Posts Tagged ‘digital innovation’

disruption innovation

https://www.newyorker.com/magazine/2014/06/23/the-disruption-machine

Michael Porter, a professor at the Harvard Business School. The scholar who in some respects became his successor, Clayton M. Christensen, entered a doctoral program at the Harvard Business School in 1989 and joined the faculty in 1992. Christensen was interested in why companies fail. In his 1997 book, “The Innovator’s Dilemma,” he argued that, very often, it isn’t because their executives made bad decisions but because they made good good decisions, the same kind of good decisions that had made those companies successful for decades. (The “innovator’s dilemma” is that “doing the right thing is the wrong thing.”)

Christensen called “disruptive innovation”: the selling of a cheaper, poorer-quality product that initially reaches less profitable customers but eventually takes over and devours an entire industry.

Christensen has co-written books urging disruptive innovation in higher education (“The Innovative University”), public schools (“Disrupting Class”), and health care (“The Innovator’s Prescription”).

Startups are ruthless and leaderless and unrestrained, and they seem so tiny and powerless, until you realize, but only after it’s too late, that they’re devastatingly dangerous: Bang! Ka-boom! Think of it this way: the Times is a nation-state; BuzzFeed is stateless. Disruptive innovation is competitive strategy for an age seized by terror.

Replacing “progress” with “innovation” skirts the question of whether a novelty is an improvement: the world may not be getting better and better but our devices are getting newer and newer.

The word “innovate”—to make new—used to have chiefly negative connotations: it signified excessive novelty, without purpose or end.

Joseph Schumpeter, in his landmark study of business cycles, used the word to mean bringing new products to market, a usage that spread slowly, and only in the specialized literatures of economics and business.

Disruptive innovation can reliably be seen only after the fact.

Christensen has compared the theory of disruptive innovation to a theory of nature: the theory of evolution. But among the many differences between disruption and evolution is that the advocates of disruption have an affinity for circular arguments.

Like the bursting of the dot-com bubble, the meltdown didn’t dim the fervor for disruption; instead, it fuelled it, because these products of disruption contributed to the panic on which the theory of disruption thrives.

People aren’t disk drives. Public schools, colleges and universities, churches, museums, and many hospitals, all of which have been subjected to disruptive innovation, have revenues and expenses and infrastructures, but they aren’t industries in the same way that manufacturers of hard-disk drives or truck engines or drygoods are industries. Journalism isn’t an industry in that sense, either.

Historically, institutions like museums, hospitals, schools, and universities have been supported by patronage, donations made by individuals or funding from church or state. The press has generally supported itself by charging subscribers and selling advertising. (Underwriting by corporations and foundations is a funding source of more recent vintage.) Charging for admission, membership, subscriptions and, for some, earning profits are similarities these institutions have with businesses. Still, that doesn’t make them industries, which turn things into commodities and sell them for gain.

Christensen and Eyring’s recommendations for the disruption of the modern university include a “mix of face-to-face and online learning.” The publication of “The Innovative University,” in 2011, contributed to a frenzy for Massive Open Online Courses, or moocs, at colleges and universities across the country, including a collaboration between Harvard and M.I.T., which was announced in May of 2012. Shortly afterward, the University of Virginia’s panicked board of trustees attempted to fire the president, charging her with jeopardizing the institution’s future by failing to disruptively innovate with sufficient speed;

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more on Clayton Christensen in this IMS blog
https://blog.stcloudstate.edu/ims?s=clayton

educators and innovation

What Educators Really Think About Innovation (Infographic)

January 8, 2019

https://www.edweek.org/ew/articles/2019/01/09/what-educators-really-think-about-innovation-infographic.html

In October 2018, the Education Week Research Center conducted a nationally representative online survey of nearly 500 K-12 teachers, principals, and district leaders to learn more about their views on innovation—a common buzzword that was defined in the survey as “the introduction and/or creation of new ideas or methods.”

educators and innovation

digital innovation liberal arts

The Secret to Digital Innovation in the Liberal Arts

Small liberal arts colleges looking to innovate with technology in education are finding strength in numbers.

By David Raths 12/12/16

https://campustechnology.com/Articles/2016/12/12/The-Secret-to-Digital-Innovation-in-the-Liberal-Arts.aspx

During a Dec. 8 Future Trends Forum video chat hosted by futurist Bryan Alexander, several liberal arts technology leaders spoke about their efforts to define their colleges’ approach to digital innovation.

As an example of a more promising liberal arts partnership, Eshleman pointed to LACOL, the Liberal Arts Consortium for Online Learning. LACOL’s nine member institutions comprise Amherst, Bryn Mawr, Carleton, Haverford, Pomona, Swarthmore, Vassar, Washington and Lee and Williams. LACOL is an effort to create an experimental framework that supports project work across the nine campuses. There are interesting experiments happening on each campus, and LACOL provides opportunities to use a digital network to take those to a new level, said Elizabeth Evans, LACOL’s director, who joined Eshleman on the Future Trends Forum virtual stage to describe the consortium’s setup.

This involves a multi-campus team of faculty and instructional designers, all organized around a central project, which has its ups and downs, she added.

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She is starting to work with Davidson’s Center for Interdisciplinary Studies and an entrepreneurship initiative to foster projects that are “bottom-up from students, faculty and staff who want to experiment with models of innovation.”

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She said she has learned to keep the focus off of technology initially. She asks faculty members to think about what have they wanted to do around student learning and why. “It is about that first, and technology second,” she stressed, adding that she has moved away from quantitative evaluation of projects and more toward storytelling.

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more on digital innovation in this IMS blog
https://blog.stcloudstate.edu/ims?s=digital+innovation