SHARING INFORMATION ON

PROGRESS REPORT (SIP)

2015

LETTER FROM THE VC EXPRESSING CONTINUED COMMITMENT TO PRME Three years ago, I wrote the following letter: To: PRME Steering Committee c/o Jonas Haertle, Head PRME Secretariat at United Nations Global Compact Office 801 2nd Avenue, 2nd Floor New York, New York 10017

10th January 2013

RE: Adoption of the Principles for Responsible Management Education As an institution of higher education involved in the development of current and future managers

Strathmore University is committed to progress in the implementation of the Principles for

Responsible Management Education, starting with those that are more relevant to our capacities

and mission, report on progress to all our stakeholders and exchange effective practices related

to these principles with other academic institutions. We understand that our own organizational practices should serve as example of the values and attitudes we convey to our students. We encourage other academic institutions, and associations to adopt and support these Principles. Professor John W. Odhiambo Vice-Chancellor Today, as I release this first report, my convictions regarding the PRME values have

become stronger as I have seen how their perspective helped Strathmore to improve in

the pursuit of its vision. I therefore commit myself to help other people to join us in

building our future generation through awareness creation of the PRME values. Prof. John W. Odhiambo

11th

January 2016

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EXECUTIVE SUMMARY Just like Mac Donalds’ main business is not fast food but real estate, the main business of Strathmore university is not to award third level degrees but to help build good human beings for a better tomorrow. To achieve this on a coorporative manner we invest time, finances and energy into training

our students on humanities. We teach all degree students subjects such as antropology,

ethics, critical thinking, development studies, world civilizations, foreing languages, etc. All

twelve subjects are core and thus a student cannot graduate in Strathmore without having

mastered them. A second issue which is very dear to us is the concept of human dignity and care for the less

fortunated in live. Apart from industrial attachment, we have all students taking up

community attachment. These three months of their lives are spent in orphanages, hospitals,

prisons, disadvantaged primary school upcountry, etc. There they learn in a practical

manner the meaning of self giving and the concern for the common good above their private

one. This transformational experience will run deep into their souls and make them a better

professional when they take leading resposibilities in the country as graduate people.

The third way the institution helps building an allround person is through an enable

environment. In Strathmore each lecturer is a role model. Classes start on time and

attendance is compulsory. Dress code is also part of the scheme as, for example, no open

shoes, T-shirts or bermudas are allowed for boys and ladies have to wait for their weekend

to use mini-skirts or too revealing dresses. We say this ios coorporate style and they sign an

agreement to abide by these rules on registration. Maitenance of the facilities is also of

essence as in Strathmore there are no broken windows or lamps and the toilets are spotless

clean. The same applies to gardens and walls. We instill in them a sense of order and bauty

which stays with them for life.

Finally, we mentor each and every students doing full time degree. They see their mentors at

least twice per semester and have their talents checked. They discover their personality type,

their bringht and dark sides and thus are empowered to work on building their personality by

pursuing the virtues they lack most and erradicating their main defects. These 4 things have so much in common with the PRME principles that we find a almost direct correlation with them in our day-to-day operation and the pages ahead will show.

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TABLE OF CONTENTS

Table of Contents INTRODUCTION ................................................................................................................................ 5

1. Purpose ................................................................................................................................... 5

Vision: ....................................................................................................................................... 5

Mission: .................................................................................................................................... 5

2. Values ..................................................................................................................................... 6

3. How we can achieve this transformational activity as an institution .......................................... 7

a. Incubation Center ................................................................................................................. 7

b. Community Based Attachment .............................................................................................. 7

c. Student Academic Tours ....................................................................................................... 8

d. Student Industrial Attachments ............................................................................................. 8

e. Dress Code ........................................................................................................................... 8

f. Class Attendance .................................................................................................................. 9

g. Community Outreach ........................................................................................................... 9

h. Elimisha Stratizen ................................................................................................................. 9

i. Scholarships .......................................................................................................................... 9

4. Research ................................................................................................................................ 10

a. Undergraduate Research Projects ....................................................................................... 10

5. Partnership ............................................................................................................................ 10

a. Safaricom Academy ............................................................................................................ 11

b. National Commission for Science, Technology and Innovation (NACOSTI) ............................. 11

c. Partnerships For Enhanced Engagement In Research (PEER) Science Program/Arizona States University ................................................................................................................................ 12

d. National Industrial Training Authority.................................................................................. 12

e. Fraunhofer ISE .................................................................................................................... 12

f. GIZ...................................................................................................................................... 12

g. Energy Regulatory Commission (ERC) .................................................................................. 13

6. Organisational Practices ......................................................................................................... 13

a. Eco-tourism Training Institution of the Year ........................................................................ 13

b. Financial Reporting Excellence (FiRe )Award ........................................................................ 14

Strathmore University 600kW Solar PV project wins Private Sector Award................................... 15

c. Global Student Entrepreneur Awards (GSEA) ....................................................................... 16

7. Key Objectives for the next two years ………………………………………………………………………………..….17

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Introduction

Strathmore University is one of the leading private Universities in the East African region. It is

located in Nairobi, Kenya. We are an entrepreneurial University offering undergraduate,

postgraduate and executive programs. In addition we offer professional courses in various

disciplines.

In the year 2013, Strathmore University became a signatory of Principles of Responsible

Management Education (PRME) and was also accepted as a member of the Association of

Advance Collegiate Schools of Business (AACSB). This is the first progress report which is based

on the following six core Principles of Responsible Management Education (PRME);

1. Purpose Strathmore University (SU) developed a ten year strategic plan (2015 – 2025) that addresses three

areas of focus namely;

i. Transforming the Student Experience; We intend to focus on creating a learning

environment where students learn to become global change agents,

ii. Research and Enterprise; We are aiming at to becoming a highly reputable centre of

excellence in research and enterprise as well as research based teaching and learning, iii. Service to Society; We commit to improve quality of life of the local community through

ethical leadership and community projects.

Vision: To become a leading out-come driven entrepreneurial research University by translating

our excellence into major contribution to culture, economic well-being and quality of life.

Mission: To provide all round quality education in an atmosphere of freedom and responsibility

excellence in teaching, research and scholarship, ethical and social development and service to

society.

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Strathmore University has taken up the role of being an engine and innovation centre for green

consciousness. In line with this, all the five new buildings constructed recently have been done using

the green building technology; they are not only energy efficient but also generate their own lighting

through solar, are cooled using water fountains and collect rain water for recycling and use.. The

Strathmore Business School Building is one of the five new buildings and was awarded the Best Green

Building Development in Africa by the African Real Estate and Housing Finance

(AREHF) Academy Awards.

2. Values Our values in relation to our mission, is to train our students to be all round. We do this by offering an

extra eleven (11) units in humanities which do not fall under the requirements of Commission of

University Education in Kenya. In 2013, in line with our spirit of continuous improvement we

introduced a Master of Educational Practice for Academics to develop the practice of teaching and

learning among academic staff in institutions of higher learning. The programme offers academic staff

an opportunity to take more effective ownership of their lives and work in higher education through a

truly global transformative programme. The overall objective is to contribute to the ongoing

professional development of academics in higher education in accordance with the global move

towards continuous improvement in search of excellence in all fields of professional activity. The

course is mandatory for all teaching staff and we hope in the due course we will be a centre of teaching

excellence in the region. Our values fall under the following areas;

1. Excellence through the sanctification of work: We strive for work excellence and the

highest quality output, and the joy of always giving good service.

2. Freedom and responsibility: We respect the freedom of the individual person, with the

acknowledgement that with freedom comes responsibility for one’s actions.

3. Ethical practice: We honour the beliefs, morals and values of the academic profession and

help others to do the same.

4. Personalized attention: We seek to provide an environment where students and other

stakeholders can receive individual and customized service and support.

5. Subsidiarity: We seek to provide solutions at the most immediate level to a need

6. Collegiality: We respect one another’s commitment to a common purpose and work

together to meet the needs of our clients.

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7. Life-long learning: We develop programmes and adapt teaching methods that equip

learners with skills and tools for innovation and adaptability, and contribute to a person’s

development of mind and body, intelligence, sensitivity, aesthetic appreciation and

spirituality throughout their lives.

8. Service to society: We serve society through research, education and institutional

citizenship. Through research, we advance knowledge that is the foundation of

improvements in human well-being. By educating students, we strengthen society’s

capacity to grow and innovate. Through institutional citizenship, we develop programmes

that make a direct contribution to the betterment of society and inspire our students to do

the same.

3. How we can achieve this transformational activity as an institution To talk about lofty things is quite easy. Get them implemented and crafted into people’s hearts is

another thing altogether. Strathmore tries putting its vision into practice in our day-to-day routine

in several manners. We list some below:

a. Incubation Center Our incubation center known as @iBizAfrica provides a nurturing environment that builds on the

potential of the youth to develop ICT solutions and businesses that work for the common good in

society. It focuses on fostering an environment for entrepreneurs to develop, nurture and exchange

their innovative ideas, provides mentoring services to start-up companies while establishing

linkages with other incubation centers in the country and around the world and also acts as a focal

point for investors to engage potential technology entrepreneurs. With this tool we encourage

Strathmore students not only to get training which will land him/her on a job but become

innovative such that they themselves can create jobs and employ people.

b. Community Based Attachment Community Based Attachment is arguably Strathmore University’s best initiative for the holistic

development of a student as it prepares an individual in advance to face societal responsibilities. All

our undergraduate students go for an eight (8) to twelve (12) weeks community based attachment. The

attachment fulfills the University’s goal of producing socially responsible graduates. One of the main

problems of Kenya is corruption. This comes as people reach position

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of authority and use it to further their private good instead of serving those who voted them there.

Strathmore not only teaches Ethics and the principle of pursuit of the common good but demands

from the students that they go out there and give themselves to a service community experience

which arguably can change their lives and give them the practical knowledge that they themselves

can be part of the solution of the problems their people suffer in this country. Each year 600 students give at least 200 hours of their lives to this activity. The University has as partners disadvantaged school upcountry, hospitals, orphanages, prisons, etc

where our young undergrads serve at a voluntary basis and are supervised by one lecturer from the

university and a responsible person from the community the student is serving.

c. Student Academic Tours Undergraduate students take academic tours both locally and internationally which enhance not

only their skills but also their teaching and learning experiences at the same time providing

exposure to opportunities for further studies in the fields the students are pursuing. The trips take

place after students are conversant with their subjects to ensure they fully benefit from the

exchange. We have exchange programmes with renowned universities like Stanford, Saint Galen

and IESE for our MBA programme, to quote but a few.

d. Student Industrial Attachments In their third year, students are sent for industrial attachment for a minimum period of eight weeks.

This is mainly done in order to introduce them to the world of work where they explore their career

interests, apply knowledge taught in class learn new skills, gain work experience, develop

professional networks and get a clear understanding of workplace expectations. During the

attachment, the site supervisor and a faculty supervisor are responsible for maintaining the

academic quality. At the end of the attachment, academic credit is awarded for the experience.

e. Dress Code In our commitment to responsible academic management, students are expected to dress and

behave in a professional manner, as befits mature young adults. The dress code helps maintain an

atmosphere conducive to study and work.

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f. Class Attendance To be allowed to sit for an examination paper, students must have attended two-thirds of the classes

and completed two-thirds of the assigned course work for the course unit being examined. Students

sign class attendance sheets for each lesson they attend. This procedure instills discipline in our

undergraduates.

g. Community Outreach The goal of the Community Outreach Programme (COP) is to enhance the quality of life of the

people around it by connecting the knowledge and resources of the University to the country’s

evolving economic, social and community needs. COP collaborates with students, staff, alumni,

private sector and government in partnerships which contribute to finding sustainable initiatives

that meet community needs.

In all its work, COP emphasizes student and staff participation with the aim of equipping them for

a lifetime of outreach and volunteerism. Within this context, the University is keen to engage its

students and staff in volunteer projects that expose them to the realities of the community and

make them agents of change in their communities. The activities in COP include making the

environment a better place to live in by planting trees, garbage collection in slum areas,

refurbishing and renovating buildings in remote areas among others.

h. Elimisha Stratizen In line with our mission, undergraduate students have come up with an initiative that extends love and

care to the less privileged among them through Elimisha Stratizen.( which translates to Educate a

Strathmore Student) This came as an initiative of some students, with the help of a few staff members,

The vision of Elimisha Stratizen is to enable less privileged Stratizens with financial problems continue

with their University education comfortably and in the scheduled time.

i. Scholarships Sports Scholarships Strathmore University ensures sustainability of sports teams by offering partial sports scholarships to

players who are talented and are financially needy. This guarantees students receiving good

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academics as they pursue professional sports. Participating in sports is expensive, catering for

medical cover, sports kits, travel and accommodation as well as small stipends for players cost the

university approximately Kshs. 100 million per year. Through this the university has a fit

population and sports has over the years unified the university as students and staff meet at game

venues to cheer as one.

KIVA Scholarship Strathmore University has partnered with Kiva, an American non- profit organization whose

mission is to connect people through lending to alleviate poverty, to offer Full tuition student loans

which will enable low income talented students to study at Strathmore for years stress free.

Strathmore and Kiva see this as a valuable partnership that has the potential to give many Kenyan

students, who otherwise might not have had the chance, the opportunity to attend and excel at

higher education.

4. Research

a. Undergraduate Research Projects Undergraduate students are encouraged to think of publishing their research upon completion of

the research project. This has seen our undergraduate students presenting during various

conferences internationally and publishing the presented papers.

Our Postgraduate students have been publishing with their supervisors. At the individual level we

have a number of active researchers who are contributing to policy and practice in diverse areas

across the PRME agenda.

5. Partnership

Strathmore University has been partnering with global higher education associations including the UK

Chartered Institute of Marketing, ACCA, ICAEW among others. Other partnerships include;

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a. Safaricom Academy @iLabAfrica is a research Centre under the Faculty of Information Technology at Strathmore

University which was established to spearhead research, innovation and entrepreneurship in the

ICT for Development (ICT4D) eco-system towards the attain-ment of the UNDP Millennium Development Goals (MDGs) and Kenya’s Vision 2030. @iLabAfrica partnered with Safaricom the

leading integrated communications company in East Africa, and Vodafone to establish a facility known

as Safaricom Academy for developing mobile applications to exploit opportunities created by fast

growing telecommunication industry in the country. This was after recognition that the spread of ICT

technologies in developing countries remains painfully slow; condemning a large fraction of Africa’s

population to poverty, undernourishment, disease and disempowerment. We also recognize that this

situation is improving in some countries as a result of the phenomenal growth of the mobile telephony

services. This improvement in data access and connectivity has created a wealth of opportunities for

entrepreneurs to engage in mobile-based services delivery business. The first program in the Academy

is the Master of Science in Mobile Telecommunications and Innovation. Students develop mature

applications ripe for the local market. The University supports such students as they undertake their

studies as well as support them up after graduation. The ways in which the university supports the

students include;

a. Giving access to seed capital to potential investors.

b. Mentoring programmes to help them develop realistic business plans

c. Provide opportunities for networking.

d. Provide physical resources like office space and facilities.

e. Providing access to relevant library resources

f. Providing access to variety of mobile phones, short codes, SMS gateways, Mpesa pay

accounts etc for testing their applications

b. National Commission for Science, Technology and Innovation (NACOSTI)

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Strathmore University (SU) and NACOSTI developed a research on how to increase penetration of

Solar Energy in rural Kenya. This project has attracted the attention of the German Development

Agency GIZ who added some funds to extend the scope of this research to 30 plus counties.

c. Partnerships For Enhanced Engagement In Research (PEER) Science Program/Arizona States University

Arizona States University entered into a partnership with SU to train women on Solar PV and

Entrepreneurship and also to train trainers. With funding coming from USAID and PEER Project,

the major objective of the VOCTEC training is to strengthen the cadre of qualified professionals

and technicians to design, install, operate and maintain stand-alone solar PV Systems. One of the

outcomes of this training is the fact that the women in training are expected to form small groups

that will train other women on the use of the solar. This project will see Strathmore training 1800 technicians through 18 Technical Training Institutes

spread throughout the geography of Kenya.

d. National Industrial Training Authority Strathmore University helped to develop national syllabus on Solar Photovoltaic and Energy

Efficiency training and has helped NITA to develop the criteria to accredit institutions suitable to

provide this training. .

e. Fraunhofer ISE The institution has helped us install an international standard Solar Lab to test;

i. Solar Modules

ii. Solar batteries iii. Inverters

iv. Controllers

v. Lamps

f. GIZ This is a donor institution which has been financing Strathmore University to create a competent

centre in renewable energy and energy efficiency. This three years program has made Strathmore

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to be the hub of knowledge and innovation in solar training and energy efficiency studies in the

region.

g. Energy Regulatory Commission (ERC) Strathmore University has been training people to be licensed under ERC in order to work with

renewable energy and carry put energy auditing.

6. Organisational Practices Strathmore University received the following excellence awards;

a. Eco-tourism Training Institution of the Year Through the Center for Tourism and Hospitality, the University won the prestigious Eco Warrior Award 2013 as the Ecotourism Training Institution of the year, for promoting “responsible and

sustainable tourism through linkages with community development and nature conservation.”

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Joy Goopio receiving the trophy from Kelvin Papai of AFEW-Giraffe Centre, accompanied by David Chiawo, Joe Wadawi and Collins Haggai.

b. Financial Reporting Excellence (FiRe )Award

Strathmore University participated for the 3rd

time in the 2013 Financial Reporting Excellence

Awards and emerged winners in the Not-for Profit category. Strathmore was the only University

publishing its financial and submitting the same for scrutiny by a panel of judges. The report also

incorporated aspects of sustainability reporting as well as a summary of key activities that had

taken place in the year.

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Strathmore Team display the award.

Strathmore University 600kW Solar PV project wins Private Sector Award Strathmore University 600kW solar PV project won the Private Sector award in the KAM

Renewable Energy Project Awards 2015 during the Kenya Clean Energy Conference held at Safari

Park Hotel, Nairobi. Strathmore University DVC Academic Affairs and Director Strathmore Energy Research Centre

(SERC) Prof. Izael Da Silva, conducted a presentation of the 600kW Solar PV project installed at

the rooftop of the University at the conference. The presentation titled Reducing carbon emissions

in a third level educational institution in sub-Saharan Africa left participants enthralled by such

an initiative. The Solar PV project, which is now a year old, has provided the university with; a

sizeable reduction of operational costs; reduction of carbon emissions; creation and approval of a

Sustainability Policy for the institution; creating awareness amongst students, staff and parents on

the goodness and effectiveness of renewable energy; and finally will serve SERC as a suitable tool

to do research and hands-on training for engineers and technicians.

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Prof. Izael receiving the trophy

c. Global Student Entrepreneur Awards (GSEA)

Wangechi Mwangi, a third year student at Strathmore University, studying Bachelor of Business

Information Technology (BBIT), who is also Valuraha Group co-founder and CEO, was recently

at the World’s capital, Washington DC, in the US, for the GSEA competition. This was as a result

of her winning the East African chapter of the competition organized by @iBizAfrica, an

incubation centre that is home to Valuraha.

The Entrepreneurs’ Organization (EO) runs Global Student Entrepreneur Awards (GSEA) which

is the premier global competition honoring the top student entrepreneurs who have founded and

are running revenue-generating businesses. They honored Wangechi Mwangi, CEO of Valuraha

Group with the Global Social Impact Award.

7. Key objectives for the next two years with regard to the implementation

of the principles

The following are the key objectives of Strathmore University for the next 24 month period with

regard to the implementation of the principles;

1. To make more public the effort to implement PRME principles amongst all our

stakeholders especially students, staff and alumni.

2. To request all students to sign the Strathmore Academic Code of Honour such that if they

default in some of the core issues contemplated in the code, they agree to automatically

forfeit an Honours Degree.

3. To include the PRME principles into the regular syllabus for the induction of new lecturers.

To manage reaching all members by the end of the second year.

4. To include the next PRME report into the overall university report at the end of 2017.