The Evolving University: Disruptive Change and Institutional Innovation

Abstract

This conceptual paper extends the traditional view of disruptive change, which considers the effects of rivalry between an incumbent and new entrant firm, by examining the impact of disruption upon the 'innovation ecosystem' in its entirety-the group of organisations that collaborate in creating a holistic value proposition for the end-user. Following Adner's "ecosystem-as-structure" perspective, we develop propositions that anticipate structural differences between incumbent and disruptive innovation ecosystems, and then review these propositions in the context of three historical, disruptive innovation cases; Bakelite (a synthetic plastic), microwave oven, and photocopier. Through these cases, we illustrate that the manner of innovation ecosystem reconfiguration is likely to depend on the design attributes of the product, as well as the type of disruption experienced. We conclude by reflecting upon contemporary cases of disruption enabled through digital technologies, and proposing a framework that can guide future research.

A systematic mapping on gamification applied to education

“…Playful design is using game-based aesthetics or limited usability based on game elements in non-game contexts with the purpose of drawing the user's attention [1]. These elements are used to amuse users and cause an emotional response.…”

Who Takes MOOCs?

“…For a fraction of the cost, MOOCs promised to upend an inefficient and expensive university business model (C. M. Christensen, Horn, Caldera, & Soares, ; Selwyn & Bulfin, ). They provided an alternative path for nontraditional students to take college courses as tools of social mobility—everyone from the displaced U.S. worker in a rural town in need of college‐level job training (Baker, Bujak, & Demillo, ; C. M. Christensen et al., ), the next generation worker in Brazil eager to participate in the global knowledge economy (McAuley, Stewart, Siemens, & Cormier, ), and the tech‐savvy do‐it‐yourself millennial who grew up navigating social networks (Kamenetz, ).…”

Exploring MOOC from education and Information Systems perspectives: a short literature review

“…The differences between cMOOCs and xMOOCs show that each one has its own type of learners; however, in order to provide comprehensive and effective teaching and learning, the strengths of both types should be considered when planning these platforms. (Baker, Bujak, and DeMillo 2012) Massively open online courses (MOOCs), a virtual delivery model that allows participation in learning activities at convenient places and times, rather than forcing students into set timeframes; blended learning, which combines online and face-to-face interactions, which can facilitate widespread, often global collaboration with other students and teams of specialized instructors; and Gamification which applies game-driven structures and incentives to learning. (Bernhard et al 2013) Gaebel (2013) xMOOC focus on knowledge duplication (declarative knowledge) (Bernhard et al 2013;Daniel 2012;Gaebel 2013;Rodriguez 2012;Siemens 2012;Stevens 2013).…”

“…For example, Clarà and Barberà (2013) explain that connectivism is not a valid learning theory, and argue that xMOOCs are adopting old behavioral pedagogies; therefore, they believe there is an urgent need to build an adequate pedagogy for MOOCs, based on a valid learning theory. (Baker, Bujak, and DeMillo 2012;Kop 2011;Rodriguez 2012) Social media models for e-collaboration (Bernhard et al 2013) Item response theory (Meyer and Zhu 2013) …”