1. Aimee L. Williamson, Brendan F. Burke, Richard H. Beinecke Suffolk University Institute for Public Policy Contact: rickhbeinecke@suffolk.edu

2. Background Government, non-profit & business sectors are becoming more integrated Government depends on business and non-profits to provide services Regulation is increasing, business depends on government in many ways Non-profits provide many services and oversee business and government The major elements of society - environmental catalysts, the public, government, and corporations - influence each other and are both drivers of social change and are affected by social change.

3. Boundaries are blurring, networks are becoming more complex In a global world, we need to develop more collaborative management capabilities. Porter and Kramer (2006): Corporations need a healthy society…(and) a healthy society needs healthy corporations.” We need to consider all forces whether we work in business, government, or other public service organizations.

4. Our responsibility to encourage and prepare students to serve, support, and volunteer in the public sector Many business students are concerned about public issues, want to make a more meaningful contribution to the world in their personal and professional lives, and will be involved in corporate social responsibility programs Many common academic roots, e.g. Taylor, Weber, Deming Many common areas of expertise, e.g. budgeting, organizational theory, leadership, human resources

5. The Opportunity Public affairs programs can expand our influence by encouraging broader public service, become more multi- disciplinary, recruit many students to public service, and expand teaching and research opportunities. We can offer undergraduate courses to business students that bridge the gap between public affairs issues and the business sector. We have a shared mission that can be integrated across public affairs and business management academic programming.

6. Other Public Service Benefits Enlarges the pool of students interested in public service careers and education including the MPA or undergraduate minor in public administration Many business students work in government and non-profits at some point in their careers; time to start recruitment is now Introduces related degrees and employment opportunities Opens up opportunities for research and teaching across the business and public management fields Enhances reputation of the field of public administration Creates a social conscience among future business leaders

7. Case Study: Overcoming Divides: PAD 201- Social Change Suffolk University Institute for Public Service -Located on Beacon Hill in Boston -The Institute (formerly Public Management Dept.) a dept. of the Sawyer Business School -42 credit MPA began in 1973. Also, undergraduate minor (previously had an undergraduate major but dropped in 2010) -Since 2007, all Business School undergraduates must take a one credit introduction course that covers all of the School’s disciplines and also a “social change” course

8. Many international students Students took unpopular history and political sciences courses in the College of Arts and Sciences Based on experience teaching with business faculty in the intro course, PAD 201 designed and began in 2009 Began with 3 sections, 90 students Currently 14 sections including on line version and honors section, 35 students each, taught by seven full and adjunct faculty, with long wait list

9. Course Content Social change and social networks Three sectors of society: government, business, nonprofit (basics of government organization especially new for them!) Public policy and regulation Corporate social responsibility Social entrepreneurship

10. The dynamic environment including intersections and partnerships between sectors Issue areas that vary by class, e.g. environment, health care, civil rights, public education

11. Method Custom textbook based on Steiner and Steiner (2009) Business, Government, and Society: A Managerial Perspective and supplemental readings Case studies Videos and You Tube Much class discussion about current events (e.g. Ma. Casino legislation, Occupy Boston sit-in)

12. Response Positive reviews by students, faculty, and administrators Exposed students to non-profit and government Increased number of public service minors and some MPA applications Fulfills the IPS mission of fostering public service spirit to much wider audience Helped prevent faculty cutbacks Supports undergraduate recruitment Generated other undergraduate courses including Global Health, Poverty, and Warming

13. Assessing the Impact Testing the impact of the social change course empirically Study’s Purpose: to examine students’ familiarity with sectors in society, interests, and career aspirations and assess the need for and impact of a social change course. Methods: Survey Pre-test and Post-test Sample: all students enrolled in social change during the Spring 2011 semester

14. The Survey Demographics (e.g., age, gender, major) Understanding of social change concepts (e.g., social problems, CSR, social entrepreneurship, government regulation) Respondents’ perceptions about the potential for businesses to address and/or be influenced by social issues. Respondents’ likelihood of working for or partnering with public and nonprofit organizations during their careers The role of business education in teaching social change concepts The importance of social issues to the respondent

15. Challenges May be easier to accomplish when a public management department is in a business school and a single faculty Possible threat to business school expertise and turf and MBA/MPA competition for students and credit hours Requires faculty collaboration and support

16. Bringing Public Affairs and Business Education Together Demonstrate willingness to collaborate and support other departments Start with small efforts, e.g. interdisciplinary course modules, guest lectures, shared advice on course preparation and content Joint degrees, e. g. Suffolk’s MHA, MPA Health Track, MBA-Health Collaboration on faculty research

17. Collaborating and Supporting Other Departments Teaching courses in other departments including “loaning” faculty out in their times of need Offering MPA credits for courses (usually electives) from other departments Offering courses needed for other departments that they do not have the resources to provide Inviting guests from other departments to co-teach or lecture

18. An Important Mission Dart (2008): Should we reshape and expand the metaphoric bubble of the business student to include important dynamics of our world inside it? YES! We should press beyond the boundaries of our departments, programs, and schools to help answer this call.