Education →
- 02 Jul 2009
- Research Event
Business Summit: The Role of Social Entrepreneurship in Transforming American Public Education
Amid formidable barriers, a set of passionate social entrepreneurs are disrupting the status quo in education with innovative and effective approaches that are producing measurable results. The challenge now is to build support so these solutions can be applied elsewhere. Closed for comment; 0 Comments.
- 17 Dec 2008
- Lessons from the Classroom
‘Ted Levitt Changed My Life’
Many students say legendary Harvard Business School marketing professor Ted Levitt changed their lives inside his classroom and out. "Ted Levitt was the most influential and imaginative professor in marketing history," HBS professor and senior associate dean John Quelch eulogized on the occasion of Levitt's death in 2006. Colleagues and students remember a life and times. From HBS Alumni Bulletin. Closed for comment; 0 Comments.
- 01 Dec 2008
- Lessons from the Classroom
How Many U.S. Jobs Are ‘Offshorable’?
Some 900 Harvard Business School students were asked to recreate a study assessing the potential "offshorability" of more than 800 occupations in the United States. Their findings: It might be a larger number than we thought. Key concepts include: Management students are likely tomorrow to face an unprecedented array of options concerning what they can do where. Increasingly, jobs are being viewed as groups of tasks that can be bundled, unbundled, and sent to different places. Offshoring could come to an end just as quickly as it began. Closed for comment; 0 Comments.
- 24 Nov 2008
- Research & Ideas
Harvard Business School Discusses Future of the MBA
The MBA industry is in turmoil. Many business schools are revisiting their offerings to see if they still have relevance in the 21st century. And HBS is using its centennial year to convene worldwide experts on business education and plot its directions for the next 100 years. From HBS Alumni Bulletin. Key concepts include: Critics claim MBA programs put too much emphasis on theory and not enough on leadership in a global environment. A number of top MBA programs have retooled their offerings. HBS is looking at several change proposals, including the development in students of "soft skills." Whatever curriculum changes HBS ultimately adopts, the School will remain committed to the case method. Closed for comment; 0 Comments.
- 27 Oct 2008
- Lessons from the Classroom
Achieving Excellence in Nonprofits
Nonprofit boards and executives are confronted by a confusing landscape of conflicting demands, rapidly evolving rules, and changing opportunities for finding resources. How can organizations stay focused? Harvard Business School professor Herman B. "Dutch" Leonard discusses today's challenges and his Executive Education program on Governing for Nonprofit Excellence. Key concepts include: The biggest challenge facing nonprofit boards is staying focused on key goals; developing a strategy for accomplishing them; and generating a set of tactics, operations, and actions that are aligned with producing them. In high-performing social-mission-driven organizations, the board and executive management team are in clear agreement on goals, strategy, and actions. Always involved in rapidly changing environments, nonprofits need to maintain "situational awareness," rethink their approaches, and implement change constantly. Closed for comment; 0 Comments.
- 17 Sep 2008
- Working Paper Summaries
Secrets of the Academy: The Drivers of University Endowment Success
University endowments are important and interesting institutions both in the investing community and society at large. They play a role in maintaining the academic excellence of many universities that rely heavily on income from their endowments. In contrast, poor finances can undermine a school's ability to provide academic services altogether. Endowments have also received much attention recently for their superior investment returns compared with other institutional investors. In this study, the authors document the trends in college and university endowment returns and investments in the United States between 1992 and 2005. Key concepts include: Many unanswered questions remain about university endowments. Results suggest that endowment sizes are skewed, with the rich universities getting richer while other schools fall behind. Much of the growth in endowment size has been driven by investment performance. The top endowments posted impressive returns in 2005, averaging a net real return of 12.3 percent compared with 4.4 percent posted by the Standard & Poor's 500 index in the same year. Across endowments, institutional characteristics such as endowment size and admissions selectivity are better predictors of success than the allocation to risky asset classes. Moreover, top endowments seem to possess superior asset selection ability beyond their strategies for allocating funds to certain asset classes. Ordinary investors could not necessarily achieve similar results by mimicking the strategies of top endowments. Indeed, the same strategies that have worked so well for the endowments in the past two decades may not do so in the future. Closed for comment; 0 Comments.
- 18 Aug 2008
- Research & Ideas
How Disruptive Innovation Changes Education
HBS professor Clayton M. Christensen, who developed the theory of disruptive innovation, joins colleagues Michael B. Horn and Curtis W. Johnson to advocate for ways in which ideas around innovation can spur much-needed improvements in public education. A Q&A with the authors of Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns. Key concepts include: As an industry, education has certain elements that have made the market difficult to penetrate and lasting reform hard to come by. As a general rule, the most promising areas for innovation are pockets or areas that appear unattractive or inconsequential to industry incumbents and where there are people who would like to do something but cannot access the available offering. To improve education as an industry, businesspeople might consider investing in technological platforms that will allow for robust educational user networks to emerge. Closed for comment; 0 Comments.
- 14 Jul 2008
- Research & Ideas
HBS Cases: Reforming New Orleans Schools After Katrina
The New Orleans public school system, ravaged by Hurricane Katrina in 2005, is now getting a boost from charter schools—today about half of the city's 80 schools are charter schools, says HBS lecturer and senior researcher Stacey M. Childress. She explains what New Orleans represents for entrepreneurial opportunities in U.S. public education. Key concepts include: Charter schools are public schools of choice that operate outside the governance and policies of their local school districts. Prior to the hurricane, the New Orleans school district was one of the worst in the country. Today no other large school district in the United States has such a high percentage of charter schools as does New Orleans. The organization New Schools for New Orleans (NSNO), the subject of an HBS case study, aims to create networks of schools to receive shared support services while avoiding the dysfunctions of a large urban district. NSNO developed a strategy to focus on a subset of charter schools that it believed could be helped most. Was it the right strategy? Or should NSNO support all schools, not just charter schools? Closed for comment; 0 Comments.
- 07 May 2008
- Research & Ideas
The Intellectual History of Harvard Business School
This colloquium held at HBS in April looked at key developments in the areas of entrepreneurship, organizational behavior, accounting, and strategy, among others. HBS professor Richard S. Tedlow describes the highlights. Closed for comment; 0 Comments.
- 16 Apr 2008
- Lessons from the Classroom
Chris Christensen: Legend of the Classroom
Professor C. Roland ("Chris") Christensen was the maestro of Harvard Business School's case method of teaching. Over a career spanning half a century, Christensen made his colleagues better teachers, and his students better leaders. From the HBS Alumni Bulletin. Closed for comment; 0 Comments.
- 04 Feb 2008
- Research & Ideas
Putting Entrepreneurship in the Social Sector
Despite the best of intentions and trillions of dollars worth of assets, nonprofits have been unable to solve many of society's worst ills. A new casebook by 4 Harvard Business School professors argues that the social sector should take an entrepreneurial approach. Q&A with coauthor Jane C. Wei-Skillern. Key concepts include: Societal problems are increasingly large and complex, taxing the ability of nonprofit organizations to solve them. A new model for the social sector based on entrepreneurship would allow organizations to create more value with their limited resources and tap additional resources not directly under their control. MBA students are increasingly interested in courses and careers related to social enterprise. Closed for comment; 0 Comments.
- 08 Oct 2007
- Research & Ideas
Management Education’s Unanswered Questions
Managers want the status of professionals, but not all managers want the constraints that go along with professions. Why? For more than 100 years, business education at the top universities has been searching for its soul. HBS professor Rakesh Khurana, author of a new book, says business school education is at a turning point. Key concepts include: Is management a profession? After more than a century of business education, it remains an open question. The founders of today's top business schools envisioned a world in which managers served the best interests of society, not narrow self-interests. Management education is closely linked with the prevailing winds of society. Elite business schools today are at a crossroads, especially since the rise of business education in China and India. Closed for comment; 0 Comments.
- 07 Sep 2007
- What Do You Think?
Are Elite Business Schools Fostering the Deprofessionalization of Management?
Summing Up. The founders of top business schools wanted to make management a profession similar to law, medicine, and theology. But the results look different, according to a new book, From Higher Aims to Hired Hands, by HBS professor Rakesh Khurana. Now Jim Heskett asks: How, and to what extent, are business schools themselves contributing to the situation? Forum now closed. Closed for comment; 0 Comments.
- 25 Jul 2007
- Lessons from the Classroom
The Evolution of Apple
Apple's continuing development from computer maker to consumer electronics pioneer is rich material in a number of Harvard Business School classrooms. Professor David Yoffie discusses his latest case study of Apple, the 5th update in 14 years, which challenges students to think strategically about Apple's successes and failures in the past, and opportunities and challenges in the future. Key concepts include: Apple has an undeniable hit with the iPod, yet faces the question of whether the growth of that business and Apple overall can be sustained. Looking at Apple through the lens of the company's previous chief executives gives students insights into why Apple lost its way after Steve Jobs left the company. Student opinion of Apple tends to be excessively positive or excessively negative, depending on the company's current fortunes. Closed for comment; 0 Comments.
- 22 May 2007
- Working Paper Summaries
Strategy-Proofness versus Efficiency in Matching with Indifferences: Redesigning the NYC High School Match
One of the goals of school matching systems is to limit the extent to which students and parents feel it necessary to "game the system" to be accepted at a favored school. Several years ago, the authors of this paper assisted the New York City Department of Education in redesigning the way it matched over 90,000 students entering public high schools each year. The situation in New York City is a hybrid: Some schools actively rank potential students, others have no preferences, and still others fall in between. This paper concentrates on the welfare considerations and incentives that arise in school choice due to the fact that many students are regarded by schools as equivalent. The research develops and expands on economic theory demanded by the design of school choice mechanisms. Key concepts include: As economists are more often asked to design practical markets and allocation mechanisms, they will increasingly navigate two-way feedback between theory and design. The paper raises new theoretical questions. It would be helpful to have answers before the next major design or redesign of school matching systems. Closed for comment; 0 Comments.
- 02 Apr 2007
- Lessons from the Classroom
Making the Move to General Manager
Managers face a critical transition when they rise from functional expert to general manager. It's an exciting shift but it's also fraught with pitfalls. A new executive education program at Harvard Business School aims to smooth and accelerate this transition, as professor and program chair Benjamin C. Esty explains. Key concepts include: The first big challenge for general managers with newly acquired or significantly expanded responsibilities is learning to see linkages and interconnections across the organization. The second is transitioning from the role of "doer" to the role of managing through other people—and that's a big change. The General Management Program helps participants lead through two big sources of turbulence: globalization—what happens when market boundaries change—and shifts in technology. Closed for comment; 0 Comments.
- 12 Feb 2007
- Lessons from the Classroom
‘UpTick’ Brings Wall Street Pressure to Students
Money managers work in a stressful, competitive pressure cooker that's hard to appreciate from the safety of a business management classroom. That's why HBS professors Joshua Coval and Erik Stafford invented upTick—a market simulation program that has students sweating and strategizing as they recreate classic market scenarios. Closed for comment; 0 Comments.
- 11 Dec 2006
- Working Paper Summaries
Three Perspectives on Team Learning: Outcome Improvement, Task Mastery, and Group Process
Organizations increasingly rely on teams to carry out critical strategies and operational tasks. How do teams learn, and what factors are most important to team learning? This paper reports on current perspectives and findings that address these questions, looking at empirical studies on team learning from three areas of research: outcome improvement, task mastery, and group process. Overall, Edmondson and coauthors characterize the nature of research to date and assemble what is known and unknown about the theoretically and practically important topic of team learning. Key concepts include: Team learning has value for organizations; learning in teams is seen as a key mechanism through which learning organizations become strategically and operationally adaptive and responsive. Research on team learning is at a crossroads. How the learning of individual work teams translates into organizational learning is not well understood, and management literature to date offers few insights. One avenue for future research is the durability and utility of team-based networks for the organization as a whole. Learning in teams almost necessarily plays a role in developing the knowledge and skills of individuals who compose the team. Another avenue for future research is how individuals benefit from their team learning experiences in terms of intellectual, career, and personal development goals. Organizations stand to benefit when ideas are cross-fertilized and diverse individuals learn to work together. "Outsiders" can introduce valuable ideas. Learning and execution are often at odds: Learning by its nature involves uncertainty, false starts, and occasional dead ends. Team learning in organizations must be recognized as a strategy for tolerating forays into the unknown. Closed for comment; 0 Comments.
- 18 Oct 2006
- Research & Ideas
New at the Helm: A Talk with HBS Dean Light
As Harvard Business School's ninth Dean, Jay Light takes control at a critical point in time. Light discusses the opportunities brought by globalism, challenges in recruiting and developing faculty, and program innovation needed to meet the needs of 21st-century business leaders. Key concepts include: Preparing students to lead in a globalized world is one of the largest challenges and opportunities facing Harvard Business School. Like many companies and institutions, the School is looking at innovative ways to attract and train faculty, while trying to keep faculty near retirement involved in the School. Healthcare is an extremely fertile area for business management research and collaboration with other parts of Harvard University. Closed for comment; 0 Comments.
Business Summit: Business Education in the 21st Century
Business schools are innovating and experimenting to change the MBA experience, and to help business education regain its relevance and value. Along with a changing curricula, programs are attempting to make the learning experience more interactive, engaging, global, and experiential. Closed for comment; 0 Comments.