The role of governance in augmenting the adaptive capacity of a business school to create social impact

Purpose The purpose of this study is to describe an emerging governance structure that organises research, thought leadership, learning and teaching, community and extracurricular activities and activates, inspires, evaluates and measures the social impact of the staff, students and partners of Swinburne University of Technology’s School of Business, Law and Entrepreneurship (the School). Design/methodology/approach Participatory systemic inquiry (PSI) is a collaborative process designed to map and analyse complex social systems. In this study, it informed the development of a narrative case study that examined the key milestones of evolving governance structure as reflected by a representative group of participants in the process. Findings Evaluation of grassroots-level activities informed the School’s direction and how top-down and bottom-up developments intersected to augment the adaptive capacity of people and resources, thereby enhancing the School’s social impact. Originality/value This study combines narrative case study with participatory systemic inquiry to show how governance structures overcome fragmented efforts and connect adaptive interventions, empowerment and capacity building. It also introduces an approach that moves beyond traditional theories by emphasising non-linear change, resilience and inclusive participation, explaining how grassroots initiatives evolve into institutional capacity and governance. These insights inform the development of Advancing Social Impact in Business Schools: A Practical Guide for Deans, which is presented in this paper, and which outlines how business schools can embed social impact through governance, stakeholder engagement, systemic mapping, adaptive practices and iterative learning.