Americans, according to Brookings[1], have been getting better
educated in the last half-century, but class gaps in post-secondary
educational attainment remain large. College drop-outs have average
earnings levels and unemployment rates
[http://www.bls.gov/emp/ep_table_001.htm] closer to that of high
school graduates than college graduates; Individuals born into
families at the bottom of the income distribution who get a college
degree have more upward MOBILITY THAN THOSE WHO DO NOT; and parents
pass on their educational advantage
[https://www.brookings.edu/blogs/social-mobility-memos/posts/2014/10/27-intergenerational-education-mobility-reeves]
to the next generation. Most higher education models focus on
getting students into college, but fewer focus on, and more
importantly, tracking the obtainment of a diploma. Without the
diploma, good intentioned individuals, organizations, and colleges
cause HARM rather then help these students who are left _without_ a
diploma but with significant loans. The theory of disruptive
innovation teaches us that the establishment needs to pay attention to
the exceptional or “non-consumers” of the social mobility system
who have developed alternative models to current practices to what if
offered by those in power. As background, a disruptive innovation is
an innovation [https://en.wikipedia.org/wiki/Innovation] that creates
a new market [https://en.wikipedia.org/wiki/Market_%28economics%29]
and value network [https://en.wikipedia.org/wiki/Value_network] and
eventually disrupts an existing market and value network, displacing
established market leading firms, products and alliances. The term was
defined and phenomenon analyzed by Clayton M. Christensen
[https://en.wikipedia.org/wiki/Clayton_M._Christensen] and coworkers
beginning in 1995[2]. Since the early 2000s, "significant societal
impact" has also been viewed as an aspect of disruptive innovation[3].
Disruptive INNOVATIONS TEND TO BE PRODUCED BY OUTSIDERS AND
entrepreneurs [https://en.wikipedia.org/wiki/Entrepreneur], rather
than existing market-leading companies. A disruptive process can
take longer to develop than by the conventional approach and the risk
associated to it is higher than the other more incremental or
evolutionary forms of innovations.
We have learned that the best correlation for individuals to earn
family sustainable wages is either a higher education degree or a
vocational certificate tied directly to a trade. Without a higher
education degree or vocational certificate we know that individuals
are usually “stuck” in the cycle of poverty for even if they
successfully increase their earning potential their public benefit
subsidies decrease at the same rate keeping them poor.
At this time of heightened time in which we are operating in a global
economy this edition and symposium of the _Social Innovations Journal
titled:_ SOCIAL INNOVATIONS TO ADVANCE SOCIAL MOBILITY MODELSIN URBAN
CITIES, examines successful and innovative social mobility models in
corporations, higher education, institutions, and social enterprises
and offers strategies for them to scale or scale their impact. The
edition concludes with policy and scaling recommendations that allows
for a greater number of urban city residents to move up the economic
– social mobility- ladder.
-------------------------
[1]
https://www.brookings.edu/blog/social-mobility-memos/2015/02/06/three-reasons-college-matters-for-social-mobility/
[https://www.brookings.edu/blog/social-mobility-memos/2015/02/06/three-reasons-college-matters-for-social-mobility/]
[2] Bower, Joseph L. & Christensen, Clayton M. (1995)
[3] Assink, Marnix (2006). "Inhibitors of disruptive innovation
capability: a conceptual model". European Journal of Innovation
Management. 9 (2): 215–233.
-------------------------
AGENDA
2:00 WELCOME/OVERVIEW
DONALD GUY GENERALS,
President Community College of Philadelphia
NICHOLAS TORRES and TINE
HANSEN-TURTON, SIJ Co-Founder
2:15 CAT MCMANUS, PennGSE Educational
Leadership Moving Toward
Efficiency_and_ Legitimacy:
A Research Example from Higher
Education and College Access Partnerships
2:30 GINGER ZIELINSKIE, President
Benefits Data Trust: From Safety Net to Safety Ladder: Focusing
on What Works to Build
Pathways out of Poverty.
2:45 PM GREATER PHILADELPHIA’S COLLEGE RANKINGS
based on affordability; graduation and retention;
social MOBILITY; and class size college
data presented by MICHAEL CLARK.
3:00 PM ROUNDTABLES DISCUSSION: Policy and
Scaling recommendations that allows for a
greater number of urban
city residents to move up the economic – social mobility – ladder.
DONALD GUY GENERALS,
President of Community College of Philadelphia
DAVID GRIFFITH, Executive
Director of Episcopal Services
DAVID CASTRO, President of
I-LEAD
SYLVIE GALLIER HOWARD,
City of Philadelphia Department of Commerce
JOE COYLE, President of
Year-Up Philadelphia
TINESHA BANKS, CEO Tabor
DIANE CORMAN-LEVY, President
of Women’s Way
4:35 PM CLOSING REMARKS/NEXT STEPS
NICHOLAS TORRES and TINE
HANSEN-TURTON, SIJ Co-Founders
4:45 PM Reception
-------------------------
PUBLICATION OVERVIEW
OVERVIEW/FRAMING ARTICLES
* Dear Reader/Foreword by Nicholas Torres & Tine Hansen-Turton
* Greater Philadelphia’s College Rankings by Michael Clark
NEW INNOVATIVE STRATEGY ARTICLES
* The importance of the business community supporting public
schools by Sylvie Gallier Howard
* A city wide workforce strategy emphasizing a holistic approach to
impact those in poverty and deep poverty by Heloise Jettison,
Department of Commerce, PHILADELPHIA by Heloise Jettison, Department
of Commerce, PHILADELPHIA and Mitch Little, Executive Director
Community Empowerment and Opportunity
* Economic Mobility as a Coaching Model by David Griffith
* The importance of Social and Emotional Development in Higher
Education by David Castro and Cynda Clyde
* Moving from Social Services to Social Enterprise by Jodi Rosenbaum
Tillinger, Ed.M Founder and CEO, More Than Words (BOSTON)
* Wealth Building for self and family investments by Sherry Riva,
Founder and Executive Director, Compass Working Capital (BOSTON)
* Employment Without Barriers -- A Wager for Inclusive Labor in
Colombia by Zaira Campo Zrias and Jesús Cardenas Camargo (Colombia)
PROVEN INNOVATIVE MODEL ARTICLES
* Guided Pathways: a transformative model for community college
completion by Guy Generals.
* The role of higher education in reimagining cross-sector
partnerships as poverty disruptors and architects of quality jobs for
marginalized communities by Uva Coles.
* Year Up’s Solution to addressing The Opportunity Divide defined
as the gap between companies seeking diverse talent and young adults
who are disconnected from a career. Professional Skills Training
relevant for in-demand entry-level positions in Business Operations
and Information Technology by Joseph Coyle and Anan Johnson.
* It All Starts With The Rubik's Cube...How Children Deserve a
Chance Foundation's Attollo Program uses the Rubik's Cube to create a
path to Higher Education and to Leadership for Diverse Students by
Dana Myers.
* Living-Wage Hiring Halls: A Model Solution for Improving Job
Quality by Rebeca Harris (CHICAGO)
* The 5X JOBS Model: A Sustainable Business Solution by Kathryn
Eastham (CHICAGO)
* Medical-Financial Partnerships by Megan Kiesel (Clarifi)
* Aspire Career Academy - Paving Career Paths for the Next
Generation of Workers by Jim Kales (CHICAGO)
* JEVS TechServ Scholars: Bridging the STEM Divide through Service
by Sarah Hollister, Edison Freire & Keighan
INTERNATIOANAL INNOVATIVE APPRAOCHES ARTICLES
* Saga: Disrupting the Power of Higher Education by Eric Boby and
Matthew Neary (Netherlands: EUROPE)
* Worker Owned Apps by Stefan Baskervill and Ioana Sirca (New
Economics Foundation: EUROPE)
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22/02/2018 Last update