Positive impact: University of Porto FEP | PBS & SDM Institute for Management Development awarded BSIS label renewal
We are delighted to announce that the University of Porto FEP | PBS, Portugal, and SDM Institute for Management Development (SDMIMD), India, have successfully completed the EFMD Business School Impact System assessment process and have been awarded the BSIS label renewal for positive impact.
The EFMD BSIS review team identified several strengths in both institutions, including strong regional anchoring and labour-market relevance, well-established external partnerships, structured integration of sustainability across teaching and operations, and mature systems for measuring, interpreting, and applying impact data in institutional decision-making.
Addressing the school’s achievement, EFMD BSIS Director François Bonvalet remarked:
“We warmly congratulate FEP PBS and SDMIMD on the renewal of their BSIS labels. Both institutions on two different continents demonstrate a consistent alignment between their missions, their operational choices and their outcomes, with impact embedded across governance structures, educational delivery and external engagement. The renewals recognise the sustained discipline with which they use evidence on societal and economic contribution to inform priorities and institutional direction. Both demonstrate a set of good practices that can inspire.”
Porto FEP | PBS
The University of Porto is a higher education institution in Portugal, founded in 1911, that offers a broad range of study areas. Economics, business, and management are offered through two units: the School of Economics and Management (FEP) and the Porto Business School (PBS).
FEP – School of Economics and Management, founded in 1953, is one of 15 schools within the university and is a higher education and research institution offering undergraduate, master and doctoral programmes. The school enrols about 3,278 students across study cycles within an international academic community shaped by partnerships with business and public institutions. Its model combines academic rigour with external engagement, supporting graduate readiness for careers in Portugal and internationally.
Established in 1988 with the aim of advancing the University of Porto’s postgraduate and executive education offer, Porto Business School (PBS) was created through a partnership between the University and a consortium of prominent national and multinational corporations. The School has a clear mission to empower leaders and foster innovation, and, together with FEP, plays a key role in contributing to the sustainable economic development of the region and beyond.
The BSIS review confirms a positive impact assessment of FEP and PBS, highlighting strong institutional alignment and shared impact across regional, national and international levels. Since the initial BSIS label in 2017, both schools have strengthened impact measurement, governance structures and the integration of impact into strategic decision-making.
Regional contribution and labour market integration
A defining feature of both institutions is their embeddedness in northern Portugal, where they contribute to talent formation and economic activity. They attract a substantial volume of applicants, maintain selective admissions, and offer a broad portfolio of programmes developed with external stakeholders, particularly regional and national employers. This engagement supports alignment with labour market needs and strengthens organisational capacity across the region. A significant proportion of graduates remain locally after completion, supporting labour market stability and economic continuity.
FEP reports an employment rate of 90% within six months of graduation, with many graduates remaining in the region. PBS complements this through preparation for both regional employment and international careers, supporting a dual orientation that combines local contribution with mobility. Both institutions use structured monitoring systems, including dashboards tracking employment outcomes and student flows, reflecting a systematic approach to performance evaluation.
Executive education further reinforces impact, particularly through PBS, which delivers a significant volume of open and customised programmes. These are developed with corporate partners and combine academic rigour with practical relevance. Long-standing relationships with regional firms provide continuity and support value creation, ensuring responsiveness to organisational needs.
More than 10,000 alumni are active in the region across business, public administration and civil society. Their involvement through mentoring and events sustains institutional visibility and supports demand for executive education. This creates a reinforcing cycle in which alumni activity strengthens reputation and deepens employer engagement.
Societal responsibility and international standing
In the societal domain, both institutions demonstrate a structured commitment to sustainability, ethics and inclusion. These priorities are embedded in governance, teaching and research. Activities are aligned with the United Nations Sustainable Development Goals, and mechanisms are in place to monitor their integration across programmes. A significant share of research addresses sustainability-related themes, reflecting a focus on socially relevant scholarship. FEP’s classification as a “transforming school” in the Positive Impact Rating provides external validation.
Initiatives on carbon neutrality, sustainable mobility, responsible procurement and social inclusion extend sustainability beyond the curriculum. Diversity is supported through governance structures, scholarships and initiatives aimed at widening participation.
FEP and PBS hold international accreditations and maintain established positions in global rankings, placing them among a limited group of internationally visible schools. Their profile is reinforced through participation in academic and policy forums, media engagement and international partnerships. PBS extends this reach through international programme delivery, complementing FEP’s stronger regional anchoring within the University of Porto.
Linking academia, enterprise and public sector priorities
Through entrepreneurship initiatives, collaboration with innovation hubs and engagement with industry, they support investment, talent attraction and business formation. These activities strengthen links between higher education, industry and public stakeholders, supporting regional development priorities.
A key development since the previous BSIS review is the strengthening of impact measurement systems. Structured dashboards and indicators have improved both schools’ ability to monitor and evidence their impact. This reflects a more systematic and data-informed approach to institutional management and strategy.
Taken together, these elements present a coherent account of two aligned institutions combining regional embeddedness with international credibility. Their impact is underpinned by governance, measurement systems, and sustained stakeholder engagement, providing a basis for renewing the BSIS label.
Óscar Afonso, Dean of the School of Economics and Management, commented:
“Participating in the BSIS process for the third time provided us with a structured and evidence-based view of the impact our school generates across education, research and engagement with society. The renewal of the BSIS label is an international recognition of the value we create for the economy, businesses and society, confirming that the knowledge we generate, the education we deliver and the partnerships we develop contribute meaningfully to our regional and international ecosystem”.
José Esteves, Dean of the Porto Business School, commented:
“This international distinction confirms the relevance of a model that combines knowledge, proximity to companies and real impact. At Porto Business School, we believe that, in an era marked by artificial intelligence and the acceleration of change, only a stronger collaboration between schools, companies and institutions will intensify co-creation, generate more value for the ecosystem and prepare leaders for the future”.
SDMIMD
Shri Dharmasthala Manjunatheshwara Institute for Management Development (SDMIMD), based in Mysore, India, is a private business school established in 1993 by the SDM Educational Trust. It offers a two-year, fully residential Post Graduate Diploma in Management (PGDM), recognised nationally and internationally.
The institute hosts more than 450 students on campus and focuses on industry-oriented, values-based management education. With a single core programme enrolling 240 students per batch, SDMIMD combines academic rigour with practical exposure, international partnerships, and consistent placement outcomes, positioning itself as a contributor to management education and regional development in India.
The EFMD BSIS review team provides a positive assessment of SDMIMD, identifying a coherent pattern of impact aligned with its mission, values, and regional role. The renewal of the BSIS label is supported by evidence of multi-dimensional contributions across financial, educational, intellectual, societal, and institutional environment dimensions.
Learning approach and graduate outcomes
The BSIS review highlights a strong and localised financial impact, driven by an operating model in which most expenditure remains within Mysore. The programme’s residential nature generates sustained spending by students, staff, and visitors. When direct, indirect, and induced effects are considered, the overall contribution is described as significant within the Indian higher education sector, positioning the school as an important economic actor in its local context.
The educational model is a defining feature. The BSIS review identifies a consistently experiential approach that combines academic rigour with practical exposure, industry interaction, and student-led initiatives. Universal internship participation, structured employer engagement, and active student committees support graduate readiness for employment. The school attracts a geographically diverse student cohort, strengthening the regional talent base while reinforcing national reach. Graduates enter a range of sectors, supporting broader workforce development.
Organisational contribution, knowledge activity and regional engagement
Students and faculty provide value to organisations through internships, consulting projects, and executive education. Sustained corporate engagement demonstrates measurable organisational outcomes, including improved coordination, leadership development, and operational change.
These engagements reflect the school’s capacity to address practical business challenges while supporting regional capability development. Initiatives aimed at micro-entrepreneurs and financial inclusion extend this impact to smaller enterprises and underserved groups. The school has integrated AI into its classrooms, enabling students to access and revisit class notes whenever needed. AI is also widely used in student assessment processes. SDM IMD stands among the few institutes in India that have effectively adopted AI in the classroom environment.
The intellectual contribution is characterised by steady research output and integration between scholarship and practice. Faculty produce academic publications, case studies, and collaborative research projects. Applied research is a consistent focus, ensuring relevance to industry and society. Conferences, partnerships, and a dedicated journal extend academic reach, while Indian-focused case development strengthens both teaching and the wider management education community.
Within the regional institutional environment, the school is deeply embedded and widely trusted. It maintains partnerships with corporations, public bodies, professional organisations, and non-governmental organisations. Its role extends beyond education into civic engagement and regional initiatives. Students participate annually in structured engagements with organisations, while faculty contribute through advisory and research roles. This reinforces the school’s position as a stable and engaged regional actor.
Values, reputation, and BSIS renewal
Its mission, grounded in ethical values and social responsibility, is reflected in curriculum design and institutional practice. Ethics and responsible management are embedded across programmes, supported by compulsory social projects and sustained community engagement. The review also notes alignment with sustainability priorities and an institutional commitment to environmental responsibility within the campus.
Regionally, it is regarded as a trusted institution with a strong values base and leadership role. Nationally, its reputation is supported by stable academic quality, strong placement outcomes, and alumni support. Internationally, visibility is increasing through partnerships and engagement activities. Across all levels, its identity is anchored in ethics, educational quality, and community engagement.
Overall, the BSIS review findings present a coherent narrative of sustained impact across all BSIS dimensions, with clear alignment between mission and outcomes. This consistency and breadth of contribution provide the basis for renewing the BSIS label, first awarded in 2020.
Director of SDMIMD Dr. (Lt. Col.) Prasad S N commented:
“SDMIMD Mysore is the second B school in India then in 2019 to enter the EFMD BSIS System and now we have renewed our BSIS Certification. SDMIMD belongs to a philanthropic Trust and the seven impacts of BSIS completely align with the Institute’s Mission and Vision. While our stated objective of creating young future leaders who are Globally Aware and Rooted in the Indian Value Systems is a continuous process, the BSIS as a framework has added value to our Strategic and Tactical performance.”
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 review process involves defining the impact zone and institutional scope, collecting data, conducting an impact assessment, and producing a 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 more than 100 schools across 30 countries that have received the BSIS label.
- To learn more about the impact assessment system, please visit the BSIS website or contact Julie Comte.
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.
For additional insights, announcements and perspectives on the BSIS review process, please visit the conversation on the EFMD Business School Impact System (BSIS).
