Learning to Succeed at Scale

Autor/inn/en	Higgins, Monica; Hess, Frederick M.
Titel	Learning to Succeed at Scale
Quelle	In: Journal of School Choice, 3 (2009) 1, S.8-24 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1558-2159
Schlagwörter	Entrepreneurship; Biotechnology; Educational Change; School Districts; Change Strategies; Charter Schools; Educational Quality; Urban Schools; Career Development; Work Environment; Positive Reinforcement; Social Development; Social Influences; Socialization; Educational Administration; Success; Sustainable Development; Social Capital + Suchen Sie Ihr Suchwort? Unternehmungsgeist; Biotechnologie; Bildungsreform; School district; Schulbezirk; Lösungsstrategie; Charter school; Charter-Schule; Quality of education; Bildungsqualität; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Berufsentwicklung; Arbeitsmilieu; Soziale Entwicklung; Sozialer Einfluss; Socialisation; Sozialisation; Bildungsverwaltung; Schuladministration; Schulverwaltung; Erfolg; Nachhaltige Entwicklung; Sozialkapital
Abstract	Dynamic new ventures like the Knowledge is Power Program, Teach For America, and New Leaders for New Schools, are increasingly being asked to step in to assist struggling school districts. While promising, these ventures have thus far typically been characterized by "one-off" examples of success that are extraordinarily reliant on talent and passion, philanthropic funding, and exhausting work schedules. For many funders, practitioners, and policymakers, scaling up the most successful ventures has become the sine non qua of successful reform. The appeal of growth by "best practice" imitation is undeniable, but narrowly following such a course is unlikely to deliver large-scale educational reform. Markets are local, clienteles differ dramatically from one place to the next, and the challenges and availability of facilities, staff, and other resources vary enormously. A primary reason these organizations initially "work" is the uniformity of their approach to organizational systems and culture or their "organizational career imprint"--the set of capabilities, connections, confidence, and cognitions that individuals share as a result of working for a given organization at a particular point in time. But the factors that strengthen imprinting and early success in new ventures, such as creating stretch assignments and hiring in cohorts, can become flaws if left unchecked. Drawing on lessons from the biotechnology industry, this article examines how successful new ventures in the education sector might revisit and reorganize original (internal and external) arrangements to facilitate more sure-footed growth. (Contains 1 table and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10