Explore Professor Wilfried Niessen’s reflections on his distinguished 35-year career at HEC Liège and his global leadership experience, highlighting the valuable lessons learned through BSIS.

A professor of accounting, finance, and business simulations, Niessen has been a member of the HEC Liège management board since 2011 and has served as Dean and Director General since 2017. Beyond HEC Liège, he has been teaching in several institutions such as Esca Angers, FH Würzburg, and Universität Hohenheim. He is also part of the board of two institutions: Toulouse School of Management and Universität Hohenheim. His expertise extends to designing and delivering executive education programmes worldwide, with a focus on strategic growth and global engagement.

How many BSIS visits have you completed thus far, and could you highlight some memorable experiences or insights gained during these visits? To respect the confidentiality agreement, please do not use specific names or information to reveal the school’s identity.

I have visited two schools for the Business School Impact System (BSIS) and 10 different audits (EQUIS, AACSB). The most enriching part of it is the learning process and the exchanges with colleagues. The amazing impact of business schools on their environment (also during difficult times like the COVID-19 pandemic i.e.) is a personal driver to continue my engagement with HEC Liège and Business Education in general. The image of business school is not always positive (money first, profit,…). BSIS helps to analyse the impact in different dimensions and reflects better the role of a business school.

Could you tell us about your school’s decision to undertake the BSIS assessment and the key objectives behind your school’s participation in the BSIS process?

In 2014, at HEC Liège, we decided to go through the BSIS process. We wanted to formalise and measure the impact of the school on its region. The decision was based on questions from different stakeholders: the University of Liège, the companies supporting the school, the staff, and others.

In BSIS, we have found a methodology to define and express our impact. These were the two main objectives to develop with the BSIS team. We wanted to measure the impact of all our activities. The seven axes suggested by BSIS were helpful in the reflections. At the same time, we were preparing our first accreditation audits for AACSB and EQUIS. The data collection and the implication of the staff and the stakeholders, including the preparation of the expert visit, have been very useful for the upcoming accreditation audits.

How has your school and/or institution benefited from engaging with the BSIS framework and assessment?

The visit and the exchanges with our experts, Gordon Shelton and Michel Kalika, were very motivating and enriching. We have used the report to communicate with our various stakeholders and to introduce an impact culture in the school, which has influenced the strategic planning.

Can you share any specific instances where BSIS recommendations or insights led to specific tangible improvements or innovations for a school?

The impact of the school in all the fields becomes more and more crucial. It is certainly the case of HEC Liège, which is in a region that is redeploying itself. Liège has suffered a lot after the closedown of the heavy steel industry. The business school is an important actor that serves in creating new ecosystems and developing sustainable activities. In our strategic plan, we have introduced societal transformation as a transversal approach for all our actions. We define this transformation in three pillars: digital transformation, entrepreneurial transformation, and sustainable transformation.

Aligned with the challenges of the region, we have created different platforms to concentrate the impact on education, research, and service to society. To create new businesses with business models for the future, we created a student incubator, the “Venture Lab,” in 2014. The impact is very clear today, with 193 companies and 900 jobs created.

The Smart City Institute helps the region to integrate new technologies and mindsets into society. The Digital Lab leads the digital transformation of the school and also inspires companies to innovate in the field of digital technologies. The S-Lab is a driving force in the field of sustainability.

From your perspective, how does BSIS contribute to the continuous improvement and international recognition of business schools?

As Dean of HEC Liège, I actively contribute to creating societal impact by representing the school in local and international bodies. The international outreach and presence help our region to be more attractive. We can use our network of alumni all over the world (102 countries) to promote the region. We attract international students (72 different nationalities) and colleagues (22 different nationalities).

BSIS helps us to measure the impact and also to progress by exchanging with a large community of schools and experts.

Looking back on your journey as a BSIS expert, what are the key lessons or takeaways that you would like to highlight to other institutions considering participating in the BSIS process?

Entering the BSIS process is very useful:

• You bring the discussion and the measurement of impact on the agenda
• You enter a community of Business Schools
• It helps to think about continuous improvement and strategy 

Can you share with us the journey that led you to your current role and how your background in this field has influenced your approach to (societal) impact? Additionally, can you share with us how do you address some of the pressing issues the society is facing today through your work?

I am in the field of finance and accounting and, hence, used to measuring and counting. Therefore, at HEC Liège, we are using indicators KPIs to explain and to be transparent in the decisions we take.

Being able to measure and explain the impact is more and more important in the dialogue with the different stakeholders… And it’s not just about finances!

The society has to face different transitions (energy, governance, sustainability, etc.). As a dean, we have to encourage our colleagues and students to be actors in the transitions and to anticipate these transitions.

In what ways do you see your work contributing to sustainable business practices, and how do you integrate these principles into your daily activities?

I try to make sure that in our programmes, we include sustainability, ethics, and reporting in all fields. We also try to push the students to “behave” on campus in the most sustainable way possible. Our service-learning activities help companies and non-profit organisations to adopt sustainable practices.

How do you measure the impact of your work on society, and what indicators do you find most valuable in assessing your contributions?

We measure the hours that our students work for free for society. We have indicators about water, energy, savings, etc. We also measure the output (number of students incubated, number of companies created) and outcome (number of jobs created after 5 years) of our student incubator. In the last 10 years, the companies created by our students have generated more than 1000 jobs in our impact region.

Finally, how do you envision the future of societal development and the role that professionals in your field can play in shaping it in line with the values and objectives of the Business School Impact System?

It is very important to create “impact awareness” by answering the questions of “Why are we doing things?” and “What is the impact of our actions?” This will help to define the societal impact we want to achieve.

About BSIS

The Business School Impact System (BSIS) is the first comprehensive impact assessment tool for business schools, covering more than 130 indicators across seven dimensions of impact. It provides a tailor-made data collection system for monitoring, assessing, and developing the impact of business schools.

The BSIS process involves the definition of the impact zone and institutional scope, data collection, impact assessment, and the report with recommendations for future development. Demonstrating the school’s impact on internal and external stakeholders, the system serves as a communication and negotiation tool externally and fosters an impact culture within the school. Schools that undergo BSIS are awarded the BSIS label for a three-year period.

• There are currently over 90 schools in more than 25 countries that have received the BSIS label.
• To learn more about the impact assessment system, please visit the BSIS website or contact Julie Comte or Eva Praibisova.

What is it like for schools to undergo the BSIS process? Discover the compelling journey of Blanka Cimcioch, International Accreditations Coordinator at Poznań University of Economics and Business, as she shares her insights on navigating the BSIS process, highlighting the challenges, seizing the opportunities, and reaping the rewarding results it has yielded. Read more.

Discover more about BSIS, EFMD and FNEGE.

Would you like to learn more about AI in business education for positive impact? Read an article about this topic here and access the full programme and event content, including the speakers’ presentations and recordings of the ‘2024 BSIS Symposium: AI in business education for positive impact,’ here.

For additional insights, announcements and perspectives about BSIS, visit the conversation here.