Citizen Science Earns Respect

pollenbeeaustriaBy Sunny Lewis

VIENNA, Austria, September 20, 2016 ( News) – “Citizen Science is one of the latest trends in science,” said the Medical University of Vienna late last month at the height of the pollen allergy season.

The Austrian Pollen Monitoring service at MedUni Vienna’s Department of Ear, Nose and Throat Diseases is founded upon active citizen participation and relies on continuing citizen monitoring every day.

In Austria, more than a million people suffer from a pollen allergy. Through the Austrian Pollen Monitoring service, the public is involved in defining questions and problems and in data collection.

This way, researchers receive considerable input from interested parties and affected laypeople.

MedUni Vienna’s Pollen Monitoring Service  headed up by Uwe E. Berger keeps a pollen diary that has been in use since 2009.

Our personalized pollen alert is possible because of the entries made by the thousands of people who use our service. It is the only one of its kind in the world,” says Berger.

Every pollen allergy sufferer has an individual threshold, a unique level of sensitivity and reactions to pollen counts. Together in a huge database, they provide a forecast of the expected situation for any individual, on a day-by-day basis.

By making accurate entries in the pollen diary, people can help themselves in the evaluation of therapies and everybody else as well.

A Pollen App has been available since 2013 and has been downloaded 320,000 times worldwide. Since March 2012, a total of around 1.3 million people have accessed the Pollen Monitoring Service website.

This service for pollen allergy sufferers is already available in 13 European countries: Austria,  Croatia, Finland, France, Germany, Hungary, Lithuania, Serbia, Slovenia, Sweden, Switzerland, Turkey and the United Kingdom. Each country claims more than 150,000 users.

An important aspect of citizen science is the need to keep the sensitive details of the participating public secure, Berger believes.

MedUni Vienna’s Pollen Monitoring Service does this in compliance with strict European Union standards, so that it is virtually impossible for data to be passed on to unauthorized parties, in addition to biometric security.

Citizen Science can be a simple form of involvement, such as crowdsourcing, where people provide specific data, to advancing the long tradition of lay research in astronomy and ornithology.

The National Audubon Society’s annual Great Backyard Bird Count, for instance, asks citizen scientists to count birds for at least 15 minutes on one or more days of the four-day February event and report their sightings online at

Audubon’s Chief Scientist Gary Langham said, “This count is so fun because anyone can take part —we all learn and watch birds together—whether you are an expert, novice, or feeder watcher. I like to invite new birders to join me and share the experience. Get involved, invite your friends, and see how your favorite spot stacks up.

People participate from their backyards, or from anywhere in the world.

Last year, more than 160,000 participants submitted their bird observations online, creating the largest instantaneous snapshot of global bird populations ever recorded.

Each checklist submitted during the bird count helps researchers at the Cornell Lab of Ornithology and at Audubon learn more about how birds are doing, and how to protect them and the environment.

The 20th annual Great Backyard Bird Count will be held Friday, February 17, through Monday, February 20, 2017.

In a related Audubon citizens science project, the National Phenology Network created Nature’s Notebook for people to record and contribute their own observations of plants and animals.

Phenology is the study of seasonal changes in plants and animals from year to year – the flowering of plants, the emergence of insects. migration of birds – especially their timing and relationship with weather and climate.

Assistant Director Theresa Crimmins says participants have identified changes such as lilacs leafing out earlier than normal, bees buzzing before there are flowers, spread of invasive species.

A group of researchers looked to see whether the range of an invasive plant, ragweed, was likely to change in the future,” said Crimmins, “and they showed that ragweed is only going to spread and get worse.

Crimmins says contributing to Nature’s Notebook is simple. People select which plants or animals to observe on a weekly basis, and answer yes-no questions about them.

Scientists can then use this data in their research. Land managers may use the data to make better-informed decisions about natural resources in their care, and decision makers use it to shape policy.

The Zooniverse is the world’s largest and most popular platform for people-powered research. Volunteers, hundreds of thousands of people around the world, come together to assist professional researchers.

Zooniverse projects combine contributions from many individual volunteers, relying on the “wisdom of crowds” to produce reliable and accurate data.

The goal is to enable research that would not be possible, or practical, otherwise. Zooniverse research results in new discoveries, publications, and datasets useful to the wider research community.

There is now a Citizen Science Alliance – a collaboration of scientists, software developers and educators who collectively develop, manage and utilize internet-based citizen science projects to further science and the public understanding of the scientific process.

These projects use the time, abilities and energies of a community of citizen scientists – from classicists to climate scientists and ecologists to planetary scientists – spread out around the world.

Featured Image: Snowy Owl by Great Backyard Bird Count participant Diane McAllister. Posted for media use by Audubon Publication of source website prohibited.

Main Image: Pollen coats a bee in Klagenfurt, Austria (Photo by Christian Feenstaub) Creative Commons license via Flickr

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5 Top Schools for MBAs In Impact Investing—Plus One You May Not Have Heard of Yet

a mixed group of graduates celebrate

Where will you get your impact investing MBA?

Where business-minded millennials decide to pursue their MBA has far-reaching implications for where and how the largest wealth transfer in history unfolds. MBA graduates of the next ten to twenty years will change the face of impact investing and the schools they attend will help decide the flow of 21st century wealth.

From U.S. News and World Report’s 2014 ranking of the top business schools, we selected three U.S. based schools and two international schools where some of the social investing leaders of the future will learn their craft.


Harvard Business School “pioneered the concept of social enterprise with the founding of its Social Enterprise Initiative in 1993.”

HBS creates a new breed of philanthropist-investors that create new financial instruments designed to generate returns from social investments. The school trains students to recognize that “socially-oriented investors are increasingly demanding opportunities to invest in projects that yield both social and financial returns.”

Impact investing demands new financial models, new social metrics, and new regulation. Students actively collaborate with professors, alumni, and business leaders to develop these new methods for impact investing.

“We need to be a force in drawing more people into being less risk averse, to try the new things that we need in order to create social change. And I think HBS can be a force in driving that change” Alvaro Rodriguez IGNIA MBA 1995

Wharton MBA Program

Wharton wants students to “make an impact in a rapidly changing world.” Wharton graduates generate social value in a business setting, assume positions of leadership in the non-profit sector, and become entrepreneurs that change the world of impact investing.

Wharton encourages hands-on, community engagement from day one both domestically and internationally.They apply business skills to promote economic development and improved quality of life.

Jacob Gray, Senior Director of the Wharton Social Impact Initiative, says, “Our goal is to provide the best experiential education available in the field of impact investment.”

Said Business School

Oxford’s Skoll Centre for Social Entrepreneurship at the Said Business School sees the next ten years as an “historic moment in business education.” The graduate program at Skoll champions entrepreneurship for developing new market systems, disruptive innovation, and new business models.

Students learn about new laws and regulations that guide socially responsible yet profitable investing. Graduates are “strategically positioned to take a leadership role in accelerating the creation of a new business architecture.” Cornerstones of the SAID program include entrepreneurship, collaboration, innovation, global focus, systemic impact, intellectual rigor, and honesty.


The Business School for the World

INSEAD, with locations on four continents, defines social entrepreneurship as the “use of business practices and market principles to bring about positive social change.”

INSEAD sees a need for impact investing in every sector and every market. To meet the needs of existing social leaders, who may lack the business, management, and strategy skills that wealth in the private capital markets, INSEAD leverages existing programs to train social entrepreneurs. The ISEP program, first launched in 2005, invites leading social entrepreneurs to join a network of support and knowledge sharing.

Leading with research and faculty involvement, INSEAD trains MBA candidates to develop a two-way dialogue that applies advanced management thinking to the challenges of social environments.

Yale Management School

Yale educates business leaders for society. They first introduced a school focused on public management in 1974 and although there is no single “social investing center,” like the other schools reviewed, Yale offers 13 electives ranging from “Financial Statements of Non-Profit Organizations” to the “Business of Not-for-Profit Management.”

Yale brings together entrepreneurship, business skills, and social responsibility to provide MBA candidates with one of the best educations available anywhere in the world.

And one you may not know about…

James Lee Sorenson Center for Impact Investing

The Sorenson Center at the University of Utah offers MBA candidates a comprehensive program with access to an “unparalleled learning opportunity.” Since practical experience in impact investing is difficult to create in classrooms alone, they designed a program where students interact with socially conscious leaders every day.

Students regularly collaborate with leading venture funds, banks, foundations, consulting firms and social entrepreneurs to identify, fund, and grow businesses for impact investing. Students work on live projects to develop strategies facing businesses in real-time settings.

Students and organizations work together to identify new markets, marketing strategies, and develop competitive advantages.

Image by © Royalty-Free/Corbis

Why the Education Sector Urgently Needs Impact Capital

Afghan SchoolBy Marta Maretich @mmmaretich @maximpactdotcom

The world is crying out for education. For 4,738,116 respondents to the My World digital survey (and counting) “a good education” is, is the overwhelming choice for every age group and every sector for the change that “would make the most difference” to their lives.

The role of education in improving the people’s lives and encouraging economic development is widely recognized, making it a focus for national governments, philanthropic bodies and international development agencies. Increasingly, it’s viewed as an indispensible tool for easing poverty, reducing inequality and boosting economic sustainability. Research has shown that one year of education can increase wages by five to 15 percent, while each year of secondary school raises them by up to 25 percent.

What’s more, quality education for all—including marginalized groups, women and adult learners—can generate huge economic rewards for a country, increasing its gross domestic product per capita by 23 per cent over 40 years.

More investment is needed—right now

There’s little doubt about the value of education. Yet, despite making commitments to Millennium Development Goals in education, the global community has so far failed to come up with the investment needed to hit education targets. While spending on education by low-income countries has increased by an average of 2.9 percent to 3.8 percent of GDP over the last decade rich countries have not stepped up to the same degree.

In 2010 estimates showed that an additional $16 billion per year would be needed just to provide basic education for children, youths and adults by 2015. However, actual spending has hovered around the $3 billion mark annually. The result is a funding gap that has almost doubled in the intervening years. Today, estimates place the annual financing shortfall at a staggering $26 billion.

It now seems likely that the Millennium Development Goal for education will not be reached by the 2015 deadline and there are concerns on the part organizations like Education for All about what will happen to education development post-2015 and in years to come.

In a further development, low-income countries and poor populations aren’t the only ones facing an education crisis. The education systems in rich countries like the US, the UK and Australia, for instance, are also suffering from the effects of squeezed public budgets and skyrocketing costs, especially in the higher education sector. This has left educational attainment rates dropping, especially among poor people and minority groups, over a number of years.   Many would-be students are priced out of access to higher education just when the need for an educated workforce is on the rise.

Innovative finance solutions

So what can be done to help the poorest attain access to quality education and the better-off optimize their access to higher forms of learning? The key, recent research suggests, is to bring more private capital into the sector and to experiment with new kinds of investments that target specific educational problems and meet the needs of specific groups.

In many parts of the world, education has until now been the sole preserve of governments and development aid agencies, but there is evidence that this is beginning to change as new funding approaches — like impact investing— gain popularity and prove their viability. Though governments and development aid agencies will continue to play a central funding role, the education sector is now actively looking for ways to attract private capital, often in the form of impact investment, as a means to fill that yawning $26 billion funding chasm.

Though it’s early days, there’s already evidence that impact finance can be effective in education.  George Soros’ Open Society Foundations have produced some first findings on impact investing in developing countries’ education systems. The results suggest that workable models are evolving on a small scale, often in collaboration with governments, and some are already showing respectable track records of financial return and demonstrable benefit.

These indications are hopeful, yet impact investing in education is still in its infancy. Education accounted for only 3% of the investments of participants in the GIIN’s recent sector survey, a figure that suggests that impact investors have been hesitant to engage in this sector.

The OSF report confirms this image of tentative, early-stage activity in education by impact investors:  “Most deals remain small, and investments in schools currently dominate deal-making, with more innovative technology and management models just beginning to emerge. As yet, few business models deliver strong immediate financial return while reaching the most vulnerable beneficiaries.”

More worrying perhaps is the fact that impact’s involvement in education investing remains split into two camps, according to the report. On the one hand there are impact investors focused on “reaching the lowest income populations without expectation of any financial return”; on the other are investors who expect market rate returns and place capital into deals that “target middle and upper class populations.”

By now, this is a familiar situation for impact, with well-meaning investors in many sectors still struggling to find ways to engage with the middle ground and find models that meet needs while maintaining profitability. Yet, given the pressing global demand for education, there is enormous potential for innovation, both in terms of finance models and in terms of education delivery methods. With more impact engagement—and a renewed commitment by the education sector to finding new ways to finance and deliver good quality education on all levels—there is scope for significant  positive change in which impact investing can play a significant role.

By deepening its commitment to investing in education, the impact community has the opportunity to help solve one of the world’s greatest challenges.In the next blog in this series, we’ll be looking at the places where impact capital has the potential to be most effective in the education sector. As the need for education continues to grow, so will the range of methods and approaches for private capital, including public-private collaborations, an expanded role for impact intermediaries, and new technologies with the potential to deliver education to underserved communities as never before.
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What’s Keeping Impact Investors Away from Education?


Malawi SchoolBy Marta Maretich, Chief Editor, @mmmaretich

This is the second installment of a 3-part series on impact investing in the education sector. Read Part I: Why the Education Sector Urgently Needs Impact Capital and Part III: Opportunities for Impact Investment in Education

Impact investors have hardly engaged with the education sector. Why is this?

As we established in Part I of this series, there’s a growing global demand for education — in other words, a huge potential market that could be catalyzed by an influx of impact capital.  Add to this the fact that education is pretty much universally recognized as an effective means to break the cycle of poverty and improve lives — it may be the most powerful single tool we have — and the low level of impact involvement in the sector begins to seem surprising.

Yet that’s the reality: of $2.5 trillion is spent on education worldwide, impact capital accounts for just $3 million. In a recent survey of impact investors, only 3 percent of assets under management were in the education sector as compared to 21 percent in microfinance and 11 percent in energy. Only water and sanitation came in lower, at just 1 percent.

Small deals, few deals

A closer look at deals gives insight into what’s happened to date. According to a recent report from D. Capital and Open Society Foundations (OSF), impact investors have hardly entered the education market and when they do, deal sizes are small with direct investments typically ranging between the $.5 million and $5 million. Investment though intermediaries looks slightly more robust, with technology venture capital funds raising the stakes to $10 million, but it’s still a mere drop in the ocean.

Impact’s role in financing the education sector hasn’t only been small in size, it’s been limited in scope, largely focusing on school infrastructure programs and, to a lesser extent, people (for example teacher training schemes). Impact investors have largely ignored the potential for investment in the wider educational ecosystem and have only very limited involvement in areas such as developing new services, tools and technology. Impact investment has been sharply divided, too, between market-rate investors who target middle and upper class populations and those with an impact-first attitude who target populations at the base of the socio-economic pyramid.

What’s keeping impact investors away?

Several factors help explain this picture. First, impact is still a relatively new sector whose development has been largely uncoordinated and sometimes patchy: in other words, just because a sector is worthy of more impact capital, doesn’t mean it’s received it yet.

Impact investing is beginning to develop a track record in areas like agriculture, clean technology and finance but this is largely thanks to the determination of a few leading proponents like Acción, Root Capital and Acumen, who targeted their investments in specific areas. By contrast, few impact investors have made education their sole priority and few have developed well-defined deal sourcing strategies for education even though quite a few (21 out of the ImpactAssets 50 funds, for example) claim education as one area of focus among several others. This suggests that education is often a sideline for impact investors, with small-scale education investments tacked on to ones in more popular sectors such as finance.

Partly, this may be due to the perception that education investments have little potential to produce returns (an assumption new developments in the sector will challenge). Another reason could be that education, unlike other sectors, has traditionally been the sole preserve of governments and, to a lesser extent, international aid agencies. Until now, non-state investors have claimed a relatively small slice of the education pie with private commercial funding accounting for only $500 billion of the $2.5 trillion spending total. The state monopoly on education has created little incentive for innovation or entrepreneurial activity, with the result that there haven’t been enough education deals out there to engage the growing impact sector.

Such market issues may be contributing to the shortage of investable deals and limiting levels of investment now, but the picture looks set to change. Squeezed public budgets and a new spirit of openness on the part of the development aid community are generating more interest in market-based solutions to the education crisis. This raises the possibility of increased entrepreneurial activity in the education sector with impact investment playing a more important role in its financial profile, especially in the form of collaborative investing arrangement with governments, philanthropic bodies and other private investors. The question now is, what exactly should that role be?

Learning to do more

With opportunities at various points in the market, there’s evidence that impact capital can help education in a number of important ways. “Where government is absent,” write the authors of the D. Capital/OSF report, “impact capital can help fill a basic gap that the state cannot. Where the government provides basic services, there is also ample room to supplement public services through congruent education for at-risk children, vocational training or adult literacy services.”

Beyond this, impact investors can do their part to strengthen the sector by:

•    supporting early-stage experimentation and innovation in education
•    innovating new kinds of financial approaches that support education and the ecosystem around it
•    working in collaboration with governments and nonprofits to back socially motivated education programs with impact capital
•    investing alongside venture capitalists and venture philanthropists in scalable education businesses
•    catalyzing co-investment from other sources, such as mainstream banks, private investors and aid agencies
•    scaling approaches that show promise, adapting them and rolling them out in other contexts and other regions

This is Part II of a three-part series on impact investing in the education sector. Read Part I: Why the Education Sector Urgently Needs Impact Capital. Read Part III: Opportunities for Impact Investment in Education.

Opportunities for Impact Investment in Education

This is the final installment of a 3-part series on impact investing in the education sector. Read Part I: Why the Education Sector Urgently Needs Impact Capital. Read Part II: What’s Keeping Impact Investors Away from Education?

Nottingham trent grads II copyBy Marta Maretich, Chief Editor @maximpactdotcom

Impact investors are in prime position to put capital behind solutions to the global education crisis. But where are the opportunities for impact in a changing global sector?

Scaling successful models

Impact’s involvement with education has so far been limited, but some success stories have emerged and these can be scaled using further injections of impact finance. One outstanding example is Bridge International Academies, a for-profit whose standardized “academy-in-a-box” model has been highly successful in delivering quality education to poor communities in Kenya.

To date, Bridge has enrolled 95,216 pupils, and counting, with high rates of attainment when compared to traditional forms of schooling. With continued growth in Kenya and plans to extend its reach to other African countries, Bridge shows that it’s possible to come up with scalable models for education delivery.

Bridge represents a new breed of company taking a new approach to education. Cross-sector collaboration has been part of its fabric from the beginning and continues to be central to its development. The company was founded on the partnership between Jay Kimmelman, the entrepreneur behind successful software company Edusoft, and Shannon May, a development specialist. It was established using capital from a wide range of investors including aid agencies like OPIC and DFID, venture capital investors like LearnCapital and Rethink Education and impact investors like Omidyar Network and CDC.

This co-investment approach shows the range of players in the arena and the potential for fruitful collaboration, a theme evident across the whole education investment sector. By using such techniques, it will be possible to generate the capital necessary to bring other promising models to scale, rolling them out across more regions and adapting them to answer local needs.

Exploring the potential of edtech

Impact investors already love cleantech and greentech, but edtech, the new buzzword for education technology, is still largely unexplored ground for the impact sector.

But what is edtech? Edtech involves using information technology—including tablets, smartphones and computers—and working through various media, including social media, to deliver instruction. Its practice involves enhanced learning through computers as well as remote learning and massive online courses, or MOOCs. “Edtechers” in schools, universities and businesses design and produce online classes, tutorials, training programs and exams and then deliver them to students using technology.

Edtech is widely considered to be the new frontier in global education and the momentum behind it is growing. The UK government, long a leader in the development of socially beneficial areas of enterprise, has established an edtech incubator. Meanwhile, mainstream markets and venture capitalists are beginning to get excited about the potential of edtech, with some pundits making bullish predictions about its future The edtech market is projected to grow to $220 billion by 2017, with the US market growing by 47 percent and the EMEA countries (Europe, Middle East and Africa) projected growth standing at around 25 percent.

For impact investors, the rise of edtech, with its potential for delivering returns at both market and below-market rates as well as non-financial benefits, represents another possible entry point into the education marketplace. Education, like clean water, is popularly considered to be a good thing per se and this makes edtech an uncontroversial investment, which in turn should make it attractive to a number of different kinds of socially motivated investors. It’s no coincidence that Bridge founder Jay Kimmelmann was an edtech entrepreneur before he became CEO of Bridge International Academies, a mission-driven education delivery business.

This crossover is important when it comes to financial arrangements, too. Two of Bridge Academies’ major investors,  LearnCapital and Rethink Education are venture capital funds that focus on edtech investing. In another example of collaborative investing, last year they joined forces with the NewSchools Venture Fund, a venture philanthropy organization, to capitalize Britebytes, a platform that helps educators manage their learning technology.
While none of the three organizations in this deal call themselves impact investors, all are pursuing investment strategies that blend business and social benefit through investing in education.

This deal gives us a glimpse of the investing landscape that surrounds edtech. It’s one that draws investors equally from mainstream finance, philanthropy and government, creating a potentially dynamic market for developing education solutions. Impact investors should take note, since the chances are good that more of these collaborative deals will be coming their way in the near future. By being prepared to work with a range of different co-investors with a range of motives and a variety of appetites for both reward and risk, impact investors can play their part in a growing marketplace.

Getting deeper into student finance

Demand for student finance is exploding in developing countries with growing middle classes and increased demand for higher education, such as Vietnam, South Africa, Brazil, Morocco, and India.

At the same time, in the developed world costs for higher education continue to rise uncontrollably in the face of government cutbacks, leading some students to take on unsustainable levels of debt while others have been priced out of the education market altogether. Default rates for student loans, already high, are rising and despite a growth in student numbers the gap between educational attainment rates for rich versus poor students is widening, notably in the US. At the same time, the value of a degree in real terms has never been higher and the demand for highly skilled workers, driven by the growth in technology businesses, is rising, a trend described in a recent book by Harvard economists Claudia Goldin and Lawrence Katz: “The Race Between Education and Technology”.

For all these reasons, student finance is now being hailed as the “new frontier in impact investing.” It makes sense: impact investing has a track record of success both in providing finance directly and backing institutions who do. Recent studies show there are already some workable models being used by non-banking financial institutions (NBFIs) in the developing world some of which are backed by impact investors: South Africa’s Eduloan and Trustco Finance in Namibia, for instance are using methods including social bonds to raise money to loan to students. Other groups are collaborating with universities or governments, negotiating terms, such as discounts and subsidies, that make the programs more sustainable and secure profits for investors. Still others provide finance directly to educational institutions. There is scope for expanding some of the more successful models globally.

In the developed world, there’s also room for growth. Despite the presence of mainstream lenders, solutions are needed in higher education finance, especially for poorer students. As the cost of higher education continues to rise above the rate of inflation, there are calls for new approaches including using privately-financed Social Impact Bonds, which would raise capital for student loans with repayment tied to performance, and Income Share Agreements (ISAs). In an ISA scheme investors pay the cost of college attendance in return for a percentage of the student’s income after graduation. Higher-earning students pay more, but those who earn less pay less to investors.

These are just some ideas for how impact capital could support access to education for all students. With luck there should be many more such innovative approaches mooted in the years to come—and many opportunities for impact investors to get behind the wave of change. As the demand for global education continues to increase and the urgency of the funding crisis becomes more acute, governments, philanthropies, international aid agencies and the public will ramp up the search for solutions. And, in a new era of openness to market-based approaches, impact investors should be ready to do their part.

By establishing a focus on education as an investable sector—and learning how to work collaboratively with a range of other investors—impact investors can help turn the tide in the global education crisis through supporting sustainable, business-based solutions.

This is Part III of a three-part series on impact investing in the education sector. Read Part I: Why the Education Sector Urgently Needs Impact Capital. Read Part II: What’s Keeping Impact Investors Away from Education?

Impact Investing in Education infographic

Education Infographic maximpact_com

New Educational Opportunities for Impact Investing Professionals

by Ana LaRue
Increasing numbers of emerging business professionals are seeking careers in impact investing, trying to merge the gap between finance and sustainability, a trend that anyone working in the field should be proud of. Young professionals are increasingly concerned about doing something meaningful with their careers, including students in the financial and business fields.
The topic of educating emerging impact professionals is lively among popular forums and social media networks such as LinkedIn. This reflects the growing popularity of the sector and shows how eager young professionals are to prepare themselves for careers in impact investing.
BAs, MBAs and Masters programs have generally had a history of sending graduates into more traditional corporate careers; something a growing number of these graduates are becoming skeptical of. How can they be sure that their education will allow them to learn about investing for profit and social or environmental impact?

At Maximpact we examined the opportunities available to aspiring professionals looking for a career at the intersection of sustainability and finance. Our list includes top business schools whose programs cater to the field of sustainability and impact investing:

Below are additional resources we found useful listing MBA programs in terms of their sustainability focus:

  • Beyond grey pinstripes: A database informing prospective students about social, ethical and environmental impact management curricular programs. The database ranks schools that are providing training in social and environmental skills as part of business decision making.
  • Bloomberg Business week MBA Rankings: An article listing top Business Schools according to their Sustainability focus.

Finally, we believe it is important that future graduates examine whether their chosen programs treat sustainability and social entrepreneurship as an integrated part of their business curriculum or as a complement to the traditional business tracts. These are important factors influencing one’s ability to receive deep and specific knowledge, merging investing for profit and social or environmental impact.

Feel free to share other educational opportunities in the comments.