into research, enterprise and education’ is part of our corporate plan and we at the Business School, together with the wider university, aim to ensure that the students ac-quire ‘broader world view’ and develop into responsible global citizens who are aware of a range of global issues, such as human rights, labour standards and environment.

C U R R I C U L U M

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I M P L E M E N T A T I O N S

Sustainability and ethics-related content and case studies are incorporated and well-embedded in the cur-riculum of both undergraduate and postgraduate education at the Business School. All management un-dergraduate students, for example, take a module of management ethics in their first year, and nearly half of them further their understanding of global sustainability by taking the module of environmental sustain-ability in their second year. After gaining work experience in their third year, all management students come back to learn more about corporate social responsibility in the final year core compulsory module. Further, the Business School provides all its students with the educational learning environments, which contributes to the development of responsible leadership and future generators of sustainable value and sustainable global economy. The following examples demonstrate how the values of global social respon-sibilities are embedded in the academic activities and curriculum at the School.

◇ Introduction to Organisational Behaviour and Eth-ics (compulsory to the first year undergraduate busi-ness and management students): The module intro-duces business ethics, CSR and the field of critical management studies. PRME is formally introduced and explored: looking at the influence of the global business community and encouraging the need for future leaders to adopt critically reflective and innova-tive approaches to solve global problems. Issues of human rights, anti-corruption, labour standards and corporate governance are also covered.

◇ Developing Management Competencies

(compulsory to the first year undergraduate business and management students): The module requires students to organise fundraising events, support local charity organisations and contribute to community-based projects.

◇ Public Law Two (first year undergraduate law): Hu-

man rights law is taught as a central part. ◇ Global Sustainability and Cross-cultural Chal-

lenges (second year undergraduate business and management): Environmental sustainability is the core topic. Fairtrade movement is also covered in this mod-ule, and students engage in a simulation game related to the topic. For the assessment, the students are instructed to choose a company, analyse the com-pany’s environmental profile, and make recommenda-tions as to how the company could make their busi-ness activities more environmentally friendly.

◇ Environmental Reporting (final year undergraduate

accounting and finance): The students explore topics such as corporate social responsibility, environmental reporting, and greenhouse gas emissions as part of their assignment.

◇ Contemporary Issues in Management (compulsory to the final year undergraduate business and management students): The mod-ule covers business ethics, corporate social responsibility, and the role of government and multinational corporations in regulating business ethics.

◇ Strategic Marketing Management (final year

undergraduate business studies with market-ing): The module covers ethical marketing. Dis-cussions of social marketing orientation, ethical consumers and CSR are included.

◇ Advanced Accounting Theory and Practice

(final year undergraduate accounting and fi-nance): Fraud and financial irregularities are covered in detail as part of the module. Part of this involves an underpinning of ethical knowl-edge which is essential for future accounting and finance professionals and required by all professional accounting institutes.

◇ International Management (final year under-

graduate business studies): Management ethics in an international context is covered.

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◇ Managing People (compulsory to all MSc manage-ment students): Corporate social responsibility is covered as one of the core topics.

◇ Corporate Governance and Ethics (MSc): The

ethics section of the module is for students to realise how close companies are to social and ethical is-sues. Broadly speaking, the main aim of the section is to provide tools, concepts, ideas, models, ap-proaches, and theories that make one understand what is relevant in social responsibility.

◇ International Human Rights Law (LLM degree):

Relevant issues of human rights law are covered. ◇ Business Relationships and Networks (MSc): The

module engages with issues of global corporate responsibility and ethics when discussing global supply networks that make use of suppliers employ-ing low-cost labour (including child labour) in devel-oping countries, such as the apparel industry.

◇ Leadership Essentials (MSc): Ethical leadership,

trust and toxic leadership are covered, with the ex-amples of corporate scandals and the shadow side of leadership. The module seeks an understanding of how ethical leadership and responsible leadership theories can be applied in practice.

◇ Organisation and employment Studies: Issues

and Debate (MSc): Ethics and labour law are ad-dressed and the International Labour Organisation is covered in detail.

◇ Contemporary Issues in Marketing (MSc): The module covers corporate social responsibility and the stakeholder theory.

◇ Principles of International Law, International Or-

ganisations and the WTO (LLM degree): The mod-ule looks at the background and organisation of the international Labour Organisation including their arbi-tration system and traces workers’ rights back to the Universal Declaration of Human Rights.

◇ Contemporary Issues in Global Business Environ-

ment (MBA): The module covers ethical sensitivity in a global business context.

◇ Strategic Applied Marketing (MBA): Discussion of

social marketing orientation, ethical consumers and CSR are included.

◇ International Law of the Environment (LLM de-

gree): The module examines the particular sectors of environmental policy that are the subject of interna-tional legal regulation and obligations.

◇ Legal System, Process and Skills (GDL): Human

rights and the importance of professional ethics are covered.

◇ Law of Torts (GDL): The module addresses human

rights, professional ethics and regulation. ◇ Constitutional and Administrative Law (GDL): Hu-

man rights and professional ethics are covered.

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S T U D E N T S ’ V O I C E S

The Business School welcomes many international students from various countries in the world. In some of these countries, it is not as common to have sustainability and ethics-related topics in education. Many of our students, especially at the postgraduate level, consequently come to Bournemouth University with-out prior knowledge of topics such as CSR. We asked what they thought about learning these topics.

I think it is important for us to learn about CSR as it is a con-

temporary issue in today’s world. I agree that business

must share responsibilities to the society and be ethical. I believe CSR will be an in-creasingly important issue.

CSR education is important. A business person today cannot avoid the issue of ethics, and

educational institutions have re-sponsibility to educate the next generation. As for me, learning CSR was new. I will try to pay more attention to the issue.

I feel CSR education should be placed at the core of business study, in order to educate the future manag-ers on the crucial issue. Through the lecture, I gained a large amount of knowledge on the benefits of CSR.

CSR education is very relevant in the era of globalisation, especially as multinational corporations address CSR differently in developing coun-tries. I find this topic very interesting

and would like to learn more.

I feel that understanding the concept of CSR is crucial for contemporary manag-

ers, and it is very good that university acknowledges

the significance of CSR and includes the topic in teach-

ing.

I think CSR education is very useful and necessary, especially

in some developing countries such as China, where people have no idea what CSR is. In China firms focus on making profit, ignoring their social re-sponsibility and consumers’

rights.

I did not know about CSR before the lecture. How-

ever, it is important for the new generation to know that business is not only

about making profit but also about improving the soci-

ety.

I did not know much about CSR until the lecture. It was so productive and beneficial

lesson. I now know what CSR is.

I found the session very insightful and up-to-date with relevant ex-amples. The university should continue with this type of sub-

jects because it enables students to get a clear and balanced pic-ture of the real issues in today’s

world.

Many Taiwanese companies, especially those established a long time ago, are facing chal-lenges in regards to CSR as

consumers have become edu-cated. Today’s consumers care about the companies’ contribu-

tions to the society.

I heard about CSR when I was in my country, but I leaned about it properly

here. I quite enjoyed it – it was interesting.

I think at the university it is very important to build attitudes of the

students as responsible social actors.

Learning about CSR helps my future job as I can differentiate

myself from others with the knowledge.

Learning about CSR was inter-esting. It inspired me and made

me think what I had never thought about.

I had never learned about CSR before and found the

lecture very useful.

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O U R A C H I E V E M E N T S : R E S E A R C H

Individuals and groups of academics at the Business School have been conducting research on various top-ics related to global sustainability, such as ethics, human rights, environmental sustainability, corruption, gen-der equality and corporate social responsibility. Below are some examples:

Research conducted by individuals and groups of School academics: ◆ Research on the environmental reporting. The

School academic also supervises PhD students on the topic of environment management.

◆ Research on individual social responsibility, national

differences in social responsibility, and in the theory of corporate social responsibility.

◆ Research on sustainable local food and sustainable

seafood. ◆ Research on the relationship between organisations’

environmentally and socially responsible behaviours and how attractive students find the organisations as their future employers. Students’ learning on CSR and ethics related subjects are considered in the investigation.

◆ Research on the home culture effects on local em-

ployees’ ethical values at multinational corporations’ foreign subsidiaries.

◆ Research on petty corruption on the transaction

level. The research looks at the chances of success of “mini bribes” which can grow into large systemic scandals when they are not perceived as unethical acts.

◆ Research on the impact of the “right to truth” on

behalf of victims on international criminal justice efforts, especially the operations of the International Criminal Court. For future research, the academic is keen to focus on massgraves, their protection and wider socio-legal issues associated with the miss-ing.

◆ Research on the interface between morality, bio-

ethics and the law in the context of medical decision making at the beginning of life.

◆ Research on corporate social responsibility, fo-

cusing on changes in perception of ethics after interactions with others.

◆ Research on marketing of sustainable, organic

food and drink. ◆ PhD research on environment management re-

porting by large UK listed companies. ◆ PhD research on environment management by

SMEs and financial performance in Ghana.

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Selected publications (2012-2014): Anderson, J. and Polkinghorne, M. (2012) A study into the role of corporate social responsibility within the computer games

industry, Bournemouth University, Poole, England, ISBN 978-1-85899-288-4

Arnold, A. and Polkinghorne, M. (2012) Consideration of the potential drivers & barriers faced by third party logistics provid-ers when implementing green practices, Bournemouth University, Poole, England, ISBN 978-1-85899-286-0

Chithambo, L and Tauringana, V (2014). Company specific determinants of greenhouse gases disclosures: A mixed meth-ods approach, Journal of Applied Accounting Research, doi:10.1108/JAAR-11-2013-0087.

Klinkner, M. (2012) Improving international criminal investigations into mass graves: Synthesizing experiences from the for-mer Yugoslavia, Journal of Human Rights Practice, 4(3), 334-364.

Klinkner, M. and Wessling, R. (2013) The challenges for capacity building and subsequent impact assessment: The case of mass grave investigation training by Inforce at Bournemouth University. Science & Justice, 53, 442-444.

Liu, G., Eng, T. and Takeda, S. (2014) An Investigation of marketing capabilities and social enterprise performance in the UK and Japan, Entrepreneurship Theory and Practice, DOI: 10.1111/etap.12041

Liu, G., Takeda, S. and Ko, J. (2014) Strategic orientation and social enterprise performance, Nonprofit and Voluntary Sector Quarterly, 43(3), 480-501.

Secchi, D. and Seri, R. (2014). Experienced discrimination in home mortgage lending. A case of hospital employees in north-ern Italy. Business and Society.

Secchi, D. (2013). Social responsibility type A, B, and C., in A. Columbus (Ed.), Advances in Psychology Research, volume 91 (pp. 143-158). Hauppauge, NY: Nova.

Takeda, S. & Lamont, C. (2014) Curriculum development: engaging students in local charity/community projects, in Inspira-tional Guide for the Implementation of PRME: UK and Ireland edition. Greenleaf Publishing.

Takeda, S. & Secchi, D. (2014) Developing critical perspectives through case-oriented exercises, in Inspirational Guide for the Implementation of PRME: UK and Ireland edition. Greenleaf Publishing.

Takeda, S. (2012) Human rights education in Japan: An historical account, characteristics and suggestions for a better-balanced approach, Cambridge Journal of Education, 42(1), 83-96.

Takeda, S. (2014) Human rights education in Japan, in Kiwan, D. (ed.) Human rights and citizenship education. Routledge.

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Takeda, S. and Homberg, F. (2014) The effects of gender on group work process and achievement: An analysis through self- and peer-assessment, British Educational Research Journal, 40(2), 373–396.

Tauringana, V., and Chithambo, L. (2014) The effect of DEFRA guidance on greenhouse gas disclosure, The British Ac-counting Review, Online First, doi: 10.1016/j.bar.2014.07.002.

Presentations:

Birch, D. and Memery, J. (2014) Local food purchasing: Balancing egoistic and altruistic motivations, ANZMAC, Brisbane, Australia.

Gbadamosi, G. and Secchi, D. (2014). Difference between perceptions and attitudes towards corruption. Evidence from Nigeria. European Academy of Management Annual Conference, Valencia, Spain.

Lawley, M. and Birch, D. (2014) Sustainable seafood: Understanding current stakeholder perspectives. International Food Marketing Research Symposium, Denmark.

Liu, G., Takeda, S. and Ko, J. (2012) Market orientation, entrepreneurial orientation and social enterprise performance, Academy of Management Conference, Southampton, UK.

Musarskaya, M. and Birch, D. (2014) Using the theory of planned behaviour to understand the ethical purchasing gap of sustainable seafood consumption in the UK, ANZMAC, Brisbane, Australia.

Schoeneborn, D., Stettler, R. and Homberg, F. (2014) The legitimation of ethically questionable business practices via self-disclosure in social media. 2nd International CSR Communication Conference, Aarhus.

Secchi, D. and Bui, H. T. M. (2013). Group effects on individual socially responsible attitudes, British Academy of Manage-ment Annual Conference, Liverpool, UK.

Secchi, D. and Ingram, K. (2012) Individual social responsibility: Review and theoretical framework, Academy of Manage-ment Conference, US.

Chelghoum, A., Takeda, S., Wilczek, B. and Homberg, F. (2014) Trade unionism in Algeria, BAM 28th Annual Conference, Belfast, UK.

Takeda, S., Homberg, F., Secchi, D. and Xian, H. (2012) The impact of ethical relativism on U.K. and Thai employees in Japanese workplaces, 17th International Symposium on Ethics, Business and Society, Barcelona, Spain.

Xian, H., Secchi, D., Homberg, F. and Takeda, S. (2012) Gender and cultural influences on the acceptance of unethical behaviour in the workplace. 17th International Symposium on Ethics, Business and Society, Barcelona, Spain.

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O U R A C H I E V E M E N T S : K N O E L W D G E T R A N S F E R , P A R T N E R S H I P & D I A L O G U E

In fulfilling the International Collaborative Provision Strategy, we acknowledge three main cate-gories of partnership, namely, research, education and enterprise, in which various activities – such as joint bidding and consultancy; collaborative educational ventures; research and publica-tions; and marketing and philanthropic and charitable activities – are promoted and carried out. The following are some examples of such activities BU’s Business School has been undertaking:

◇ Every year, Bournemouth University invites local businesses and other stakeholders and hold Festi-val of Learning, to which the School staff make active contributions. The sessions and workshops held in 2014 included the following topics related to sustainability and ethics:

Climate change and sustainable product design, greenhouse gas emissions, gender equality, liv-

ing wage: good for business and people, food waste and carbon footprint for food production, local poverty, sustainability and engineering, supporting local charity organisations with their funding applications, and child poverty.

◇ A School academic has been carrying out the following responsibilities and activities in collaboration

with local businesses: Sustainable Food Cities Partnership Board and Marketing Committee, Sus-tainable Fish Campaign Committee, Sustainable Cities Food Partnership Ambassador, and Theme Working Group Leader of Sustainable Food Cities Project.

◇ A School academic had a workshop with local businesses and stakeholders on how to measure the

greenhouse gas emissions (GHG). Participants learned how to identify sources of GHG, measure and report them.

◇ School academics had workshops on: sustainable fish sourcing and consumption and consumer

attitudes to sustainability—local and regional food and drink and legal protection of local food.

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At BU, we recognise that our activities have an impact on the environment at local, regional, national and global levels and we acknowledge a responsibility for the protection of the environment.

O U R S U S T A I N A B I L I T Y

Green League: In 2012, we were ranked 7th greenest uni-versity in the UK, in the People & Planet Green League, receiving first class honours for the third year running. Environmental Policy: The University’s Environmental Policy commits to continuously improve its environmental performance across infrastructure and operations, aca-demic programmes and communication. EcoCampus Environmental Management System: In 2011, BU received an EcoCampus Gold Award for its Envi-ronmental Management System (EMS). EcoCampus is the leading national Environmental Management System and award scheme for the higher and further education sectors. The scheme enables universities to systematically identify, evaluate, manage and improve their environmental per-formance and practices. EcoCampus takes a phased ap-proach with four awards along the way. The final award (Platinum) is equivalent to the international standard ISO 14001. Carbon Management: In January 2010, BU published its first Carbon Management Plan, which quantified our car-bon footprint for the first time and included a challenging target to reduce emissions by 30% by the end of 2015/16, from a 2005/6 baseline.

Travel Plan: At BU, we are committed to reducing the pressure on the local environment and road network by promoting environmentally friendly transport prac-tices. A number of measures have been implemented to encourage students and staff to choose to walk, cycle, travel by public transport, car share or use other alternatives. Waste Management & Recycling: There are hun-dreds of recycling bins across campus for staff and students to use. Most of them are for mixed recycling, which means that you can recycle everything in one place (including paper, card, plastics, glass, cans, foil, tetra packs, coffee cups and stirrers, sandwich packs and much more). Biodiversity: BU is situated at the heart of the largest non-industrial conurbation in Europe. Nonetheless, the University recognises that urban locations offer valuable resources for wildlife and is committed to continuous improvement in the management of all of its environmental aspects and impacts, including bio-diversity management.

F A I R T R A D E U N I V E R S I T Y

In June 2006, BU was awarded Fairtrade University Status by the Fairtrade Foundation. Being a Fair-trade University means making a detailed commitment to promoting the consumption of Fairtrade prod-ucts on campus, while fulfilling the five goals of Fairtrade Status.

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F U T U R E C H A L L E N G E & D E S I R E D S U P P O R T

The Business School has recently gone through curricu-lum review, with which we aimed to integrate the Princi-ples for Responsible Management Education more explic-itly in our undergraduate and postgraduate education and further reflect the values of global social responsibility in our academic activities and curricula. Our challenge is to further strengthen the educational learning environments for the development of responsible leadership in all sub-ject areas. Another key future objective of ours is to further develop amongst our School academics the network of research on the topics related to global sustainability, possibly through the creation of working groups on key sustainabil-ity, ethics and corporate social responsibility issues. At the same time, we aim to continue to deliver high quality and widely acknowledged research on these topics. We will also look into the expansion of PhD research engage-ment in sustainability related topics. The School also aims to extend the knowledge transfer network and partnership with various stakeholders includ-ing local and non-local businesses, NGOs, local commu-nities and other educational institutions, with activities such as consultancy, collaborative educational ventures, research/publications and charitable activities.

For the achievement of these objectives, we will further enhance our participation, commitment and contribution to regional PRME network and platform within the UK and Europe to exchange ideas, information and good practices. This would enable our School representatives to have more active participations to the PRME-related activities.

For further information, please contact: Dr Sachiko Takeda School representative to PRME & UN Global Compact The Business School Bournemouth University stakeda@bournemouth.ac.uk +44 (0)1202 961865

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The Business School Bournemouth University

Fern Barrow Poole

Dorset UK BH12 5BB

Tel: +44 (0)1202 524111 Fax: +44 (0)1202 965002

Email: askBUenquiries@bournemouth.ac.uk www.bournemouth.ac.uk/business