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As a result these platforms are fueling collaboration among Higher Education centers. Disruptive innovation. These online, mega-universities are growing at double digit annual rates and are already some of the largest institutions in the United States. That is a shocking amount of money, but when you learn that Coursera has over 35 million people registered as learners and launched 800 new courses last year alone, it becomes a bit easier to imagine where this value comes from. This is a part of a 4 course series supported by CHEIA. When we read articles about how taxi companies or the publishing and music industries respond to the disruptions they face, it often appears that their response is slow and completely inadequate; it basically looks like they are rearranging the deck chairs on the Titanic. Some customers are high end, very demanding, and willin… Higher education is considered a sustaining innovation. The traditional student who lives in a dorm and graduates with a bachelor’s degree in four years is fast becoming the minority. On the inside, these companies may perceive that they are working hard to respond to external threats. Distinction:  Simultaneously, universities should focus on ways to become more distinctive. Take, for example, the disruption of traditional taxis by ride sharing companies. What is Driving Increasing Cost in Higher Education? Indeed, a core conclusion of Clayton Christenson’s disruption theory is that institutions that address the needs of “niche” student populations (rural, first generation, non-traditional) are developing nimbleness to better meet external challenges. Christensen’s work encourages us to pay particular attention to the rising tide of disruptive innovators, both as a threat and as a source of inspiration. Those connections will create a favorable feedback loop that builds career on-ramps for our students. 28. More generally, and perhaps most importantly, the academy needs to embrace news ways of imagining and navigating the future. Course Description. Higher Education has not seen this much productivity increase. In contrast, Idaho students enrolled in Western Governors has increased from a handful five years ago to over 2,000 students today. This is an area of change that can be exciting for many faculty and administrators. Successful institutions will likely be those that better serve the increasingly diverse educational aspirations of our students. They are using a radically different approach to education (online delivery) that is substantially cheaper. Disruptive innovation is not something that starts out in a large, mass production style, but more of a small market where it grows and flourishes until the larger market takes notice. Online degree delivery removes the monopoly of “place” long held by higher education. This paper examines disruptive innovation in higher education and specifically theincorporation of the professional doctorate. Luckily, transformative educational experiences are already happening everyday on our campuses. In our academic world, the potential disruptive newcomers come in a variety of forms, but perhaps the most visible are the emerging mega-online universities like Western Governors, Southern New Hampshire and the online corporate versions like Coursera. According to Christensen’s disruptive innovation theory markets are disrupted when new entrants figure out an innovative way to provide a “simpler” product to a wider set of buyers at a more affordable price. Second, disruptive innovation is the mechanism for bringing about a personalized education system. When the established companies/organizations finally realize what is happening, their existing cultures and infrastructure hinder the needed pivot, and they are pushed to extinction. Prior to joining the College of Innovation and Design, Shawn was a professor in the Department of Geosciences at Boise State. Clayton Christensen, the leading expert on “disruptive innovation,” has written at least two books specifically focused on education. Some folks have used the “failure” of Massively Open Online Courses (MOOCs) to rapidly disrupt Higher Ed to discount the threat that innovative “outsiders” pose to higher education. Or take the Minerva Project. Unfortunately, that type of personalization has historically been too expensive to provide. Online learning technology has done a significant job of changing how higher education institutions operate, educate, and innovate over the past few years. Quite the contrary, the rapid pace of innovation in education provides incredible opportunities. Rather, it has been to treat the industry's challenges, at their core, as problems of managing innovation effectively. Increasing the synergistic relationship with the surrounding community infuses the design aspirations that underlie Arizona State University’s rise to distinction. Harvard Business Professor Clayton Christensen, best known for his work on “disruptive innovation,” passed away on January 23. With nearly $150 million in start-up funding and around 1,000 students, they are able to make significant investments in developing approaches and technology to raise the quality of the online experience. The authors therefore examine the industry through the lenses of the theories that have emerged from research on innovation. We are laser-focused on improving access to Higher Ed for a broad swath of students, making education affordable, and ensuring our students are successful beyond graduation. Physical campuses need to transition from their current primary role of assembly line curriculum delivery, because that element of the educational enterprise will be better and cheaper online. 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