To experience the HBS MBA is to go inside the issues that matter and to reach inside yourself for the strength, skills, and confidence developed to face them. In every case, class, event, activity, one is asked not only to study leadership, but to demonstrate it.
Six tenets that make Harvard Business School unique:
1. Global Intelligence
2. Learning in Practice
3. Entrepreneurship & Innovation
4. Residential Learning Community
5. Alumni Relationships
6. Publications & Resources
The Social Enterprise Club at Harvard Business School is one of the school’s largest student clubs with over 300 members. The Social Enterprise Club at HBS endeavors to inspire, educate and connect leaders who will create social change in the world. Members have diverse interests (including for-profits, non-profits and the public sector) and varied levels of interest in social enterprise (ranging from students seeing a career in social enterprise to students who wish to engage in periodic discussions on social enterprise topics).
Our three Interest Groups encapsulate a broad array of socially-minded themes:
Entrepreneurship in Education Reform (EER) is an elective course for second year MBA students and cross-registrants who are interested in creating, leading, or supporting education enterprises with the purpose of driving higher levels of academic achievement for all K-12 students in the United States.
Two central questions run through the course: 1) Is there a link between effective leadership and management practices and higher educational outcomes, and 2) Will the introduction of market principles such as transparency of performance data, accountability for results at the individual and organizational level, and choices for customers among service providers force change on the public system and lead to higher performance? EER challenges students to consider these questions by examining the complexities of the existing education system, the strategies of entrepreneurial organizations that are attempting to address root causes of the performance problems in urban education, and the entrepreneurial behavior of leaders and managers trying to affect systemic change in both traditional and new types of public schools.
In 2013, EER will be split into two distinct components: 1) classroom case-based discussions and 2) team-based field project with a sponsoring organization or an approved student originated project. The team-based field project is designed to give students an opportunity to gain real-life experience addressing some of the challenges facing social entrepreneurs in the education sector and apply some of the conceptual frameworks covered in classroom discussions.
The Ed.L.D. program is a full-time, cohort-based program, ambitious in scope and transformative in purpose, multidisciplinary in design and collaborative in character, practice-based in its foundation, and far-reaching in the ways in which it promises to effect systemic change. It is a program for those with the vision, moral compass, and resilience of purpose to successfully translate their passion for education into extraordinary achievement. The program will provide its students with the conceptual tools, interdisciplinary knowledge, practical skills, and professional experiences needed to positively transform education for all children in the United States.
“Attending PELP with my residency school district was a terrific way to start my residency. The experience enabled me to build solid relationships with the staff in attendance and enabled me to learn a ton about district context. Because we had down time, team time, and social opportunities, I was able to get to know people as people. Now that I am eight months into my residency, I am certain that PELP was critical for me in establishing beginning relationships with my colleagues. I also think it provided a shared set of experiences that enabled me to participate in critical work, tied to the problem of practice, as soon as we returned to the district and for the months that followed.” - Samantha Cohen, Montgomery Country Public Schools Residency, Ed.L.D. Cohort 1
BRIDGE @ HGSE is an organization that aims to unite students, professors and professionals from all of Harvard’s graduate schools and the college to foster the future of education innovation within a shared, collaborative space. We believe cross-sector collaboration provides a greater opportunity for the Harvard community to share ideas and partner with one another to solve critical challenges in education. We plan convenings, speaker series, and innovation competitions. We seek to be the means by which students and alumni can cross boundaries and disciplines in order to solve pressing problems in domestic and international education.
For twenty years, USP provided innovative training for aspiring superintendents, enrolling its last cohort in Fall 2009. Since 1991, USP has produced 26 superintendents, 25 deputy superintendents or chief academic officers, 24 assistant or area superintendents, 21 directors (central office positions), 25 school principals, 10 special assistants or chief of staff, 10 educational consultants, 10 university faculty, and a deputy assistant secretary of education, U.S. Department of Education. The program's graduates advance our country's most important mission: systemically and systematically improving teaching and learning in our public schools in order to enable every child in America to achieve at the highest levels.
Building on the tremendous success of USP, HGSE launched the Doctor of Education Leadership (Ed.L.D.) program in Fall 2010. The new Ed.L.D. Program builds upon the skills, knowledge base, and relationships with school systems and leaders developed in USP.
"The PELP Summer Institute provides USP alumni with a great opportunity to come back to campus, but in new roles as senior district leaders. Having a chance to bring a team to Cambridge to learn and study together, alongside other educational reform leaders from around the country, presents a wonderful, dedicated time for strategic planning and thoughtful tackling of a systemic problem of practice. With expert guidance from PELP faculty, district teams are able to return home with greater clarity and coherence about next steps. As an HGSE USPer, I appreciate PELP as a valuable support and lever for continuing to build internal capacity that results in raising student achievement outcomes to the next level." - Guadalupe Guerrero, Deputy Superintendent of Instruction, Innovation, & Social Justice, San Francisco Unified School District, USP Cohort XIX