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Showing 1 - 3 of 3 matches in All Departments
Praise for Career Imprints "Monica Higgins' groundbreaking work, Career Imprints, offers
bold and original insights into the way in which talent-laden
companies spawn new businesses, as Baxter alums did for the biotech
industry. Her provocative and thoroughly documented research goes
well beyond classic economic theories to demonstrate conclusively
why entrepreneurially-led companies have the capacity not only to
create new companies but entire industries as well." "At the heart of this important study is a fascinating question:
Why did alumni of one company--the amazing 'Baxter boys'--produce
so many of the leaders of the burgeoning biotech industry? To find
the answers, Monica Higgins left no research stone unturned. The
result is a compelling new theory about exactly what happens in the
early stages of careers to shape true leaders who can guide
innovation and entrepreneurship. Higgins' concepts will leave their
imprint on careers, company cultures, and industry
development." "What Fairchild was to the development of high technology firms
in Silicon Valley, Baxter has been to the evolution of the
biopharmaceutical industry. Monica Higgins builds a fascinating,
richly portrayed case for Baxter's impact on the creation and
growth of biopharmaceutical firms." "Dr. Higgins has written an insightful analysis of a phenomenon
whichshaped the biotechnology industry. There is no doubt that my
days at Baxter had the most profound influence on my life and
career as well as on those of my colleagues." "Career Imprints is inspired as both industry history and
cultural anthropology. In unique fashion, Monica Higgins tells the
story of the emergence of Baxter Travenol as a healthcare giant and
one of the great cell cultures of American entrepreneurship. This
book is a must for anyone interested in the place of high tech
healthcare in our economy and entrepreneurial organizational
development."
Achieving Coherence in District Improvement focuses on a problem of practice faced by educational leaders across the nation: how to effectively manage the relationship between the central office and schools. The book is based on a study of five large urban districts that have demonstrated improvement in student achievement. The authors-all members of Harvard University's Public Education Leadership Project (PELP)-argue that there is no "one best way" to structure the central offi ce-school relationship. Instead, they say, what matters is whether district leaders eff ectively select and implement their strategy by achieving coherence among key elementsand actors-the district's environment, resources, systems, structures, stakeholders, and culture. The authors examine the fi ve districts' approaches in detail and point to a number of important findings. First, they emphasize that a clear, shared understanding of decision rights in key areas-academic programming, budgeting, and staffing-is essential to developing an eff ective central office-school relationship. Second, they stress the importance of building mutually supportive and trusting relationships between district leaders and principals. Third, they highlight the ways that culture and the external environment infl uence the relationship between the central office and schools. Each chapter also provides relevant "Lessons for Practice"-actionable takeaways-that educational leaders from any district can use to improve the central office-school relationship.
Achieving Coherence in District Improvement focuses on a problem of practice faced by educational leaders across the nation: how to effectively manage the relationship between the central office and schools. The book is based on a study of five large urban districts that have demonstrated improvement in student achievement. The authors-all members of Harvard University's Public Education Leadership Project (PELP)-argue that there is no "one best way" to structure the central offi ce-school relationship. Instead, they say, what matters is whether district leaders eff ectively select and implement their strategy by achieving coherence among key elementsand actors-the district's environment, resources, systems, structures, stakeholders, and culture. The authors examine the fi ve districts' approaches in detail and point to a number of important findings. First, they emphasize that a clear, shared understanding of decision rights in key areas-academic programming, budgeting, and staffing-is essential to developing an eff ective central office-school relationship. Second, they stress the importance of building mutually supportive and trusting relationships between district leaders and principals. Third, they highlight the ways that culture and the external environment infl uence the relationship between the central office and schools. Each chapter also provides relevant "Lessons for Practice"-actionable takeaways-that educational leaders from any district can use to improve the central office-school relationship.
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