All investors love disruption. This is the new mantra, a sales pitch that can't be denied: The dot-com era's 'dent in the universe' has lately become 'disruption'.
Clayton Christensen should be worried. The history of management ideas is replete with examples of oversell. And, indeed, oversold ideas die quickly thereafter. The insight of disruption is a great idea, but when it is slapped around on everything, it loses its meaning. One would suspect that such a disruptive moment has now come to disruption.
One case in point is the discussion about higher education. Everyone wants to disrupt higher education. Even the great and the good have caught up with the 'D' word. But wasn't Christensen's original insight about low quality, low price products disrupting the market leaders because they had overshot the customers' requirements and become unnecessarily expensive? Anyone for low quality education? Can Silicon Valley beat the price points education is available in the developing countries, where 'non-users' really are?
One can say that you don't have to use 'disruption' in strict academic sense, but that's where the problem starts. An idea stops being an idea when its contents are emptied and the word is used as a label. That's what is happening to the 'D' word, and nowhere more than in Education.
The question to ask therefore is : Does Higher Education need disruption?
There are lots of complaints about higher education - that it does not serve the professed goals (whatever they are), it perpetuates privilege rather than creating possibilities, the infrastructure is often poor etc. But, indeed, all these complaints point to a need for improvement, rather than disruption. In fact, the problem of non-use in higher education is closely linked to underperformance - if education delivered what it was supposed to, the problem of non-use will perhaps go away.
This gets more complicated when the For-Profits of the Western world attempt to 'disrupt' the education in developing countries. There is some justification for 'disruption' because there is evidence of non-use. There is not enough capacity in some countries, and other places it is plain crazy, like the entire country of Liberia (more precisely, its students) failed to get through university admissions examination in 2013 (see story). Indeed, there are people who can't go to the university. This makes a good case (at last!) for disruption.
However, this disruption must come from within than without. Disruption, if we stick to what we know of it, comes from the lower end of the spectrum, when someone comes up and offers a solution to mop up the demand at the lower end. This can happen in these countries through their non-higher education training providers, who may create a cheap and accessible solution, but not Higher Ed, and serve these students. The way 'disruption' is supposed to work is that once these providers have got the mass, they climb the respectability level and start challenging the established players. However, the current Wall Street formula of disruption, that some Western University will descend on the masses with an overpriced course and turn the non-user into users is stretching the idea too far.
The disruption in Higher Education in developing countries, therefore, may not come from Western For-profits, but their own low priced providers who are trying to offer alternatives to Higher Ed. Often these are low quality providers: In fact, in most cases, they are fairly low quality, which is indeed the hallmark of disruption. The potential disruption of Higher Ed is supposed to come from its fringe, from the likes of Notting Hill College (website), which offers a plethora of programmes at a very cheap cost across the gulf and middle east, which is really an Egyptian entity with an improbable English name [or, Eton University (website), its sister entity, a non-existent university, offering degrees no one will recognise]. Of course, all players with disruptive potential may not disrupt, for lack of vision or strategic sophistication. There are some who will give in to the easy charm of selling certification and will not have appetite for global conquest. But the others, like UTS Global (website), which does online skills certifications outside university programmes, may eventually go on to become more serious players once they have sorted out the quality of their programmes.
One can possibly argue that the disruption idea isn't applicable in education. This is because the degrees are often the markers of social privilege than any commensurable measurement of ability. Its social value makes it a luxury good of a sort, which may operate under slightly different norms than those which offer pure utilitarian outcomes. This is a subject to be debated, but from a pure business standpoint, higher education and degrees may be considered two different product categories, one of which may be less susceptible to disruption.
Christensen Institute's latest paper (See here) does not make any such distinction, indeed. But this may be a detail worth debating about, rather than slapping the label of 'disruption' on anything and everything.
Popular posts from this blog
A friend has recently forwarded me a quote from Lord Macaulay's speech in the British Parliament on 2nd February 1835. I reproduce the quote below: "I have traveled across the length and breadth of India and I have not seen one person who is a beggar, who is a thief. Such wealth I have seen in this country, such high moral values, people of such calibre, that I do not think we would ever conquer this country, unless we break the very backbone of this nation, which is her spiritual and cultural heritage, and, therefore, I propose that we replace her old and ancient education system, her culture, for if the Indians think that all that is foreign and English is good and greater than their own, they will lose their self-esteem, their native self-culture and they will become what we want them, a truly dominated nation." The email requested me to forward me to every indian I know. I was tempted, but there were two oddities about this quote. First, the language, which
Nations are ideas. We try to fashion them as territories. But how can a river, a mountain ridge or sometimes an imaginary line in the middle of a field can explain the wide division in the lives, thoughts and futures of the people who live on different sides? Nations are not the people too. Indeed, people build nations and become its body. But the soul of the nation is an idea: People come together on an idea to build a nation. While that's what a modern nation is - an idea - and that way exceptionalism is not an American exception, very few nations are as completely defined by an idea as Pakistan. There was hardly any political, geographic or military rationale of Pakistan other than the idea of an Islamic homeland in South Asia. [In that way, the ideological brother of Pakistan in the family of nations is Israel] This, abated by the short term political calculations of some backroom colonialists, created a modern state which must be solely sustained on that singular idea. Religi
This post is a reaction to Aatish Taseer's evocative obituary of secular India in the Atlantic ( read here ). While I agree with it mostly - and share the reservations about the direction and the future of India - I differ with the author on one key aspect: I do not agree with his portrayal of a resurgent Bharat eating up a secular India. In fact, I believe while Mr Taseer regrets the Indian elite's loss of connection with the realities of day to day life of the country, his very presentation of Bharat and India as oppositional entities stems from that incomprehension. While I understand that he is only using these categories as RSS uses them - to effectively other the English-speaking elites and non-Hindus - I believe it is a mistake to describe the profound changes in contemporary India as the ascendance of Bharat. I grew up in Bharat. I never learnt English until late in life, when I started working. My growing-up world was one of small-town India, vernacu
Today, Helen Goddard, 26, a highly popular music teacher of a City School for Girls, has been sentenced to 15 months in prison. Her crime was to carry out a year long lesbian affair with one of her pupils, who appeared in the court and admitted that the affair was consensual and it was she who pressured Helen into the affair. For Helen, a bright musician and a devout Chistian, this is an extraordinary lapse of judgement. Also, she was teaching in the £13,000 private girls only school in London. She was surely aware what the consequences of her action will be. The fact that she still could not stop herself tells us that lovers do not always act rationally, something we always knew. There is more in this affair than personal tragedies. For a start, this has all the dramatic elements: a bright, beautiful teacher more in Julia Roberts mould [as in Mona Lisa Smile], a stiff upper lip school [not unlike Wellesley] and a story like Notes On A Scandal with an added twist. Indeed, Helen was gui
Introduction : The Business of Gift Giving Business gift giving has always been common and contentious at the same time. Business gifts are usually seen as an ‘advertising, sales promotion and marketing communication medium’ (Cooper et al , 1991). Arunthanes et al (1994) points out that such gifting is practised usually for three reasons: (a) in appreciation for past client relationships, placing a new order, referrals to other clients, etc.; (b) in the hopes of creating a positive, first impression which might help to establish an initial business relationship; and (c) giving may be perceived as a quid Pro quo (i.e. returning a favour or expecting a favour in return for something). The practitioners of gift-giving generally argue that doing business is often an aggregation of personal interactions and relationships, and gift-giving should be seen as a natural way of maintaining and enhancing these relationships. ‘Business gifts, especially one given in the course of the festive s
In most societies today, making profits are accepted as moral, if not especially praiseworthy. This was not as obvious as it appears today – people used to be embarrassed about making a profit not so long ago. Crazy as it seems today, it is worth thinking why it was so. Profits, as economists will put it, is the reward for risk-taking, for putting a business enterprise together in the pursuit of an objective. In this definition, remember, profits are not what it is commonly understood to be – the gross middle-line towards the bottom – but a figure net of entrepreneur’s earning [wages for his labour], dividends and interests on borrowed capital, and provisions for building and other physical assets [a sort of rent, offsetting what these assets could have earned if leased out]. This pure profit – surplus – accrues to a business as a reward to its organisation, for the act of entrepreneurship itself. Economists were divided on how this surplus comes about. The conventional wisdom was, as
A lot of conversations about Kolkata is about its past; I want to talk about its future. Most conversations about Kolkata is about its decline - its golden moments and how times changed; I want to talk about its rise, how its best may lie ahead and how we can change the times. In place of pessimism, I seek optimism; instead of inertia, I am looking for imagination. It is not about catching up, I am arguing; it is about making a new path altogether. It had, indeed it had, a glorious past: One of the first Asian cities to reach a million population, the Capital of British India, the cradle of an Enlightened Age and a new politics of Cosmopolitanism. And, it had stumbled - losing the hinterland that supplied its Jute factories, overwhelmed by the refugees that came after the partition, devoid of its professional class who chose to emigrate - the City's commercial and professional culture evaporated in a generation, and it transformed into a corrupt and inefficien
Introduction Erna Petri née Kürbs, a farmer’s daughter from Herressen in Thuringia, arrived in Ukraine with her three year old son to join her husband Horst in June 1942. Horst, an SS leader inspired by Nazi ideologue Dr Richard Walter Darré, settled in the plantation of Grzenda, just outside today’s Lviv, to become a German Gentleman-Farmer. Erna saw Horst beating and abusing the workers in the plantation within two days of arriving there, which was, as Horst explained, necessary for establishing authority. Erna joined in enthusiastically, settling into a combination of roles of ‘plantation mistress, prairie Madonna in apron-covered dress lording over slave labourers, infant-carrying, gun-wielding Hausfrau.’  However, there were clear rules in the plantation, and Erna was very much expected to play the woman’s role of being a Cake-and-Coffee hostess. When four Jews were caught in the estate while trying to escape from a transport to a death camp, Horst told Erna and her female
Introduction: Hastings in the history of Indian Education Whether or not one includes Warren Hastings in the history of Education in India is a matter of perspective. If writing the history of education means writing the history of schools, the impact of Hastings' administration would be quite limited. If anything, the rapid implosion of local rulers in Eastern, Southern and Northern India during Hastings' tenure had meant a bleak period for the indigenous education system, as patronage and funds would have dwindled away for many of them. The Company administration really concerned itself with the schooling of the natives only after 1813, as Nurullah and Naik rightly pointed out ( see my earlier post ) and one can legitimately start the story at this point. However, if history of Education in India is to encompass the transformation of Indian Scholarship, on which foundation the new, colonial, system of Education would be built, the story must start with Warren Hast
The story of British influence on Indian Education, to which Macaulay's Minutes of 1835 belong, has been told in six distinct phases. Syed Nurullah and J P Naik's very popular and influential History of Indian Education calls these 'six acts' of the drama: From the beginning of Eighteenth Century to 1813 The British East India Company received its charter in 1600 but its activities did not include any Educational engagement till the Charter Act of 1698, which required the Company to maintain priests and schools, for its own staff and their children. And, so it was until the renewal of its charter in 1813, when the evangelical influence led to insistence of expansion of educational activities and allowing priests back into company territory. From 1813 to Wood's Education Despatch of 1854 The renewal of Charter in 1813 re-opened the debate, which seemed to have been settled in the early years of the company administration, between the Orientalis
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.