Showing posts with label educational organizations. Show all posts
Showing posts with label educational organizations. Show all posts

Monday, June 16, 2014

Toward Disruption of Disruption

Disruption's a magical buzzword these days, uncritically seized upon wherever you go. Far more than it ever was with new technologies, anyone who raises questions is an obvious counter-revolutionary, a luddite, a fan of the inefficient status quo. There's precious little quality critical thinking around innovations like taxi apps, selling restaurant reservations, and market regulation - most of the discourse is either bandwagon fandom or knee-jerk anti-ism. Lepore, more a cultural than economic historian, seems to get the organizational and economic sociology of disruption and contributes a useful bit of provocation into an otherwise too often one-sided conversation.

From The New Yorker

ANNALS OF ENTERPRISE

THE DISRUPTION MACHINE

What the gospel of innovation gets wrong.

BY JUNE 23, 2014

In the last years of the nineteen-eighties, I worked not at startups but at what might be called finish-downs. Tech companies that were dying would hire temps—college students and new graduates—to do what little was left of the work of the employees they’d laid off. This was in Cambridge, near M.I.T. .... We’d work a month here, a week there. There wasn’t much to do. Mainly, we sat at our desks and wrote wishy-washy poems on keyboards manufactured by Digital Equipment Corporation, left one another sly messages on pink While You Were Out sticky notes, swapped paperback novels—Kurt Vonnegut, Margaret Atwood, Gabriel García Márquez, that kind of thing—and, during lunch hour, had assignations in empty, unlocked offices. At Polaroid, I once found a Bantam Books edition of “Steppenwolf” in a clogged sink in an employees’ bathroom, floating like a raft. “In his heart he was not a man, but a wolf of the steppes,” it said on the bloated cover. The rest was unreadable.

...

Porter was interested in how companies succeed. ... Clayton M. 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 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.”)

...

In “The Innovative University,” ... Christensen and Eyring wrote, “will allow us to move beyond the forlorn language of crisis to hopeful and practical strategies for success.” ... Christensen and Eyring’s recommendations for the disruption of the modern university include a “mix of face-to-face and online learning.” The publication ... in 2011, contributed to a frenzy for Massive Open Online Courses.... 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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Tuesday, March 18, 2014

From the Majoring in the 21st Century Blog

(Not 95) Theses on General Education, etc.


General Education reform has a long history in higher education of being a no-win zone. Correct that: in any given GenEd campaign there is often a player or group of players (e.g., an administrator or administrator want-to-be who gets credit for shepherding the program through to approval (and to be fair, it's probably good training) or a department that gets a influx of resources it will never lose (even when GE is next revised) or a group of faculty who have opted out of discipline-based work and now rise to institutional importance) who manage to get something out of it.

The kudos and benefits, though, are almost never dependent on whether the program actually works and there is never any accountability for problems associated with the diversion of time, energy, and resources required by the program.

I share the Camelot-esque urge to champion the life of the mind, to fight against the forces of mediocrity in the modern world, really educate our students for the 21st century, and just generally to work for a better tomorrow, but I've seen this windmill tilted at too many times not to offer some ideas, collected over the years, about GenEd revisions. Offered partly in the spirit of provocation and healthy debate, but mostly on the (naive) optimistic belief that it IS possible to do better at higher education reform than is usually the case. The problem is that the ruts in the road are deep ones indeed.