1. Leadership through
Innovation

2. Innovation: Incremental and
Disruptive

3.  Continuous improvement achieves (near) perfection. Think
Toyota. None of its innovations were particularly disruptive
to automobile design, but, the company achieved near
perfect quality.
 Incremental innovation can produce disruptive effects.
 Returning to Toyota, consider the disruption of Toyota
quality to the US’s Big Three automakers; and ultimately, to
European car makers when Big Three quality approached
that of Toyota.
 Incremental innovation is far more sustainable a business
model. Hardly any company can be a disruptive innovator.
 Saito bemoaned “miles of dead, burned-out companies”
that pinned their hopes on the next iPod.

4.  It anticipates unmet needs, rather than fulfill old ones.
 Incremental innovation would have made a healthier horse,
whereas disruptive innovation begat the automobile.
 Disruptive innovation has a cascading effect of possibilities.
 The Internet began as a method of communication, which
begat search engines (replacing encyclopedia) and online
collaboration (bringing globally diverse teams together),
and made way for thousands of companies and millions of
jobs.
 Disruptive innovation draws upon a collective
consciousness, where incremental innovations rely upon
thousands of good and small ideas from a closed ecosystem
(like the Toyota employee base).
 The Internet is improved and innovated in a continuous
feedback cycle, across a global ecosystem of companies and
users.

5. “The Innovator’s Dilemma is
absolutely brilliant. Clayton
Christensen provides an
insightful analysis of changing
technology and its importance
to a company’s future success. I
highly recommend this book for
anyone interested in business or
entrepreneurship.”
— Michael R. Bloomberg

6. The Innovator’s Dilemma
presents a set of rules for
capitalizing on the phenomenon
of disruptive innovation:
 When it is right not to listen to
customers.
 When to invest in developing
lower-performance products
that promise lower margins.
 When to pursue small markets
at the expense of seemingly
larger and more lucrative ones.

7. “This book lives up to its promise: more than
an engrossing read shot through with
Christensen’s rigorous thinking and
trademark clarity, it’s a valuable tool for
every aspiring upstart.” — Fast Company
“The Innovator’s Solution teaches
companies to become the hunter instead of
the prey.” — Newsweek
“Fresh thinking aplenty… nothing less than
a handbook for managers who would rather
disrupt than be disrupted.” — Financial Times

8. “The Innovator’s DNA sheds new light on the
once-mysterious art of innovation by showing
that successful innovators exhibit common
behavioral habits—habits that can boost
anyone’s creative capacity.”
— STEPHEN R. COVEY
“The Innovator’s DNA is the ‘how to’ manual to
innovation, and to the fresh thinking that is the
root of innovation. It has dozens of simple tricks
that any person and any team can use today to
discover the fresh ideas to solve the important
problems. Buy it now and read it tonight.
Tomorrow you will learn more, create
more, inspire more.”
— SCOTT D. COOK

9. “Innovation is at once important for
business success but somehow daunting
to many companies. The other side of
Innovation shows — using practical
examples and ideas and clear writing —
how to marry the company’s core
business with new activities. With its
emphasis on the importance of
implementation, the book provides a
wonderful complement to the emphasis
on creativity and discovery so common
in the innovation literature.”
— Jefrey Pfeffer

10. “Innovation – the process of
taking new ideas through to
satisfied customers – is the
lifeblood of any organization
today. Nothing stultifies a
company and the individuals
working in it more than a lack of
interest in positive change. You
cannot stand still: either you go
backwards or move forwards.”

11. The Nine Lives of Innovation
include:
 Focus: tune out the distracting
“noises” of everyday life.
 Preparedness: be ready to
spring when you least expect it.
 Perspective: break from the
tired old way of looking at things.
 Intellectual Provocation:
everything is fascinating … if you
know where to look.

12. “A breakthrough for the
genre… Peters is not only
the father of the
postmodern corporation …
he may well have produced
the first piece of
postmodern management
literature.”
— Los Angeles Times

13. “In today’s ever-changing
economic landscape,
innovation has become even
more of a key factor
influencing strategic planning.
This helpful volume will help
the reader recognize and seize
innovation opportunities.”

14. ‘This book is incredibly important
because it is a way to share with the
whole world the most important
innovations that are happening. How
do we learn about what is happening
around the world if we do not have
WISE? This book educates us and
shares best practices. We are very
grateful to WISE and we need to get
this book into everyone’s hands: it is a
very valuable resource.’
— Ms Carolyn Acker, Founder, Pathways
to Education

15. "A brilliant teacher, Christensen
brings clarity to a muddled and
chaotic world of education."
—Jim Collins
“Just as iTunes revolutionized the
music industry, technology has the
potential to transform education in
America so that every one of the
nation’s 50 million students
receives a high quality education.
Disrupting Class is a must-read, as
it shows us how we can blaze that
trail toward transformation.”
—Jeb Bush, former Governor of
Florida

16. How Disruptive Innovation
helps

17.  Disruption has several definitions in the English
language, and not many of them positive in
nature.
 A television commercial can disrupt a viewer;
students can disrupt a class by talking out of
turn; and the introduction of new technologies
can disrupt traditional means of getting the job
done.
 The disruptive "factor" halts progress and
creates complications that someone must deal
with in order to get things moving in the right
direction.

18.  A disruptive technology, also known as a
disruptive innovation, is an innovation that
transforms an existing sector or creates a
new one by introducing simplicity,
convenience, accessibility, and affordability,
where before the product or service was
complicated, expensive, and inaccessible.
 It's initially formed in a narrow foothold
market that appears unattractive or
inconsequential to industry incumbents.

19.  The biggest one we're seeing broadly throughout
education centers around online learning.
 It looks like a classic disruption in that the early
"PowerPoint and an Internet connection" iterations of
it were pretty clunky.
 Significant strides have been made in the online
education world over the last few years, and it now
reaches students who previously lacked access to
quality courses, and those who need credit or dropout
recovery options.
 As a result, online learning is now growing
significantly, both in the K-12 and the higher
education space.

20.  The personal computer is the classic example of a
disruptive innovation.
 Before it came along, computing was done through
mainframe or "mini computer" centers where an
expert handled the task with punch cards.
 This was expensive, with the computers themselves
costing about a quarter of a million dollars.
 And while the earliest personal computers couldn't
handle complicated tasks, they did put computing at
everyone's fingertips.
 Over time, this disruptive innovation has completely
transformed the computing industry.

21.  When you look at the nation's K-12 system, one of its
biggest struggles it faces involves the standardized batch
model testing process that conflicts with the fact that
students learn in very different ways, and at differing
paces.
 The exciting aspect of disruptive innovations such as
online learning is that it helps education break out of that
monolithic mold and over to a more "student-centric"
system.
 Through online learning, students can proceed down
different paths, thus creating a more constant, mastery-
based environment based on competency models.
 This is an exciting transformation that's certain to lead to
more upheaval of traditional systems over the next 10
years.

22.  The fact that disruptive innovations have historically
tripped up the existing institutions in any field. Digital
Equipment Corporation was the mini-computer leader, for
example, and was disrupted by Apple and IBM.
 Eventually, the entire mini-computer industry
collapsed, proving that disruptive innovations are difficult
for existing institutions to "catch."
 This challenge can be turned into opportunity in the
educational field, where teachers and administrators can
continue to run existing systems while simultaneously
implementing disruptive innovations at the fringes--say, by
benefitting students who aren't being served by our schools
(through online education, for example).
 Such dexterity can be difficult and will present leadership
and managerial challenges, but I'm optimistic that our
schools can do it.

23.  Contrary to the common view that schools have
changed little in the past century, in fact they have
changed in very substantial ways.
 In seeking to improve achievement of US students,
enhancing and building upon students’ intrinsic
motivation is a key area in which schools can excel.
 Customizing learning to the student is a key factor in
making education intrinsically motivating for students.
 Schools’ use of technology has had limited benefits.
 Education has avoided disruptive influences that force
fields to evolve and change.
 Online learning as it is being implemented today is
often replacing non-consumption.

24.  Ensuring that students and parents are free to
choose online courses and schools.
 ƒEncouraging schools of education to incorporate
online instruction as part of the curriculum for
future teachers, to include pre-service training in
teaching online, and creating additional
professional development options for certified
teachers.
 ƒAllowing teachers to teach across state lines by
encouraging reciprocity of recognition of teaching
credentials.
 ƒ

25.  Creating true national content standards so
online content does not need to demonstrate
alignment with countless different content
frameworks.
 ƒ Revising accounting standards for funding to
get away from count dates, seat time, and other
measures that don’t apply to the online
environment.
 ƒ Establishing some standard metrics for basic
quality assurance and measurements, such as
consistent measures for course completions, etc.

26. The Independent Educator and
the Entrepreneurial University

27. We are often skeptical of the
Government and its regulating
agencies understanding of
challenges to education, and their
complete indifference to
overcoming these challenges.

28. Our hope is in independent
educators who as responsible
professionals help you bridge the
gap between where the rest of the
world is heading, and our myopic if
not cataract vision for our learners.

29. If one were to pursue the profession
of medicine, law, architecture or
even finance as in a CA, CFA or CFE
(Certified Fraud Examiner), one
could choose to be employed by a
large corporation, the Government
or be self-employed.

30. But these options are not available
to a qualified educator. One may
have a teaching credential or a
Ph.D. with impeccable academic
credentials, but one cannot teach as
a self-employed academic for
recognised qualifications.

31. One of the undesirable
consequences is that the goals of
universal primary education are not
being met, nor is the desired gross
enrolment ratio being achieved for
higher education.

32. With 4 recent technological trends of
smartphones in every hand and more
educational Apps becoming available,
better data plans for Internet, and more
solutions on the cloud and offline
groups supporting online communities
or forming offline communities based
on online groups. These become
smaller learner cohorts in an otherwise
MOOC model.

33. Just as salaried theatre artists evolved
into independent actors and now
millionaire superstars, we may see
independent educators, practicing as
freelance educators within the
framework of existing Institutions later
evolving to Institutions themselves,
especially in an entrepreneurial
university environment.

34. Once it is made possible, it is clear
that many academics would love to
be a freelance educator, offering
courses online and earning what
they can earn.

35. This requires two things: a teaching
environment, and accreditation. Several
people have already built the first; all
that's lacking is the second. And once
we acknowledge that providing high
quality learning for future generations
is more important than preserving old
unviable models, the corresponding
accreditation models would also work
out.

36. By way of information, among the
dozens of choices available for
independent professors, Udemy and
Straighterline are 2 very good options
and in India we have wiziq and
quampus as 2 similar options. As this
model gets more successful, may more
solutions would crop up to support one
person academies. Possibly a
21stcentury version of our own
traditional gurukul.

37.  Was a vision ( or perhaps a dream ) of Burton Clark, who
desired academics to pursue their goals rather
independently.
 .... We find the entrepreneurial university or be a place
that diversifies income to the point where its financial
portfolio is not heavily dependent upon the whims of
politicians and bureaucrats who occupy the seats of
state policy, nor upon business firms and their
commercial influence nor even upon student tuition as
main
 Effective stewardship comes to depend not on the state
or " the market" , but on university guidance and self-
determination. The entrepreneurial university does
indeed provide a new basis for achievement".

38.  Unlocking the commercial value of the
knowledge created and held in a University, is
more feasible in the Knowledge economy than
in the Industrial Age or the agricultural age.
 The idea is very suitable to implementation in
the coming years, and can be a good idea to
develop and pursue in the New Year.
 We can't call it a University, because under
section 3 of the UGC Act, only a body created by
Parliament or State Legislature can be
permitted to use the label University.

39.  Mainly driven by the technologies mentioned
above, it will be for enterprising learners,
enterprising faculty and enterprising business
leaders. This will be an academic learning
community with a difference.
 Seeking independence and acknowledging that
'he who pays the piper calls the tune' and that
‘the Government funded autonomous Institute'
is a myth, is able to establish both financial and
academic autonomy without being at the mercy
of the Government or large business corporates.

40.  Chaired by Shri Sunil Mitra on “Angel Investment &
Early Stage Venture Capital” June 2012
 The report highlights that the entrepreneurship
engine in India, over the next decade, has the
potential to create 2500 successful high growth
ventures, with combined revenue of over Rs. 10 lakh
crore (nearly USD 200 billion), and to generate 10
million direct & 20-30 million indirect jobs.
 Consequently, powering India’s economic progress
with inclusive economic development, innovative
products/services for India’s young population, India
as a hub for frugal innovation, and attracting
investment flows and creating substantial wealth.

41.  The concept of the ‘Entrepreneurial
University' has to be put in place.
 We will not get entrepreneurs as a bye-
product of an educational system designed to
train bureaucrats, or engineers or managers
for large corporations, but we must catch
them (those who have a spirit of enterprise
and a passion and drive for change) young
and train them for the role of leadership that
we expect from them.

42. Thank you !
Email: mmpant@gmail.com
Website: www.mmpant.net
http://mmpant.wordpress.com/