At our annual User Conference a couple of weeks ago, we were
lucky enough to hear from Dr. Neil Drobny, director of the Environment, Economy, Development and Sustainability
(EEDS) program at The Ohio State University – this year’s National Champion
in our Environmental March Madness Tournament and winner of the $5000 grant
(pictured below receiving a check from Enviance CEO Larry Goldenhersh).

As an educator, Dr. Drobny's interests relate to
the business case for sustainability and the associated business
strategies, practices and tools that have been adopted and that are
evolving to enable the execution of sustainable business agendas. His
goal is to instill in the next generation of business leaders a passion to
incorporate a sustainability agenda into their personal and professional
lives.
In the below Q&A, Dr. Drobny highlights some of what he
shared with the audience during his panel, titled “What Tomorrow’s
Environmental Leaders Need to Know” and expands upon some of the more important
themes of the session.
What made you move from the
business/consulting world into education?
I felt that I could have a greater impact on
advancing the practice of sustainability in the business community by working
with the next generation of business leaders. Today’s students, especially
undergraduates, have a keen sense of urgency when it comes to driving change in
how we use resources and how we steward the earth’s systems to assure the
continuity of civilization as we know it. That said the students I am
privileged to have in class are eager to learn from today’s leaders, but more
to understand how to avoid mistakes of the past than to learn the rules for
business as usual.
What is the most important skill set that
the next generation of environmental professionals will need?
If
I had to pick one skill set it would be to think in systems. Sustainability has
risen to the top tier in the global agenda largely because we have built the
foundation of our economies and our civilization on piecemeal and short term
objectives. This approach has failed us miserably because of all the
interconnections that get ignored by this approach, with the consequence that
we often create greater problems than we solve. But if you will indulge me, I’d
like just to list a few other important skill sets. Specifically I would
mention the importance of (1) knowing that design sets the template for
sustainability (be it a product, a process or an organization), (2) copying
nature (where there is no waste) and (3) learning to work in teams (which is
the prevalent model in the workplace for solving complex problems).
As an educator, how do you stay on top
of the most important developments in the environmental science and sustainability
fields?
I
do several things, but never really feel on top of things because
sustainability is such a dynamic field. I read a lot, and that is aided by the
internet which is a big help in identifying and accessing information. Along
the same lines I attend a lot of formal and informal seminars which tend to be
excellent learning opportunities. In my classes I use a lot of outside speakers
who often discuss topics to a depth greater than my own knowledge, so I learn
right along with my students. And I learn from my students. Often the questions
they ask, or just the way they frame them, opens my eyes to new points of view
and new information. One other way I learn from my students is by assigning
them papers to write that often go into a depth that I find informative. This
need for continuous learning, however, is what attracts me to sustainability
and to academia.
What are some of the examples of
real-world projects that you and your students have taken on?
The
projects my students work on are submitted by companies, or non-profits, and
challenge the students to solve a “real” problem. I screen the projects and
only bring to the class those that will challenge the students to think
strategically. We do not do pure data collection or “turn the crank” type
projects. As a result most of the projects are confidential and often the
students are required to sign non-disclosure agreements. However to give you a
feel for projects my students have performed here are some brief descriptors:
(1) monitoring sustainability of suppliers using secondary data (i.e. no site
visits), (2) sustainability/life cycle assessments of alternative packaging
options, (3) strategies for motivating higher consumer recycling rates of key
materials, (4) strategies for balancing tradeoffs involved in extraction of raw
materials, and (5) design of a corporate sustainability report for a non-public
company.
About Neil Drobny,
PhD
Dr. Drobny's professional career started in
environmental consulting. That segment of his career included the establishment
and management of a regional environmental consulting firm that grew to over
125 people with operations in four states, which he subsequently sold to a
larger organization. Typically, Dr. Drobny consulted with manufacturing
organizations on issues related to waste management and
emissions. This work led him to conclude that the root cause of many
client issues was not environmental problems, but business problems evolving
from the unwise use of resources. This led Dr. Drobny to academia to
build a new phase of his career working with the next generation of business
leaders to instill an appreciation for, and awareness of, opportunities to operate
in a preventive mode when it comes to environmental issues, versus the fix-it
mode, which is much more expensive and, in the final analysis, less
effective. Initially, he taught courses in the university's MBA program,
but then expanded into the undergraduate program and now has campus-wide
responsibilities overseeing the EEDS major, which cuts across many colleges and
departments at The Ohio State University.
For more information, please visit the EEDS page or Dr Drobny’s profile
on The Ohio State University’s website.