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Disruption inevitably comes to all industries: some sooner and some later, but, in the end, there is no escaping the Grim Reaper of creative destruction. What Christensen and Eyring say about the aspirational and conforming behaviors of academics is both true, and ultimately debilitating, in terms of “industry” vitality.
Such conforming behaviors are further reinforced by accreditation committees, media rankings, journal editorships, and the “trickling-down” of academic actors, from leading schools to trailing schools, in positions of prominence as scholars and administrators. Along the pathway to upheaval within the education business, Christensen and Eyring provide a useful summary of the disruption model and an intriguing historical overview of Harvard University’s evolution as the leading incumbent in “the university industry.” What is striking about all of this is that the story of Harvard, and indeed the university industry as a whole, turns out to be faster-moving than is commonly perceived, marked by numerous spasms of innovation, each of which, in fact, has profoundly altered the accepted models of the university, without “disrupting” the industry, or the “caste system” of institutional players.
This opportunity was not seized by Christensen and Eyring, and so instead of considering “lead-users” we find ourselves looking at an early adopter, and an unusual comparison at that. Here’s the rub: early adopters are already “institutionalized” into the incumbent industry leaders’ worlds. They are useful at identifying emerging trends, but emerging trends within the existing game. Reduced costs-per-student [despite higher educational program-customization available] — think mass customization. Increased student responsibility — think repositioning of value-adding activities along a value-chain.
There should be little doubt that all of this is impressive, and even a casual glance at the list indicates the sorts of “constrained-embellishments”, lower-priced, more-modest offerings that have characterized so much of Christensen’s  work on disruption in the past — offerings that are more “appropriate” to the desires of the mass-market consumer than are the “over-engineered” ever-more advanced offerings of industry incumbents.
Yet, no matter how interesting the story of Ricks College might be, a comparison between Ricks and Harvard simply is not convincing. After all, does anyone still believe that classroom-centric instruction will continue to dominate the world of higher-education as it has in the past? It could well be that the “certificate” programs of such leading institutions could come to represent an entirely new category in educational offerings which might someday soon rival the power of the traditional diploma. However, in the spirit of new approaches to learning, I would not set-out to read this book linearly or even completely. USA Book News announced that Selling Change, 101 Secrets for Growing Sales by Leading Change, by Brett Clay, won two awards in its “Best Books 2010” awards. Separately, Selling Power Magazine has selected Selling Change as one of the “Best Books to Help Your Team Succeed in 2011,” which appeared in the December issue of Selling Power Magazine. Jeff Keen, president and CEO of USA Book News said, “We look for the books that set the standards of excellence in the publishing industry.
Keen continued, "Selling Change, by Brett Clay, is the book that sets the standard of excellence in the sales category.

Brett Clay, author of Selling Change, said, “I’m very passionate about the power of change to unlock opportunity and help people and organizations achieve their goals.
Selling Change, 101 Secrets for Growing Sales by Leading Change’, by Brett Clay, Non-fiction, Hardcover, $22.95, ISBN 978-0982295236, Available wherever books are sold. Reach out to the author: contact and available social following information is listed in the top-right of all news releases. In the new book The Innovative University: Changing the DNA of Higher Education From the Inside Out, Clayton Christensen and Henry Eyring explore why this is inevitable and what traditional universities and colleges can do about it. In just the last few years, no matter whether is was: photography, recorded music, book publishing, mobile phones, personal digital assistants, or postal services, what we have witnessed over and over again is that the venerated industry incumbents have proven to be dead men walking when it comes to their [in]ability to rise to the challenges of disruption. How could you not when the pain of being disrupted is so ubiquitous — Nokia, RIM, Borders, Kodak, Sony, etc.
The contemporary university is well-recognized as a mainstay of modern society, but, at the same time, is criticized for its expensiveness, its lack of productivity, its risk-aversion, and for the slowness of its reactions to societal needs. In many ways, if this industry is about to be disrupted, it won’t entirely be because of a lack of tradition in trying to do so by the industry leaders, themselves. Sufficient to say that the arrival of former Harvard Business School Dean and Operations Management faculty member, Kim Clark, as President of BYU-I, has led to an additional host of “procedural” innovations to move the execution of institutional aspirations along quicker and more effectively. My sense is that, as William Gibson prophesied, the real lead-users are all around us already. My feeling is that the future will be more like a kaleidoscopic world of multiple learning touch-points, where traditional content will be fractionalized and then recombined in ways that suit a multitude of learning needs and styles.
Equally intriguing is the world of “augmented reality,”[4] which might never actually prove scalable for academic life, but which could offer insights into how you and I might learn more effectively in the future.
Furthermore, despite my misgivings about this book, I still believe in Christensen’s model of disruption. There are fragments of it that are well-worth reading, especially for the university administrator who desires to avoid extinction, but at some level any book is just another package for ideas, and in such cases you should exercise discretion as to which of those ideas you commit attention to. He is program director for two of IMD’s flagship Innovation programs as well as teaching in several other senior executive programs. I agree with much of what you say, and while I don’t presume to speak for Christensen, my guess is that he would agree with you as well. Selling Change was named the winner of the Best Sales Book category and a finalist in the Best Management and Leadership Book category. Selling Change was named the winner of the Best Sales Book category and a finalist in the Best Management and Leadership category.
Selling Change shows how to not just adapt to change, but how to make change happen to achieve your goals. Containing interviews with leaders in the field such as the founders of Airbnb and ZipCar, this book is for anyone looking to prepare or profit from the disturbances ahead.

A casual reflection on this list suggests an obvious “potential disruption victim” in the making.
We are all a bit poorer for it, and the incumbents within the industry are more vulnerable to surprise, as a result.
It is not much of a stretch to fit such entrepreneurial behaviors to Christensen’s disruption model to see where the principal logic of the book might lie.
Lead users, on the other hand, are not even interested in our industry — they just want to fix their problems, and in that fixing often lies the seeds of complete revolution.
Is this truly a case of “disruption” in the spirit of ever-smaller hard drives, or mini-mills replacing integrated steel facilities?
They are living in the future, struggling with the issues that we will all struggle with eventually. Here is where I think that BYU-I is less of a guide to Harvard’s future than might be some other lead-user organizations from way outside of the academic world. This book contains valuable insights into the future of university education, they are just not evenly distributed. He has a career that spans many industries (including WHO) and geographies and has deep knowledge of China, where he has worked extensively. The USA Book News awards add to a growing list of awards for the book, including the IPPY Gold Medal, naming it the best business book of 2010, and awards from Indie Excellence Awards and Next Generation Indie Book Awards. First, Selling Change contains real thought leadership, providing a fresh, new perspective on sales and leadership. It might be a useful example of how to squeeze higher productivity out of the existing conventional model of university work, but it’s hard to suggest that what we seeing at BYU-I is the start of a new “S-curve”. In this spirit, what I would be thinking is not so much about innovation within the existing university model of to improve physical and faculty asset utilization, but considering, instead, those extra-university efforts at creating radically new content and means of access. Secondly, the book’s design breaks complex, abstract principles into an easy-to-read format that can be used as a handbook for easy reference.
In fact, my complete acceptance of the dogma of disruption is rooted firmly in the thoughts of seers such as Joseph Schumpeter and Clay Christensen. Eyring, attribute the vulnerability of contemporary universities to what they refer to as its “DNA”, which they suggest is shared not only by the leading institutions in a society [although, to be fair, their analysis is devoted exclusively to U.S. So, it was with considerable foreboding that I opened Christensen’s latest book and contemplated his thoughts on the state of my own industry: university education. My sense is that the book is stirring up discussion about the need for disruptive innovation in higher ed, and that’s a good thing!

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