BGA | BUSINESS IMPACT
CAMPUS CULTURE
administration to scientific councils of external bodies are often carried out through events organised at campuses. As such, they facilitate the corporate-academia partnership. Campuses also help identify and address local challenges and problems. Pure online delivery simply cannot do this. A good example is the presence of ESSCA in Aix-en-Provence, southern France, close to the city of Marseille (home to 1.6 million inhabitants, making it France’s second-largest by population). Here, we have facilitated a partnership with Apprentis d’Auteuil, a foundation which gives educational opportunities to young people from underprivileged backgrounds. The partnership identifies high-potential prospective students in underprivileged districts of Marseille. It then supports them in applying for a bachelor’s in international management. The students attend a preliminary year at the Apprentis d’Auteuil campus, which comprises delivery of the bachelor’s curriculum plus some additional seminars that introduce them to the cultural environment of higher education and the working of companies. They meet three to four times with students that are enrolled in the standard bachelor’s degree at ESSCA. At the end of the first year, both cohorts join together at the ESSCA campus until the completion of the degree. This partnership would not have been possible without the close physical proximity of, and regular contact between, both institutions. Such an example shows that campuses are material places that can shelter and develop human capital. Campuses act as visible examples of the sustainable development and corporate social responsibility policies of business schools – first, by being active players of decarbonisation. Buildings have to be used in ways that reduce energy consumption and resources, such as water. They also need to promote biodiversity. One benefit of this is that if students get familiar with responsible practices during their studies, they should integrate them as future responsible leaders. For example, ESSCA’s headquarters in Angers has been acknowledged for its focus on biodiversity. This relates to the management of the park (four hectares in an urban environment) surrounding the campus. A vegetable garden, managed by students and staff, produces a
harvest that is offered to a food aid programme for deprived communities. The campus has also been acknowledged positively by the French Birds Protection League (LPO). Many campuses are also frequently a central part of green transportation systems in urban environments. For instance, we will have a dedicated station named “ESSCA” in 2023 as part of the expanded Angers tram network. Through local outreach, campuses can facilitate the dialogue between academia and local ecosystems, fostering a broader interest in research and academic insights. Alumni networks can be great facilitators, bringing external audiences to their alma mater. Since they often benefit from great spaces, campuses are ideal places to host events and build networks. There is the potential for them to be the modern version of ‘ agora ’ (the Ancient Greek open spaces that served as meeting places for citizens). Campuses are also places of experimentation. At ESSCA’s Lyon campus, we have invested in a lab that analyses human behaviours. We have an experimentation room comprising 22 stations equipped with tracking tools such as electrodermal and heart sensors to measure skin conductivity, enabling us to research cognitive and emotional responses in different situations. Buildings also reflect the culture of the institution through the prominent display of a business school’s brand and identity. They act as significant physical reminders of an institution and what it stands for. Again, can this really be done only online? Not really. Sports, arts and social events are an intrinsic part of life on campus. Campuses house extracurricular services such as student bodies and associations. Ultimately, they are visited for a strong affectio societatis that goes beyond the initial purpose of students’ registration and participation in a given programme. International mobility is – among other motivations – based on discovering new places and cultures. For students, life on campus during an international module is usually memorable. It is very noticeable that international students often become ambassadors of the city where they have spent a period of time. Social interaction is key to human beings and campuses bring people closer together, strengthening both inclusion and diversity.
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