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The Disruptive ModelFigure 2.5 The Disruptive Model; adopted from Terry Heick, 2021 and modified Clayton Christensen gave the best description of disruptive innovation in education when he said, "Disruptive innovation is a process in which a product or service takes root first in simple applications at the bottom of an industry and then relentlessly moves up market, eventually replacing established competitors(S. Si & Chen, 2020 : Strömberg & Thorman, 2019)." Companies at the top of their markets focus on these "sustaining innovations" because this is what has historically made them successful: charging the highest prices to their most affluent clients generates the most profit. However, by doing this, businesses unintentionally let "disruptive ideas" reach the low end of the market. An entirely new group of consumers at the bottom of a market can now access a good or service that was previously only available to those with a lot of money or expertise, thanks to a disruptive innovation (Rane & Narvel, 2021). Disruptive innovation is any new development that significantly challenges current power structures. The effect of this force is redistribution, whether of market share, wealth, credibility, or information. The intersection of this "re-vision" (or "seeing again") and "neo-vision" (or "new sight") is where truly ground-breaking ideas in lifelong education are conceived. Due to the massive scope of these technologies and the urgent need for education to modernise, most of the discussion about disruptive innovation in the field of education centres on education technology. Though Christensen associated the term "innovation" with the economy, innovation should not be viewed solely through the lens of technology (Karimov & Karimova, 2021). It is possible, but there are other, unrelated disruptions that might spark new ideas as well. Education and disruption share many connections. One relationship is cause-effect. Education should cause disruption of existing social paradigms, for example. And disruption of existing social paradigms should both need and create opportunity for new forms of education (Rymarczyk, 2020). It’s also a symptom. When there’s continuous disruption downstream–a classroom, for example–it can be traced upstream to something else. One goal for disruptive innovation in education should be the persistent emergence of new ideas–new learning models, new content, new strategies and thinking. Emergence of Disruption-The automotive industry responds to digital disruption strategically. Mankind has been thinking about and imagining the "vehicle of the future" since the first Ford Model T rolled off the assembly line (J. Miller, 2020). In the last few years, more people have started to wonder about this as the prospect of fully autonomous or driverless automobiles has appeared within reach thanks to technical breakthroughs like the connected vehicle. Future vehicles will have more advanced technology. It will get more and more sophisticated, networked, and instrumented. Eventually, automobiles will be able to interact with one another as well as with infrastructure such as traffic signals, parking garages, and stores (Zhao et al., 2020). Even though OEMs shouldn't rest on their past achievements, we do not think that improved vehicle connectivity and digital services will soon lead to a "big bang" event that changes everything (Alexander, 2021). Disruption is a process that goes on over time and is not a single-step process. Nonetheless, original equipment manufacturers (OEMs) must make strategic decisions about how to respond to digital disruption; they cannot afford to sit on the side-lines. With markets and adjacent spaces evolving at such a breakneck pace, it is essential to re-evaluate strategy approaches frequently and with great flexibility (Krzywdzinski, 2021). The time for annual plans has passed. Figure 6 Future vehicles will have more advanced technology Many new digital services will emerge as a result of the massive volumes of data made available by connected vehicles (Papadoulis et al., 2019). Many of the digital services envisioned in Figure 1 have yet to be conceived, but they have the potential to significantly shake up the automotive sector. They will alter the current auto ecosystem, develop brand-new models, and reimagine how customers interact with and expect to be treated by the industry as a whole. The economic worth of the automotive sector and related markets will shift dramatically as a result of this trip, affecting both the industry and neighbouring markets. Our research shows that not all innovative digital services have the same potential for disruption and financial reward. However, original equipment manufacturers are not assured of a monopoly on the benefits of digital disruption. Every stakeholder in the automobile industry's value chain should keep in mind the rapid and profound changes that have occurred in other sectors (Hämäläinen & Inkinen, 2019). Download 2.1 Mb. Share with your friends:
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