Tb2011 Creating Growth

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EXCERPT FROM Fifth in an ongoing series, the captures what the Kauffman Foundation is thinking, learning, and discovering about how education, entrepreneurship, and innovation drive growth and progress in myriad ways. The essays are written by the talented Kauffman Foundation associates, partners, and experts who are pursuing the principles and vision set by our founder, Ewing Kauffman. 2011 Thoughtbook www.kauffman.org/2011thoughtbook Request youR complimentaRy copy download pdfs of individu
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  Fifth in an ongoing series, the   2011 Thoughtbook   captureswhat the Kauffman Foundation is thinking, learning, and discovering about howeducation, entrepreneurship, and innovation drive growth and progress in myriadways. The essays are written by the talented Kauffman Foundation associates,partners, and experts who are pursuing the principles and vision set by our founder,Ewing Kauffman. www.kauffman.org/2011thoughtbook Request youR complimentaRy copydownload pdf of individual chapteRs oR entiRe book in e-ReadeR foRmat EXCERPT FROM ©2011 by the Ewing Marion Kauffman Foundation. All rights reserved.  Cretig Growth   Cretig Growth  8 Thoghts o Cretig the tre Carl J. sChramm, P.D. Pidnt nd Cif excutiv offic, ewing min Kuffn Fundtin This is  book bot cretig the tre, which, o corse, is the bsiesso y good orgiztio.Whether yo work t  oprot etity or  or-protcopy, yor ltite job descriptio is to brig soethig ew ito the world,soethig tht will ke lie better i soe sese. at K, we’ve coe to relize tht or bsiess is cretig the trei  et-sese. mr. K gve the odtio two elds o iterest,edctio d etrepreership. Both hve to do with essetil hprocesses   by which ew thigs, d ew cpbilities, re broght ito beig.I both, the gol is to stdy d iprove those processes, so tht ore peoplere ore ble to crete the tres they evisio or theselves.Yo cold sy tht this work ivolves the key eblig techologies o hdvceet. We siply cll it the gretest dvetre oe cold igie.The work is so detl tht it jst keeps growig d brchig ot. Itis crryig s ito ew kids o iititives, with ever-growig etworks o prters, d, i the corse o expsio, other ct hs becoe cler.This bsiess o tre-cretio is so coo to ll o s tht it lso drws stogether. Or elds, d the y people we work with, ll re growig oreclosely itertwied.  9 more th oce i recet yers, the directios or work is tkig hve led sto rvel t the trth o the syig tht “everythig is coected.” ad, oreth oce, we hve see wht “syergy” relly es: The ore tht peopled iititives trly work together, the ore they grow. O the Deep Level, It’s all CoectedI the odtio’s erly dys, or opertios i etrepreership d edctiowere ostly seprte, with oly oe sigict poit o itersectio. We sw (sdid y others) tht etrepreership ws ot  blck rt, bt rther coprisedo  set o skills tht cold be lered d tght. So we spported the techigo it, pririly t colleges d iversities. This log-rig eort hs helpedchge higher edctio to the extet tht erly ll or-yer istittios i theuited Sttes, d y two-yer coity colleges s well, ow hve corsesd progrs i etrepreership.Bt, or yers, there ws little cross-ertilizig with or core work i edctio.I tht eld, we ocs o lerig i the K–12 grdes. althogh we hd cople o highly sccessl progrs to itrodce childre d yog peopleto the priciples o etrepreership, the two elds were still jst tochig t obvios itersectio. They were’t relly dvcig ech other brodly, to theextet they cold . Tody they re. or exple, i Kss City, or hoe regio, we hve logworked with locl school districts to help get wht they do i res roth d sciece techig to college preprtio or less-dvtged yoth.I oe otgrowth o tht work, we ow re odig  chrter school. asthe tio’s rst pblic school operted by  privte odtio, it will be idepedet, cross-sector prototype or ew pproches to lerig cross the - Thoghts o Cretig the tre -
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