empathetic problem-solvers who genuinely understand the mechanics and importance of creating sustainable value for communities, thereby embodying the principles of responsible management education in action.” The Starlight Haven programme has raised more than RMB 4.4 million (c$620k) in funding to support individuals with autism. How have students and/or graduates of the school been involved in this initiative? “Students have been vital in promoting and expanding the reach of the Starlight Haven programme, serving as its most passionate ambassadors and operational force. Their involvement is channelled primarily through the Youth Philanthropy Leadership Camps, which have engaged with more than 300 participants to date. These camps combine awareness-raising initiatives with practical activities, such as visits to autism therapy centres, leadership workshops focused on ethical stewardship and philanthropic competitions that challenge students to develop viable fundraising campaigns. Through these concerted efforts, students contribute significantly to both fundraising and advocacy, helping to boost the initiative’s visibility and impact far beyond our campus walls.” ZUEL’s Hope and Help projects cover a range of outreach efforts, from disaster relief to childcare support. How are these projects identified and co‑ordinated? “Hope and Help projects are managed through a meticulous, dual-pronged strategy that ensures both responsiveness and strategic impact. Project identification arises from a combination of proactive assessment and responsive partnership. We continuously monitor emerging community needs, particularly those that follow sudden disasters, while also maintaining longstanding collaborations with established, trusted local charities operating on the frontlines. For example, we provide free childcare services for economically disadvantaged families through our sustained partnership with the Gusao Tree Love Flower Organisation in Wuhan. “Co-ordination is executed by a dedicated team within the school’s administration that works in collaboration with student leaders. This team is responsible for vetting and validating opportunities, organising and deploying volunteer resources and ensuring the effective channelling of funds to where they are most urgently needed. This structured approach was exemplified in our swift mobilisation of a RMB 17,700 (c $2,500) donation providing relief for a major earthquake in Gansu Province, ensuring timely and effective aid.” The MBA Benevolence Network was established by ZUEL alumni. What is the problem it is seeking to solve and how is the school involved in its activities? “Our alumni established the network to tackle the persistent and critical issue of educational inequality, targeting
under‑resourced rural communities in Guangdong Province in particular. By seeking to address the disparity in educational resources and opportunities between urban and rural areas, the initiative aligns with SDG 4 (quality education) and SDG 10 (reduced inequalities). “Since its inception in 2016, the network has raised nearly RMB 600,000 (c$84k), with funds strategically deployed to improve the infrastructure and learning environments of six rural primary schools. Beyond financial aid, a cornerstone of its work is facilitating long-term connections and it has established more than 20 one-to-one mentorship relationships between rural students and professionals from urban centres, providing crucial guidance and support. “The school’s involvement is not as a micromanager but as a foundational supporter. The alumni community ethos we foster is central here and we actively promote the network’s activities and values to current students to ensure its legacy continues. We also celebrate its successes as an integral component of our broader CFN identity, demonstrating the powerful, lasting impact of our alumni network.” CFN initiatives all have direct links to the United Nations SDGs. How does this global blueprint for peace and prosperity help when the school is formulating new projects and strategies? “The SDGs provide an indispensable framework and a universal language for impact that is instantly recognised by our global partners and stakeholders. This serves as a critical guiding lens for the school during the formulation of all new initiatives and strategies. It provides a rigorous, internationally validated set of priorities against which we can align our ambitions and measure our progress. “In particular, the SDGs ensure that our local practice and context-specific actions are consciously designed to contribute meaningfully to international issues, preventing insularity. This global perspective allows us to effectively benchmark our performance against world-class standards, communicate our impact and intentions with clarity and credibility to an international audience and, most importantly, ensures that our strategies are inherently comprehensive, forward-thinking and relevant on the world stage.” How does the school’s Centre for Female Leadership and Student Career Development support sustainable leadership and economic growth? “Women constitute approximately 70 per cent of our student body, so the Centre for Female Leadership and Student Career Development is vital to our mission of supporting sustainable leadership and broader economic growth. “The centre’s work directly advances SDG 5 (gender equality) and SDG 8 (decent work and economic growth) through two primary, interconnected channels. Firstly, it is dedicated to empowering talent by providing targeted, high-impact training
40 Ambition • ISSUE 5 • 2025
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