sharing information on progress report (sip) 2015
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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.
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