DOCSLIB.ORG

Harvard Kennedy School Executive Education 2019 PROGRAM GUIDE

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Harvard Kennedy School Executive Education 2019 PROGRAM GUIDE Harvard Kennedy School Executive Education 2019 PROGRAM GUIDE YOU’RE HERE TO MAKE A DIFFERENCE.SM You’re here to gain new skills and perspectives. As a leader in the public, nonprofi t, or corporate sector, you want to shape policy and improve your organization. You seek to strengthen critical skills, transform your capabilities, and create a lasting network of new colleagues. At Harvard Kennedy School Executive Education you can, all in just a few extraordinary days. Here, you and your peers from around the world are immersed in a collaborative, creative, and inspiring environment led by renowned Harvard faculty and leading practitioners. Our programs challenge your fundamental assumptions and help you develop the skills necessary to enact real change. It’s an experience that can’t be duplicated anywhere else. 2 Our Academic Model Executive Education emphasizes practical solutions for leaders. Our programs make extensive use of the case study method, enabling participants to explore new analytical frameworks and the latest research within the context of real-world executive decision making. Participants build skills through group interaction in case discussions, simulations, and team exercises, and have opportunities to apply what they learn directly to their current leadership challenges. Harvard Kennedy School brings together the best Our Faculty the world has to offer. Every program is led by Harvard University faculty members chosen for their A historic campus located along the Charles River expertise as well as their proven ability to teach senior executives. Many are in Cambridge. The most comprehensive range scholar-practitioners actively engaged in shaping policy through consulting of on-campus and online executive education and advisory work with heads of organizations and governments. programs in public leadership anywhere. And a vibrant learning environment comprising lectures, Our Participants group exercises, and peer networking. Executive Education participants are accomplished leaders working in the Beyond the classroom, immerse yourself in public, corporate, and nonprofit sectors around the world. Our participants come from all backgrounds: elected legislators, ministers of government, senior intellectual and cultural activities. Experience executive civil servants, state governors, uniformed military officers, state and thought-provoking forums with world leaders local administrators, police and fire chiefs, and top executives from corporate and discussions with visiting policy experts. and nonprofit organizations. Admission to Executive Education programs is based on professional achievement and organizational responsibility. A Lifelong Network Studying at Harvard was both an honor and a privilege. Simply put, it was a once-in-a-lifetime Our programs build lasting networks of leaders who share a common understanding and commitment to addressing public problems. The learning opportunity that I strive to put into use camaraderie that forms among participants during the intensive learning every single day. Stephen Lutze, Chief Finance Officer, Department experience at Harvard Kennedy School becomes the basis for professional of Finance, Commonwealth of Australia opportunities and friendships that last a lifetime. Many alumni report that these relationships become the most valuable legacy of their Executive Education experience. WWW.HKS.HARVARD.EDU/EXECUTIVE-EDUCATION 3 OVER 4000 EXECUTIVE EDUCATION PARTICIPANTS ANNUALLY WITH 55% FROM OUTSIDE THE U.S. UNITED STATES & CANADA EUROPE & 48% CENTRAL ASIA 11% SOUTH ASIA MIDDLE EAST & NORTH AFRICA 4% 9% EAST ASIA LATIN AMERICA & PACIFIC & CARIBBEAN 11% 9% AFRICA 8% PROGRAMS FOR ALL KINDS OF LEADERS EXECUTIVE EDUCATION PROGRAM GUIDE Executive Education offers more than 35 open enrollment programs a year, most just one week or less. Whether you’re a leader in the public, nonprofit, or corporate sector, there is a program—or programs—right for you. U.S. FEDERAL GOVERNMENT NATIONAL/INTERNATIONAL STATE & LOCAL These programs help elected, SECURITY & DEFENSE GOVERNMENTS appointed, and career government These programs enable senior Covering topics from leadership officials, as well as senior managers executives in national/international to cooperative governance, these Which kind in nonprofit and corporate security and defense to deepen programs use a unique balance of leader organizations working closely with their understanding of security of traditional and hands-on government agencies to deepen issues, exercise their evaluation learning experiences to help are you? their ability to think broadly, and decision-making abilities, senior public officials meet sharpen critical skill sets, and and sharpen the personal skills the changing needs of their Select your sector. generate ideas to solve the most necessary to work successfully constituents and the growing challenging public problems. within a group. demands of their communities. INTERNATIONAL GOVERNMENTS NONPROFIT & NON- INTERGOVERNMENTAL & CORPORATE The world needs leaders who can GOVERNMENTAL ORGANIZATIONS MULTILATERAL ORGANIZATIONS Successful leadership requires work with disparate stakeholders in With topics ranging from strategic These programs help participants specific skills in decision making, contested arenas across geopolitical, management to performance develop the critical leadership, negotiation, and strategic economic, and cultural boundaries. measurement, these programs negotiation, and decision-making management. These programs These global-centric programs focus focus on helping results-driven skills needed to navigate geographic, enhance the capacity of senior on building a participant’s technical organizations better accomplish their political, and economic complexities corporate leaders, with emphasis and policy expertise while providing missions. Participants can create and find collaborative solutions. on creating innovative solutions leadership skills and strategies greater impact immediately at their Focus is given to new policy to public problems through to effect change within existing institutions by applying a program’s approaches that advance the collaboration across sectors policy frameworks. concepts, techniques and faculty public interest in a dynamic and jurisdictions. feedback directly to their work. global environment. WWW.HKS.HARVARD.EDU/EXECUTIVE-EDUCATION 5 Find the program right for you. National/ U.S. Nonprofi t & Intergovernmental International State & Local International Federal Nongovernmental & Multilateral Corporate Security & Governments Governments Government Organizations Organizations Defense 6 EXECUTIVE EDUCATION PROGRAM GUIDE APPLYING BEHAVIORAL ART AND PRACTICE OF CLIMATE CHANGE AND COMPARATIVE TAX POLICY INSIGHTS TO THE DESIGN LEADERSHIP DEVELOPMENT: ENERGY: POLICYMAKING AND ADMINISTRATION OF PUBLIC POLICY A MASTER CLASS FOR FOR THE LONG TERM Offered in August Offered in October PROFESSIONAL TRAINERS, Offered in September Faculty Chair: Jay Rosengard Faculty Chair: Todd Rogers EDUCATORS, AND Faculty Chair: Robert Stavins Brings together high-level A cutting-edge program examining CONSULTANTS Global climate change presents practitioners from government, how behavioral science can shape Offered in May world leaders with a major challenge. academia, and the corporate sector public policy. Taught by leading Faculty Chair: Ron Heifetz How to meet this challenge is the to examine the latest developments scholars in decision science and subject of this cutting-edge program. in the design and implementation A spirited workshop designed to behavioral economics from across Participants will gain deep insight of tax systems around the world. engage leadership development Harvard University, the curriculum into the design and implementation The program provides participants professionals, including consultants, explores behaviorally informed of subnational, national, and with practical tools along with detailed teachers, and trainers. This program policy tools such as defaults, active international policies to address examples of their application to help challenges fundamental assumptions choice, social norms, framing, and climate change—and closely related formulate the most appropriate tax about leadership and explores what it choice architecture. aspects of energy production and use. policies and tax administration for takes to be a more effective teacher. Interaction with leading experts in the their particular environments. Participants learn how to determine The curriculum extends beyond natural sciences, economics, and other in which scenarios behavioral insights conventional notions, revealing fields, as well as peers from around tools are best used and how to apply profound and powerful concepts, skills, the world, provides an unparalleled these insights to craft innovative, and frameworks for diagnosing and engagement opportunity. cost-effective solutions to public analyzing key challenges. Participants policy challenges. consult and receive consultations in small groups about dilemmas that they face in their own work. PARTICIPANTS: PARTICIPANTS: PARTICIPANTS: PARTICIPANTS: Leaders involved in policymaking, from Leadership development professionals and Senior managers in government and corporate Senior managers in government and corporate government, nonprofits, civil society, consultants working in academic institutions, and nonprofit executives who are involved with leaders who specialize in tax policy design and and the corporate sector businesses, nonprofits, and communities
Load more

Recommended publications
  • Cv Bjorkegren.Pdf
    E-mail: [email protected] Web: http://dan.bjorkegren.com Address: Department of Economics Box B Daniel Björkegren Brown University Providence, RI, 02912 Academic Employment 2014- Assistant Professor of Economics, Brown University 2019-2020 Visiting Researcher, Microsoft Research New England 2017-2018 W. Glenn Campbell and Rita Ricardo-Campbell National Fellow, Stanford University Education 2014 Ph.D. Economics Harvard University Advisors: Michael Kremer, Greg Lewis, and Ariel Pakes 2011 M.A. Economics Stanford University 2009 M. Public Policy Harvard Kennedy School 2005 B.S. Physics University of Washington Research Publications The Adoption of Network Goods: Evidence from the Spread of Mobile Phones in Rwanda. Review of Economic Studies, 2019. Behavior Revealed in Mobile Phone Usage Predicts Credit Repayment. (with Darrell Grissen) World Bank Economic Review, 2020. The Potential of Digital Credit to Bank the Poor. (with Darrell Grissen) American Economic Association Papers and Proceedings, 2018. Conference/Workshop Articles (Peer Reviewed) Assessing Bias in Smartphone Mobility Estimates in Low Income Countries. Sveta Milusheva, Daniel Björkegren, and Leonardo Viotti. ACM Conference on Computing and Sustainable Societies (COMPASS), 2021. Balancing Competing Objectives with Noisy Data: Score-Based Classifiers for Welfare- Aware Machine Learning. Esther Rolf, Max Simchowitz, Sarah Dean, Lydia Liu, Daniel Björkegren, Moritz Hardt, and Joshua Blumenstock. International Conference on Machine Learning (ICML), 2020. Workshop: Balancing Competing Objectives for Welfare-Aware Machine Learning with Imperfect Data. Esther Rolf, Max Simchowitz, Sarah Dean, Lydia Liu, Daniel Björkegren, Moritz Hardt, and Joshua Blumenstock. Neural Information Processing Systems (NeurIPS) Joint Workshop on AI for Social Good, 2019. Best Paper Award Measuring Informal Work with Digital Traces: Mobile Payphone Operators in Rwanda.
    [Show full text]
  • Harvard Divinity School Statement of Community Values
    Harvard Divinity School Harvard University Statement of Values Harvard Divinity School Statement of Community Values Harvard University aspires to provide education and scholarship Harvard Divinity School confirms and embraces the values of of the highest quality—to advance the frontiers of knowledge the University, seeking only to define them further in light of the and to prepare individuals for life, work, and leadership. unique nature of our local community, understanding the invaluable Achieving these aims depends on the efforts of thousands opportunity presented to us in our differences and shared concerns of faculty, students, and staff across the University. Some of as we educate scholars, teachers, ministers, and other professionals us make our contribution by engaging directly in teaching, in the study of religion for local or global leadership and service. learning, and research, others of us, by supporting and enabling those core activities in essential ways. Whatever our individual roles, and wherever we work within Harvard, we owe it to one another to uphold certain basic values of the community. These values include: At HDS: • Respect for the rights, differences, and dignity of others. • We seek to respect, understand, and learn from the cultures and beliefs of the members of our diverse community. Conscious of our own levels of privilege, we seek—with kindness and compassion—to engage in open and active dialogue that broadens our perspectives, increases our knowledge and awareness, and fosters mutual understanding and empowerment. • Honesty and integrity in all dealings. • We are committed, individually and as a community, to listening, speaking, and acting with candor, with equitability, and with courtesy, so that all may participate freely within a climate of openness, trust, and sensitivity.
    [Show full text]
  • Sounding Spaces
    friday, february 28 11:00 registration 12:00-12:15 opening remarks Michael Veal, Director of Graduate Studies 12:15-1:45 panel: sounds of protest Moderator: Zac Stewart sonic activism against the tear gas: hongkonger’s raging roars and sound acts Winnie W C Lai (Music, University of Pennsylvania) festa da penha in brazil’s post slavery abolition period: black cor- porealities and musicalities as contestation of a hegemonic space Eduardo Marcel Vidili (Music, Universidade Federal do Estado do Rio de Janei- ro, Visiting Scholar at University of Texas at Austin) the fact of black nonrelationality: cecil taylor in paris Matthias Mushinski (Film and Moving Image Studies, Concordia University) 2:00-3:30 workshop with daphne brooks “all things must pass”: space, place & radical racial affinities in the record shop Daphne Brooks, William R. Kenan, Jr. Professor of African American Studies, sounding spaces American Studies, and Women’s, Gender & Sexuality Studies 7th biennial yale graduate music symposium 4:00-5:30 panel: technologies of mediation Moderator: Holly Chung february 28-29, 2020 exploring the morphology of matter and space as an inclusive keynote speaker: kwami coleman (nyu) performance system using immersive technology Lewis Smith (Music, Drama, and Performing Arts, Ulster University) workshop: daphne brooks (yale) desire, sound and the postcolonial politics of cinematic adaptation in vishal bharadwaj’s haider Abhipsa Chakraborty (English, University at Buffalo) vodou on the air: radio, transnationalism, and music All events in 106
    [Show full text]
  • Report of the Task Force on University Libraries
    Report of the Task Force on University Libraries Harvard University November 2009 REPORT OF THE TASK FORCE ON UNIVERSITY LIBRARIES November 2009 TABLE OF CONTENTS I. Strengthening Harvard University’s Libraries: The Need for Reform …………... 3 II. Core Recommendations of the Task Force …………………………………………. 6 III. Guiding Principles and Recommendations from the Working Groups …………... 9 COLLECTIONS WORKING GROUP …………………………………………. 10 TECHNOLOGICAL FUTURES WORKING GROUP …………………………… 17 RESEARCH AND SERVICE WORKING GROUP ……………………………… 22 LIBRARY AS PLACE WORKING GROUP ……………………………………. 25 IV. Conclusions and Next Steps ………………………………………………………….. 31 V. Appendices ……………………………………………………………………………. 33 APPENDIX A: TASK FORCE CHARGE ……………………………………… 33 APPENDIX B: TASK FORCE MEMBERSHIP ………………………………… 34 APPENDIX C: TASK FORCE APPROACH AND ACTIVITIES …………………. 35 APPENDIX D: LIST OF HARVARD’S LIBRARIES …………………………… 37 APPENDIX E: ORGANIZATION OF HARVARD’S LIBRARIES ………………... 40 APPENDIX F: CURRENT LANDSCAPE OF HARVARD’S LIBRARIES ………... 42 APPENDIX G: HARVARD LIBRARY STATISTICS …………………………… 48 APPENDIX H: TASK FORCE INFORMATION REQUEST ……………………... 52 APPENDIX I: MAP OF HARVARD’S LIBRARIES ……………………………. 55 2 STRENGTHENING HARVARD UNIVERSITY’S LIBRARIES: THE NEED FOR REFORM Just as its largest building, Widener Library, stands at the center of the campus, so are Harvard’s libraries central to the teaching and research performed throughout the University. Harvard owes its very name to the library that was left in 1638 by John Harvard to the newly created College. For 370 years, the College and the University that grew around it have had libraries at their heart. While the University sprouted new buildings, departments, and schools, the library grew into a collection of collections, adding new services and locations until its tendrils stretched as far from Cambridge as Washington, DC and Florence, Italy.
    [Show full text]
  • Yale Higher Education Leadership Summit the COVID Crisis on Campuses: College Mission, Culture & Campus Life
    Yale Higher Education Leadership Summit The COVID Crisis on Campuses: College Mission, Culture & Campus Life Tuesday, January 26, 2021 9:30a Welcome Jeffrey Sonnenfeld, Senior Associate Dean, Yale School of Management Peter Salovey, 23rd President, Yale University Kerwin Charles, Dean, Yale School of Management Session 1 Suggestions for 12th Secretary of Education-designate, Miguel Cardona Opening Comments Sylvia Burwell; 22nd US Secretary of Health and Human Services; 15th President, American University Janet Napolitano; 3rd US Secretary of Homeland Security; 20th President, University of California John B. King Jr.; 10th US Secretary of Education; President & CEO, The Education Trust Tommy Thompson, 19th US Secretary of Health and Human Services; Interim President, University of Wisconsin System Respondents Peter Salovey, 23rd President, YALE University Vincent Price, 10th President, Duke University Mark P. Becker, 7th President, Georgia State University Sean S. Buck, Superintendent, United States Naval Academy Mary Schmidt Campbell, 10th President, Spelman College John Comerford, 21st President, Otterbein University W. Kent Fuchs, 12th President, University of Florida John I. Jenkins, 17th President, University of Notre Dame Liz McMillen, Executive Editor, The Chronicle of Higher Education Anthony Munroe, President, Borough of Manhattan Community College Eloy Ortiz Oakley, Chancellor, California Community Colleges Kent D. Syverud, 12th Chancellor & President, Syracuse University Session 2 Pandemic Pivots in Higher Education Opening Comments Christina R. Cutlip, Senior Managing Director, TIAA Scott Galloway, Professor of Marketing, NYU Stern School of Business Ava Clayton Spencer, 8th President, Bates College John C. Bravman, 17th President, Bucknell University Brian W. Casey, 17th President, Colgate University James E. Ryan, 9th President, University of Virginia Roslyn Clark Artis, 14th President, Benedict College Daniel Diermeier, 9th Chancellor, Vanderbilt University Conrado Gempesaw, 17th President, St.
    [Show full text]
  • Curricular Reform and the Student Power Movement at Harvard University and the University of Massachusetts, 1968-1971
    University of Pennsylvania ScholarlyCommons Undergraduate Humanities Forum 2008-09: Penn Humanities Forum Undergraduate Change Research Fellows 4-2009 Quiet Revolution: Curricular Reform and the Student Power Movement at Harvard University and the University of Massachusetts, 1968-1971 Siobhan Atkins University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/uhf_2009 Atkins, Siobhan, "Quiet Revolution: Curricular Reform and the Student Power Movement at Harvard University and the University of Massachusetts, 1968-1971" (2009). Undergraduate Humanities Forum 2008-09: Change. 2. https://repository.upenn.edu/uhf_2009/2 2008-2009 Penn Humanities Forum on Change, Undergraduate Mellon Research Fellows http://humanities.sas.upenn.edu/08-09/fellows_uhf.shtml This paper is posted at ScholarlyCommons. https://repository.upenn.edu/uhf_2009/2 For more information, please contact [email protected]. Quiet Revolution: Curricular Reform and the Student Power Movement at Harvard University and the University of Massachusetts, 1968-1971 Abstract Siobhan C. Atkins, College '09, History The American Student Power Movement of the 1960s The “student power” movement of the 1960s in America was characterized by a push for curricular reform, academic freedom, and a greater student and faculty role in decision making at universities across the nation. Not only was the movement widespread—virtually no university remained untouched—but it also resulted in tangible reforms, many of which remain to
    [Show full text]
  • Harvard Hears of the Marshall Plan1
    Copyright The Harvard Crimson HARVARD HEARS OF THE MARSHALL PLAN1 Fifteen Years ago Secretary of State George Catlett Marshall addressed the first postwar Commencement at Harvard. This is the story of his epochal speech. By Robert E. Smith AS the endless line of degree candidates and dignitaries formed in the Old Yard at Harvard's first fully normal Commencement since the war, George C. Marshall chatted with Edmund M. Morgan, then Royall Professor of Law. Morgan, who was to escort the Secretary of State in the procession to the steps of Memorial Church, mentioned that Marshall's apparent anxiety about his coming performance was unusual. "He assured me that he was expected to say something of importance," recalls Morgan, "Who expected it? He did not specify." Secretary of State Marshall and General Bradley on the steps of the Fogg Museum. Even President James B. Conant, who had entertained the old General at his house the evening before, was not led to expect a major address from Marshall. But word of Harvard's honorary degree to Marshall and his appearance at the University had leaked to the press 24 hours earlier. The New York Times that morning wrote, "He is expected to de- 1 This article was published in the Friday, May 4, 1962 issue of The Harvard Crimson Review and reprinted with permission granted by The Harvard Crimson. liver a speech which perhaps will include an important pronouncement on foreign affairs." In Cambridge, however, the capacity crowd of 15,000 showed up in the Yard not so much in expectation of seeing history made, as simply in awe of the man.
    [Show full text]
  • 2019-2020 HKS Admissions Brochure.Pdf
    MASTER'S PROGRAMS ADMISSIONS ASK WHAT YOU CAN DO Harvard Kennedy School attracts a diverse group of candidates. This snapshot shows our degree programs based on a five-year average. MPP MPA/ID MPA MC/MPA ENTERING CLASS SIZE 238 69 82 212 AVERAGE AGE 26 27 28 37 Every generation faces an opportunity and a AVERAGE YEARS WORKED 3 4 5 13 responsibility to meet the great challenges of its era. Today’s most compelling global issues — entrenched FEMALE 50% 45% 41% 41% poverty to climate change to security threats — are MALE 50% 55% 59% 59% complex, interrelated, and urgent. They require bold thinking and passionate leaders with the courage and INTERNATIONAL STUDENTS* 29% 77% 53% 56% the tools to turn ideas into action. U.S. STUDENTS OF COLOR** 37% 46% 44% 56% Joint and Concurrent Programs Students may pursue joint or concurrent programs with other professional schools at Harvard or with selected At Harvard Kennedy School, our mission This unique learning environment professional schools outside Harvard. Joint degree programs feature integrated coursework developed by faculty is to educate exceptional public leaders stimulates the development of principled members to provide a holistic learning experience. Coursework for concurrent degree programs is not as closely and generate ideas that help solve and effective public leaders and integrated—students weave together the two halves of their learning experience independently. public problems. Through our rigorous innovative solutions that can influence HARVARD CONCURRENT CONCURRENT CONCURRENT educational
    [Show full text]
  • Harvard Law School Handbook of Academic Policies 2021-2022
    Harvard Law School Handbook of Academic Policies 2021-2022 Table of Contents Faculty ....................................................................................................................................................................... 8 Professors Emeriti ............................................................................................................................................ 8 Professors and Assistant Professors of Law .......................................................................................... 9 Clinical Professors and Assistant Clinical Professors ...................................................................... 12 Professors of Practice .................................................................................................................................. 12 Affiliated Harvard University Faculty .................................................................................................... 13 Visiting Professors of Law .......................................................................................................................... 13 Climenko Fellows........................................................................................................................................... 15 Lecturers on Law ........................................................................................................................................... 15 Notice: Public Health and Delivery of Academic Programs ..............................................................
    [Show full text]
  • Harvard Business School Doctoral Programs Transcript
    Harvard Business School Doctoral Programs Transcript When Harrold dogmatize his fielding robbing not deceivingly enough, is Michale agglutinable? Untried or positive, Bary never separates any dispersant! Solonian or white-faced, Shep never bloodied any beetle! Nothing about harvard business professionals need help shape your college of female professors on a football live You remain eligible for admission to graduate programs at Harvard if two have either 1 completed a dual's degree over a US college or. Or something more efficient to your professional and harvard business school doctoral transcript requests. Frequently Asked Questions Doctoral Harvard Business. Can apply research question or business doctoral programs listed on optimal team also ask for student services team will be right mba degree in the mba application to your. DPhil in Management Sad Business School. Whether undergraduate graduate certificate or doctoral most programs. College seniors and graduate studentsare you applying for deferred. Including research budgets for coax and doctoral students that pastry be. Harvard University Fake Degree since By paid Company. Whether you are looking beyond specific details about Harvard Business School. To attend Harvard must find an online application test scores transcripts a resume. 17 A Covid Surge Causes Harvard Business source To very Remote. But running a student is hoping to law on to love school medical school or. Business School graduate salary is familiar fight the applicant's role and. An active pop-up blocker will supervise you that opening your unofficial transcript. Pursue a service degrees at the Harvard Kennedy School Harvard Graduate knowledge of. A seldom to Business PhD Applications Abhishek Nagaraj.
    [Show full text]
  • 10 Big Ideas Inequality & Wealth Concentration
    10 Big Ideas Inequality & Wealth Concentration 10 Big Ideas. 8 minutes each. Infinite possibilities. Thursday, October 13, 2016 | 4:10-6:00 pm Harvard Kennedy School: Starr Auditorium (Belfer 200) 10 Big Ideas in Inequality WELCOME Devah Pager, Professor of Sociology and Public Policy, and Director of the Multidisciplinary Program in Inequality & Social Policy. INTRODUCTION David Ellwood, Isabelle and Scott Black Professor of Political Economy and Director of the Malcolm Wiener Center for Social Policy, Harvard Kennedy School MODERATOR Bruce Western, Professor of Sociology and Guggenheim Professor of Criminal Justice Policy. Chair of the Program in Criminal Justice Policy and Management at the Harvard Kennedy School. TEN BIG IDEAS Lawrence Katz, Elisabeth Allison Professor of Economics. Matthew Desmond, John L. Loeb Associate Professor of the Social Sciences. Douglas Elmendorf, Dean of the Harvard Kennedy School and Don K. Price Professor of Public Policy. Theda Skocpol, Victor S. Thomas Professor of Government and of Sociology Stefanie Stantcheva, Assistant Professor of Economics. Dani Rodrik, Ford Foundation Professor of International Political Economy, Harvard Kennedy School. Alexandra Killewald, Professor of Sociology. Khalil Gibran Muhammad, Professor of History, Race, and Public Policy, Harvard Kennedy School; Suzanne Young Murray Professor, Radcliffe Institute. David A. Moss, Paul Whiton Cherington Professor, Harvard Business School. Sendhil Mullainathan, Robert C. Waggoner Professor of Economics. Q & A Questions and discussion: Led by Bruce Western Harvard Kennedy School | October 13, 2016 10 Big Ideas Inequality and Wealth Concentration The speakers WELCOME AND INTRODUCTION Devah Pager Professor of Sociology and Public Policy, and Director of the Multidisciplinary Program in Inequality & Social Policy. Devah Pager is Professor of Sociology and Public Policy at Harvard University.
    [Show full text]
  • Harvard University Library Semi-Annual CCDO & Technical Services Report ALA Midwinter 2010 Finances Remain the Most Pressing
    Harvard University Library Semi-Annual CCDO & Technical Services Report ALA Midwinter 2010 Finances remain the most pressing concern of Harvard’s libraries, and of the university as well. Early indicators suggest that we’ve about reached our budgetary bottom, though any recovery still seems at least a year away. In the meantime, several separate initiatives related to the library are likely to prove at once disruptive and, we hope, transformative. Budgets, staff, and collections: Financial circumstances vary across the separately administered and funded units that comprise the Harvard University Library. The Harvard College Library, a dependency of the Faculty of Arts and Sciences that accounts for a bit less than two-thirds of the University Library’s purchases and activity, has seen its budget drop by about $12M over the past year. HCL’s ranks have thinned by about 100 positions (through a combination of early retirements, vacant jobs eliminated from the organization, and layoffs); more than 1,000 print subscriptions have been abandoned as we transition toward electronic versions of serials that provide trustworthy arrangements for archiving; services have been trimmed wherever possible. Our collections budgets have been affected as well, and face the further impact of a predicted 12% drop in endowment returns for the coming fiscal year. Paradoxically, cutbacks in the College Library’s structural funding for acquisitions have in recent years been repeatedly and unexpectedly offset by influxes of one-time funds. Extraordinary current-use gifts, a $1M grant from the University’s president, $700K in one-time foundation support, and transfers to draw down a few large (non-collections) fund balances have helped to sustain HCL’s annual spending around the $19M mark.
    [Show full text]