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[转载] From the Dean's Office of the Harvard Paulson  School of  Engineering and Applied Sciences.

What is the difference between mission, vision and  values statements?

Each statement—a mission statement, a vision statement and a values statement—has its own distinct function in the strategic planning process.

A mission statement explains the company’s (or department’s) reason for existence. It describes the company (or department), what it does and its overall intention. The mission statement supports the vision and serves to communicate purpose and direction to employees, customers, vendors and other stakeholders. The mission can change to reflect a company’s (or department’s) priorities and methods to accomplish its vision.

A vision statement describes the organization as it would appear in a future successful state. When developing a vision statement, try to answer this question: If the organization were to achieve all of its strategic goals, what would it look like 10 years from now? An effective vision statement is inspirational and aspirational. It creates a mental image of the future state that the organization wishes to achieve. A vision statement should challenge and inspire employees.

A values statement describes what the organization believes in and how it will behave. Not all organizations create or are able to uphold a values statement. In a values-led company, the values create a moral compass for the company and its employees. This compass guides decision-making and establishes a standard that actions can be assessed against. A values statement defines the deeply held beliefs and principles of the organizational culture. These core values are an internalized framework that is shared and acted on by leadership.

Management cannot create a new values statement and expect the values to simply become core values for the organization. For an organization to have an effective values statement, it must fully embrace its values and use them to guide its attitudes, actions and decision-making on a daily basis. Developing a values-led organization can be a difficult and slow process that should be attempted only by organizations that are willing and prepared to make a long-term commitment to the established company values.

Source: Society for Human Resources Management

While Harvard University does not have a formal mission statement, Harvard College and several of the schools do.

Harvard College

Mission - To educate the citizens and citizen-leaders for our society. We do this through our

commitment to the transformative power of a liberal arts and sciences education.

Beginning in the classroom with exposure to new ideas, new ways of understanding, and new

ways of knowing, students embark on a journey of intellectual transformation. Through a

diverse living environment, where students live with people who are studying different topics,

who come from different walks of life and have evolving identities, intellectual transformation is

deepened and conditions for social transformation are created. From this we hope that students

will begin to fashion their lives by gaining a sense of what they want to do with their gifts and

talents, assessing their values and interests, and learning how they can best serve the world.

Vision - Harvard College will set the standard for residential liberal arts and sciences education

in the twenty-first century. We are committed to creating and sustaining the conditions that

enable all Harvard College students to experience an unparalleled educational journey that is

intellectually, socially, and personally transformative.

Harvard T.H. Chan School of Public Health

Mission - To advance the public’s health through learning, discovery, and communication.

To pursue this mission, the School produces knowledge through research, reproduces knowledge

through higher education, and translates knowledge into evidence that can be communicated to

the public, policymakers, and practitioners to advance the health of populations.

Our objectives are:

 to provide the highest level of education to public health scientists, practitioners, and

leaders

 to foster new discoveries leading to improved health for the people of this country and all

nations

 to strengthen health capacities and services for communities

 to inform policy debate, disseminate health information, and increase awareness of health

as a public good and fundamental right.

The field of public health is inherently multidisciplinary. So, too, are the interests and expertise

of the School’s faculty and students, which extend across the biological, quantitative, and social

sciences. With our roots in the basic sciences, we are able to confront the most pressing diseases

of our time—AIDS, cancer, and heart disease—by adding to our knowledge of the biological,

chemical, genetic, and societal forces underlying disease. Core quantitative disciplines like

epidemiology and biostatistics are fundamental to analyzing the broad impact of health

problems, allowing us to look beyond individuals to entire populations. And, because preventing

disease is at the heart of public health, we also pursue the social sciences to better understand

societal influences of health-related behaviors and to inform public policy—both of which are

critical elements to educating and empowering people to lead healthier lives.

From advancing scientific discovery to educating national and international leaders, the Harvard

T.H. Chan School of Public Health has been at the forefront of efforts to benefit the health of

populations worldwide. Shaping new ideas in our field and communicating them effectively will

continue to be priorities in the years ahead as we serve society’s changing health needs.

Harvard Graduate School of Arts and Sciences

Vision - To provide global leadership and innovation in graduate education

Mission - To identify and attract the most promising students to form a dynamic and diverse

community, and to shape them into visionary scholars, innovative educators, and creative

leaders.

Harvard Medical School

To alleviate human suffering caused by disease extends to all members of society and to all

corners of the globe. HMS students acquire an education where the fundamental importance of

compassion is continually reinforced through an extraordinary variety of community service

experiences in community health centers, multiservice nonprofit agencies, schools, and public

health sites in Boston and around the world.

Harvard Business School

We educate leaders who make a difference in the world. Each element of the School’s mission—

to educate leaders who make a difference in the world—is infused with meaning.

“Leaders” - When we talk about leaders, we mean people who embody a certain type of

competence and character—both the competence that comes from the general manager’s

perspective the School cultivates and the character to understand the difference between being

self-interested and self-centered. It goes far beyond knowing that it’s not right to lie, cheat, or

steal. It involves recognizing that you are a true leader only when you have earned the trust of

others, and when others, whether in your organizations or your communities, recognize you as

such.

“Make a Difference” - Making a difference means people who create real value for society, and

who create value before claiming value. I’ve not found anyone who begrudges a leader for

claiming value after creating value. Rather, the recent economic crisis showed us too many

examples of leaders who claimed value without creating any. It is worth noting here that there

are many ways of making a positive difference: as an investor, as a general manager, as an

entrepreneur, as an active citizen of your community. Indeed, what distinguishes Harvard

Business School is that our graduates provide leadership in all walks of life.

“In the World” - In the world reflects our understanding of a rapidly changing, dynamic

environment, and the fact that many of the world’s most challenging issues will require a global

perspective. Moreover, it involves embracing the view that the world desperately needs more

leaders to address its most urgent and challenging problems, and that virtually none of these

problems can be addressed without business leaders playing a vital role.

And, of course, the first component of the mission is educating, which we do in many ways—

through our educational programs, through the ideas our faculty produce and disseminate, and

through the influence we achieve by being close to leaders of all types, and of organizations all

across the world. Here, I would encourage us to recognize that the impact of what we do extends

far beyond the people who come to our campus. Although we can touch only a few thousand

directly each year, we can indirectly influence many more by remaining the most trusted and

admired leader in business education.

Harvard Graduate School of Education

To prepare leaders in education and to generate knowledge to improve student opportunity,

achievement, and success.

For nearly 100 years, the Harvard Graduate School of Education has prepared smart and

passionate individuals to become transformative leaders in education.

Founded in 1920, the Harvard Graduate School of Education is an exceptional and collaborative

community of faculty, students, and alumni dedicated to improving lives and expanding

opportunities through the comprehensive study and effective practice of education. Through

master’s degree, doctoral degree, and professional education programs, HGSE cultivates

innovative leaders and entrepreneurs, explores the most important questions in education, and

shares exciting ideas and best practices with the world.

Everything we do at HGSE is grounded in the belief that education is the most pressing issue of

our time, and that research-based education policy and practice have the power to create a more

just and prosperous society. HGSE faculty, students, and alumni produce groundbreaking

research in fields as diverse as the moral development of children, international education policy,

organizational leadership, neuroscience and cognitive development, and the role of the arts in

schools.

School Eng And Applied Science  Vision Statement

(from 2012 Visiting Committee Report)

Through research and scholarship, SEAS will create collaborative bridges across Harvard and

educate the next generation of global leaders. By harnessing the power of engineering and

applied sciences we will address the greatest challenges facing our society.

Sample Mission, Vision, and Value Statements of Peer Institutions

Cornell University

“I would found an institution where any person can find instruction in any study.”

Ezra Cornell, 1868

Cornell is a learning community that seeks to serve society by educating the leaders of

tomorrow and extending the frontiers of knowledge.

In keeping with the founding vision of Ezra Cornell, our community fosters personal discovery

and growth, nurtures scholarship and creativity across a broad range of common knowledge, and

engages men and women from every segment of society in this quest. We pursue understanding

beyond the limitations of existing knowledge, ideology, and disciplinary structure. We affirm the

value to individuals and society of cultivation and enrichment of the human mind and spirit.

Our faculty, students, alumni, and staff strive toward these objectives in a context of freedom

with responsibility. We foster initiative, integrity, and excellence, in an environment of

collegiality, civility, and responsible stewardship. As the land-grant university for the state of

New York, we apply the results of our endeavors in service to our alumni, the community, the

state, the nation, and the world.

Cornell College of Engineering

Mission - The College of Engineering is dedicated to the transformation of its excellence in

research and design to a correspondingly outstanding educational experience in engineering and

applied science for a diverse group of baccalaureate students.

Specific missions are to:

 enroll and graduate a highly qualified and diverse undergraduate student body and enable

their success.

 continuously improve the quality of the undergraduate education by ongoing evaluation

of the common curriculum, assessment of teaching and learning, and implementation of

improvements to the program based on those results.

 infuse the results of ongoing research, the capabilities of technology, the excitement of

hands-on learning, and the experience of design projects into the undergraduate curricula.

 provide high-quality information and guidance to undergraduate students about the

college, about curricula, and about future employment possibilities.

 oversee the educational progress of all students and encourage and enhance their success,

both prior to affiliation with a Major and within the Major.

 collaborate with the faculty and administration of other Cornell colleges and

organizations external to Cornell to efficiently provide the best possible undergraduate

education.

Vision - Cornell Engineering will utilize the world-class intellectual resources and

interdisciplinary opportunities of the college and university to prepare its undergraduate students

for lifelong creation of knowledge and solutions to complex real-world problems.

Values - We believe that all students who enroll in the engineering college undergraduate

program are capable of successfully graduating with a B.S. degree. We understand that young

people in the typical undergraduate age range are maturing rapidly and therefore may change

their professional and personal aspirations and may struggle with adjustments to campus life and

academic expectations. It is our responsibility to maintain a curricular schedule that allows

students to change directions and services to assist them in making informed decisions. We

respect the variability of learning styles spanned by our students and faculty.

We embrace the responsibilities of Cornell faculty members for preeminent research as well as

for excellent undergraduate education. Furthermore, we highly value the need of everyone in our

college community to balance workload and personal life. We prize an inclusive, respectful

college environment in which community bonds and community responsibility exceed

competitiveness.

Educational Objectives - College of Engineering graduates will demonstrate early in their

careers an ability to:

 apply their general educational experience and specific knowledge of mathematics,

science, and engineering to a wide variety of careers including industry, advanced

engineering study, nontraditional engineering-related career paths, and graduate

 study.

 perform in a modern diverse working environment in which they will work in

multidisciplinary teams and communicate effectively with both professional colleagues

and the public.

 lead design processes that include consideration of the impact designs have on people,

societies, and nature.

 model, analyze, and solve complex problems from a systems perspective.

 recognize contemporary global issues and their professional and ethical responsibility to

contribute to solutions for the social, economic, and environmental challenges faced by

humanity.

 engage in self-directed learning, including the pursuit of graduate study and professional

development activities.

Student Learning Outcomes - In terms of their general abilities, our graduates will:

1. Have a broad education, including liberal studies.

2. Be proficient in oral and written communication.

3. Be proficient in information literacy, i.e. be able to locate, evaluate, and effectively

interpret claims, theories, and assumptions in science and engineering.

4. Have experience with teamwork.

5. Be aware of professional and ethical responsibilities.

In terms of their discipline, students will be well grounded in the mathematical, scientific,

and engineering skills that are the basis of their discipline. More specifically, our graduates

will have:

1. The ability to design experiments, analyze the data, and interpret the results.

2. The ability to design, model, and analyze engineering systems.

3. The ability to formulate and solve problems.

4. The ability to use the techniques and tools necessary for the practice of their discipline.

CalTech

Mission - To expand human knowledge and benefit society through research integrated with

education. We investigate the most challenging, fundamental problems in science and

technology in a singularly collegial, interdisciplinary atmosphere, while educating outstanding

students to become creative members of society.

Carnegie Mellon University

Vision - Carnegie Mellon will meet the changing needs of society by building on its traditions of

innovation, problem solving, and interdisciplinarity.

Mission - To create and disseminate knowledge and art through research and creative inquiry,

teaching, and learning, and to transfer our intellectual and artistic product to enhance society in

meaningful and sustainable ways.

To serve our students by teaching them problem solving, leadership and teamwork skills, and the

value of a commitment quality, ethical behavior, and respect for others.

To achieve these ends by pursuing the advantages of a diverse and relatively small university

community, open to the exchange of ideas, where discovery, creativity, and personal and

professional development can flourish.

CMU College of Engineering

Vision - To be a world-class engineering college recognized for excellence, innovation, and the

societal relevance and impact of its pursuits.

Mission - To produce creative and technically strong engineers and to research pioneering

solutions to global challenges. We do this with an unprecedented commitment to integrating

across engineering, sciences, arts, business, and other disciplines to yield transformative results.

The Carnegie Mellon Engineer in the 21st Century

The overarching objective of our engineering curriculum is to provide our students an education

that enables them to be productive and fulfilled professionals throughout their careers. Our more

specific, measurable objectives for graduates of our engineering curriculum are the following:

 Graduates recognize that they acquired a high-quality, rigorous technical education

 Graduates recognize that they have acquired a broader body of knowledge, in addition to

their technical knowledge, that allows them to understand the larger context of the

problems that they must address during their career

 Graduates use their technical foundation and their broader base of knowledge to be

successful in a diverse collection of individual careers inside and outside of the

engineering profession

Imperial College London

Mission - To achieve enduring excellence in research and education in science, engineering,

medicine and business for the benefit of society.

Michigan State University College of Engineering

Mission - To deliver the highest quality engineering graduates, cutting-edge research and

innovative technology for the benefit of society locally and globally.

Core Values - The College of Engineering is guided by the following core values in delivering

its mission and pursuing its vision.

 We believe, as a land-grant university, in educating people with the necessary skills to

advance the engineering "state of the art." Imparting knowledge to students at all levels

including secondary, undergraduate, graduate, and lifelong learning is implicit in this

core value.

 We believe in the discovery of new knowledge through innovative research that

encourages entrepreneurship and economic development to benefit our global society.

 We believe in inclusiveness and collaboration on a worldwide basis. We both teach and

follow ethical, environmentally responsible engineering practice.

Vision - To be recognized as an international leader in engineering education, research and the

application of knowledge to benefit society globally.

MIT

Mission - To advance knowledge and educate students in science, technology, and other areas of

scholarship that will best serve the nation and the world in the 21st century.

The Institute is committed to generating, disseminating, and preserving knowledge, and to

working with others to bring this knowledge to bear on the world's great challenges. MIT is

dedicated to providing its students with an education that combines rigorous academic study and

the excitement of discovery with the support and intellectual stimulation of a diverse campus

community. We seek to develop in each member of the MIT community the ability and passion

to work wisely, creatively, and effectively for the betterment of humankind.

Northwestern University

Mission - Northwestern is committed to excellent teaching, innovative research, and the personal

and intellectual growth of its students in a diverse academic community.

Princeton University

Mission - Princeton University advances learning through scholarship, research, and teaching of

unsurpassed quality, with an emphasis on undergraduate and doctoral education that is

distinctive among the world’s great universities, and with a pervasive commitment to serve the

nation and the world.

The University’s defining characteristics and aspirations include:

 a focus on the arts and humanities, the social sciences, the natural sciences, and

engineering, with world-class excellence across all of its departments;

 a commitment to innovation, free inquiry, and the discovery of new knowledge and new

ideas, coupled with a commitment to preserve and transmit the intellectual, artistic, and

cultural heritage of the past;

 a faculty of world-class scholars who are engaged with and accessible to students and

devoted to the thorough integration of teaching and research;

 a focus on undergraduate education that is unique for a major research university, with a

program of liberal arts that simultaneously prepares students for meaningful lives and

careers, broadens their outlooks, and helps form their characters and values;

 a graduate school that is unusual in its emphasis on doctoral education, while also

offering high quality masters programs in selected areas;

 a human scale that nurtures a strong sense of community, invites high levels of

engagement, and fosters personal communication;

 exceptional student aid programs at the undergraduate and graduate level that ensure

Princeton is affordable to all;

 a commitment to welcome, support, and engage students, faculty, and staff with a broad

range of backgrounds and experiences, and to encourage all members of the University

community to learn from the robust expression of diverse perspectives;

 a vibrant and immersive residential experience on a campus with a distinctive sense of

place that promotes interaction, reflection, and lifelong attachment;

 a commitment to prepare students for lives of service, civic engagement, and ethical

leadership; and

 an intensely engaged and generously supportive alumni community.

Stanford University

The Stanford University Founding Grant, dated November 11, 1885, outlines the founding

principles of the University. The Founding Grant describes the "Nature, Object, and Purposes of

the Institution" founded by Leland Stanford and Jane Lathrop Stanford in these terms:

Its nature, that of a university with such seminaries of learning as shall make it of the

highest grade, including mechanical institutes, museums, galleries of art, laboratories, and

conservatories, together with all things necessary for the study of agriculture in all its

branches, and for mechanical training, and the studies and exercises directed to the

cultivation and enlargement of the mind;

Its object, to qualify its students for personal success, and direct usefulness in life;

And its purposes, to promote the public welfare by exercising an influence in behalf of

humanity and civilization, teaching the blessings of liberty regulated by law, and

inculcating love and reverence for the great principles of government as derived from the

inalienable rights of man to life, liberty, and the pursuit of happiness.

Each of Stanford's seven schools has its own mission statement.

Stanford School of Engineering

Mission Statement - To seek solutions to important global problems and educate leaders who

will make the world a better place by using the power of engineering principles, techniques and

systems. We believe it is essential to educate engineers who possess not only deep technical

excellence, but the creativity, cultural awareness and entrepreneurial skills that come from

exposure to the liberal arts, business, medicine and other disciplines that are an integral part of

the Stanford experience.

Our key goals are to:

 Conduct curiosity-driven and problem-driven research that generates new knowledge and

produces discoveries that provide the foundations for future engineered systems

 Deliver world-class, research-based education to students, and broad-based training to

leaders in academia, industry, and society

 Drive technology transfer to Silicon Valley and beyond with deeply and broadly educated

people and transformative ideas that will improve our society and our world.

We also know that the engineering school of the future will look very different from what it

looks like today. So, in 2015, we embarked on what we believe was the first school-wide

strategic planning process. We brought together a wide range of stakeholders, including midcareer

faculty, students and staff, to address two fundamental questions: In what areas can the

School of Engineering make significant world‐changing impact, and how should the school be

configured to address the major opportunities and challenges of the future?

One key output of the process is a set of 10 broad, aspirational questions on areas where the

School of Engineering would like to have an impact in 20 years. The committee also returned

with a series of recommendations that outlined actions across three key areas –

research, education and culture – for how the school can deploy resources and create the

conditions for Stanford Engineering to have significant impact on those challenges.

Ten challenges where Stanford Engineering can have impact.

The Stanford Engineering Future committee received dozens of recommendations and ideas,

which were organized around 10 grand challenges where engineering can have an impact.

How do we create synergy between humans and engineered systems?

How good can we get at engineering living matter?

How do we secure everything?

How do we provide humanity with the affordable energy it needs and stabilize the climate?

How can we use autonomy to enable future engineering systems?

How do we sustain the exponential increase in information technology performance?

How can we engineer matter from atomic to macro scales?

How can engineering ensure that humanity flourishes in the cities of the future?

How do we engineer effective yet affordable healthcare everywhere?

How can we use our strength in computation and data analysis to drive innovation throughout

the university?

University of Cambridge School of Technology

Vision - "Advance the Frontiers of Technology"

The constituent academic departments in the School of Technology aspire to be internationally

top-ranking centres of excellence in the teaching and research of technological subjects.

Mission - "Provide Excellent Teaching and Perform Quality Research"

In pursuit of our vision, the School provides quality education at both undergraduate and

postgraduate level, so as to produce high-calibre graduates who will play leading roles in their

chosen careers; in industry, the professions and academia. Our students will be selected on

intellectual merit, regardless of gender, race and physical disabilities.

We aim to cultivate a well-balanced portfolio of research of the highest quality with a wide range

of interests. We will maintain our reputation for world-class research so as to attract the best staff

who will, in turn, enhance our international standing. With a clear focus on the advancement of

technology, we aim to lead the way both in the creation of wealth and in improving the quality of

life, by increasing the efficiency of existing technologies and by optimising the use of our natural

resources and, at the same time, preserving our environment.

University of California Berkeley, Engineering

Mission -

 To prepare our students for careers of leadership and innovation in engineering and

related fields.

 To deepen and broaden current knowledge through original research and to serve society

with technology and science.

 To benefit the public through service to industry, government and the engineering

professions.

Vision - We aim to educate and inspire leaders for the global economy who can marshal strong

entrepreneurial and management skills to match technological expertise. We believe the best new

technologies can be brought to bear on improving living conditions around the world. Never

before have there been so many opportunities for technological and scientific innovations to

make such a significant impact on health, sustainability, poverty and other global challenges.

University of California, Santa Barbara

Mission - The University of California, Santa Barbara is a leading research institution that also

provides a comprehensive liberal arts learning experience. Because teaching and research go

hand in hand at UC Santa Barbara, our students are full participants in an educational journey of

discovery that stimulates independent thought, critical reasoning, and creativity. Our academic

community of faculty, students and staff is characterized by a culture of interdisciplinary

collaboration that is responsive to the needs of our multicultural and global society. All of this

takes place within a living and learning environment like no other, as we draw inspiration from

the beauty and resources of UC Santa Barbara's extraordinary location at the edge of the Pacific

Ocean.

Times Higher Education World University Rankings of top engineering schools

Top level messaging:

1. MIT - innovation: new ideas, products, services, technologies.

2. Stanford - forefront of innovation, created Silicon Valley, thousands of companies, global

problem solutions, educate leaders.

3. UC Berkeley - dynamic, interdisciplinary, hands-on; creativity, imagination, social

commitment, tight knit village of entrepreneurs

4. Caltech - world-renowned and pioneering research and education advancing science and

engineering.

5. Princeton - solving global problems and preparing leaders; liberal arts integration, teaching

and research.

6. Cambridge - renowned teaching and research; addressing global challenges with science and

technology; collaboration

7. Oxford - all branches of engineering; employability of students; industry support; multidisciplinary;

no departmental boundaries.

8. Zurich - Where the future begins; international university; education, research, practice; Nobel

laureates.

9. Imperial - international leadership in engineering research and education; single campus,

multi-disciplinary collaboration.

10. UCLA - Birthplace of the Internet; grand challenges; innovation; knowledge to practice.

11. Georgia Tech - top public university; leading technology and science research; creating a

better world; campus life and career.

12. Carnegie Mellon - innovation and excellence in research and education; entrepreneurship.

13. Singapore - global engineering leaders; technology leadership; high-impact research.

14. UT Austin - grand challenges; economic progress; improves life; research and innovation.

15. Lausanne - Europe's most cosmopolitan technical university; Swiss calling to open up; broad

impact.

16. Michigan - big, many programs; public mission; academic excellence; technical leadership;

career preparation; creative community.

17. Cornell - change the world; make discoveries, educate leaders; problem finders not just

solvers; diverse; entrepreneurial.

18. Illinois (Urbana-Champaign) - innovation, leadership, entrepreneurship; career; academic

rigor, Midwestern culture.

19. Northwestern - Whole-brain engineers™; analysis and creativity; leadership, innovation,

world problems; design, entrepreneurship.

20. UC Santa Barbara - convergence of research and innovation.

NAE Grand Challenges:

Advance personalized learning

Make solar energy economical

Enhance virtual reality

Reverse-engineer the brain

Engineer better medicines

Advance health informatics

Restore and improve urban infrastructure

Secure cyberspace

Provide access to clean water

Provide energy from fusion

Prevent nuclear terror

Manage the nitrogen cycle

Develop carbon sequestration methods

Engineer tools for scientific discovery