PRME Partner Interviews: Joya Kemper

Interview with Dr. Joya Kemper, Associate Professor, UC Business School Sustainability Lead

1. How does your school work with Responsible Management Education (RME)?
   Responsible Management Education is embedded across teaching, curriculum development, research, and external engagement within the Business School. We set up a UC Business School Sustainability and Societal Impact Committee to spearhead change and leadership in this space. The Committee also helps to achieve our Sustainability and Societal Impact Strategy. We have helped advance this work by supporting the integration of sustainability, ethics, climate literacy, and responsible leadership into teaching and learning through the launching of new courses on Indigenous Management and Accounting as well as supporting our Sustainable Enterprise major in the Bachelor of Environmental and Social Sustainability. Our school has also contributed to curriculum discussions around the UC Master of Sustainable Futures and Innovation, and integrated sustainability content within the Business School’s AI Literacy Module. Beyond the classroom, the School engages with RME through its commitment to the UN Principles for Responsible Management Education (PRME) as a PRME Champion, participation in international collaborations, and partnerships with industry and community organisations. These activities aim to ensure graduates develop the knowledge, values, and capabilities needed to contribute to sustainable development while addressing local and global challenges.
2. What initiatives or practices have been particularly effective?
   Several initiatives have proven particularly effective in advancing Responsible Management Education. First, embedding sustainability and indigenous worldviews and principles within core and elective courses as well as having specific courses in these areas, has enabled students to see sustainability as integral to business decision-making. Second, authentic and community-engaged learning activities, such as volunteering projects, field trips, case competitions, and industry panels, have helped students connect theory with practice. Third, collaboration has been critical. Industry engagement initiatives, including Sustainability Careers Events, Fairtrade New Zealand panels, and B Corp discussions, have exposed students to diverse sustainability pathways and responsible business models. Finally, interdisciplinary collaboration through guest teaching, curriculum development, and cross-school initiatives has broadened students’ understanding of sustainability challenges and solutions.
3. What advice would you give to other schools seeking to strengthen their work with RME?
   My advice would be to focus on integration, collaboration, and capability building. Sustainability should not only sit within a single course or discipline; it should be embedded throughout curricula and connected to graduate outcomes. Engaging industry, community organisations, and alumni can help ensure learning remains relevant and provides students with authentic experiences. Building staff capability is equally important. Communities of practice, professional development opportunities, and shared resources can support educators who may lack confidence in teaching sustainability topics. Schools should also take an interdisciplinary approach, recognising that sustainability challenges require diverse perspectives and solutions. Finally, meaningful change is often achieved through networks and partnerships. Working with organisations such as PRME, industry partners, and other universities can accelerate learning, share resources, and increase impact while avoiding duplication of effort.