New innovations are created every day, but today’s business leaders are focused on finding disruptive innovations which are cheaper and lower performing than upmarket technologies. They create new markets, and challenge the status quo of existing technological thinking creating uncertainty both in the future of the innovation and the outcome of the market upheaval. Disruptive innovation is an influential innovation theory in business, but how does it affect the law? Several of these technologies have brought new ways for individuals to deal with copyright works while disrupting existing market expectations, while their ability to spawn social norms has presented challenges for legislation. Considering disruptive innovation as a class, this book examines innovations that have impacted copyright in the past, what lessons can be learned from how the law interacted with them, and how the law can successfully deal with them going forward. Creating comprehensive guidance that can be used when faced with disruptive innovations with the aim of more successful legislation, it considers whether copyright law itself has been disrupted through these innovations. Exploring whether disruptive innovations as a class have unique properties that necessitate action by legislators and whether these properties have the possibility to disrupt the law itself, this book theorises how the law should deal with disruptive innovations in general, going beyond a discussion of the regulation of specific innovations to develop a framework for how law makers should deal with disruptive innovations when faced by one.

Clay Christensen's groundbreaking bestselling work in education now updated and expanded, including a new chapter on Christensen's seminal "Jobs to Be Done" theory applied to education. "Provocatively titled, Disrupting Class is just what America's K-12 education system needs--a well thought-through proposal for using technology to better serve students and bring our schools into the 21st Century. Unlike so many education 'reforms,' this is not small-bore stuff. For that reason alone, it's likely to be resisted by defenders of the status quo, even though it's necessary and right for our kids. We owe it to them to make sure this book isn't merely a terrific read; it must become a blueprint for educational transformation." —Joel Klein, Chancellor of the New York City Department of Education "A brilliant teacher, Christensen brings clarity to a muddled and chaotic world of education." —Jim Collins, bestselling author of Good to Great “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 According to recent studies in neuroscience, the way we learn doesn't always match up with the way we are taught. If we hope to stay competitive-academically, economically, and technologically-we need to rethink our understanding of intelligence, reevaluate our educational system, and reinvigorate our commitment to learning. In other words, we need "disruptive innovation." Now, in his long-awaited new book, Clayton M. Christensen and coauthors Michael B. Horn and Curtis W. Johnson take one of the most important issues of our time-education-and apply Christensen's now-famous theories of "disruptive" change using a wide range of real-life examples. Whether you're a school administrator, government official, business leader, parent, teacher, or entrepreneur, you'll discover surprising new ideas, outside-the-box strategies, and straight-A success stories. You'll learn how: Customized learning will help many more students succeed in school Student-centric classrooms will increase the demand for new technology Computers must be disruptively deployed to every student Disruptive innovation can circumvent roadblocks that have prevented other attempts at school reform We can compete in the global classroom-and get ahead in the global market Filled with fascinating case studies, scientific findings, and unprecedented insights on how innovation must be managed, Disrupting Class will open your eyes to new possibilities, unlock hidden potential, and get you to think differently. Professor Christensen and his coauthors provide a bold new lesson in innovation that will help you make the grade for years to come. The future is now. Class is in session.

Thinkers50 Management Thinker of 2015 Whitney Johnson wants you to consider this simple, yet powerful, idea: disruptive companies and ideas upend markets by doing something truly different--they see a need, an empty space waiting to be filled, and they dare to create something for which a market may not yet exist. As president and cofounder of Rose Park Advisors' Disruptive Innovation Fund with Clayton Christensen, Johnson used the theory of disruptive innovation to invest in publicly traded stocks and private early-stage companies. In Disrupt Yourself, she helps you understand how the frameworks of disruptive innovation can apply to your particular path, whether you are: a self-starter ready to make a disruptive pivot in your business a high-potential individual charting your career trajectory a manager looking to instill innovative thinking amongst your team a leader facing industry changes that make for an uncertain future We are living in an era of accelerating disruption; no one is immune. Johnson makes the compelling case that managing the S-curve waves of learning and mastery is a requisite skill for the future. If you want to be successful in unexpected ways, follow your own disruptive path. Dare to innovate. Do something astonishing. Disrupt yourself.

In the decades following World War II, American scientists were celebrated for their contributions to social and technological progress. They were also widely criticized for their increasingly close ties to military and governmental power--not only by outside activists but from among the ranks of scientists themselves. Disrupting Science tells the story of how scientists formed new protest organizations that democratized science and made its pursuit more transparent. The book explores how scientists weakened their own authority even as they invented new forms of political action. Drawing extensively from archival sources and in-depth interviews, Kelly Moore examines the features of American science that made it an attractive target for protesters in the early cold war and Vietnam eras, including scientists' work in military research and activities perceived as environmentally harmful. She describes the intellectual traditions that protesters drew from--liberalism, moral individualism, and the New Left--and traces the rise and influence of scientist-led protest organizations such as Science for the People and the Union of Concerned Scientists. Moore shows how scientist protest activities disrupted basic assumptions about science and the ways scientific knowledge should be produced, and recast scientists' relationships to political and military institutions. Disrupting Science reveals how the scientific community cumulatively worked to unbind its own scientific authority and change how science and scientists are perceived. In doing so, the book redefines our understanding of social movements and the power of insider-led protest.

While digital life races ahead, the rest of our life, from law to business, struggles to keep up. Business strategists, lawyers, judges, regulators, and consumers have all been left behind, scratching their heads, frantically trying to figure out what they can and can't do. Some want to bring innovation to a standstill (or at least to slow it down) through lawsuits and regulation so they can catch their breath. Others forge madly ahead, legal consequences be damned. In The Laws of Disruption, Larry Downes, author of the best-selling Unleashing the Killer App, provides an invaluable guide for these confusing times, exploring nine critical areas in which technology is dramatically rewriting the rules of business and life. The Laws of Disruption will help business owners and managers understand not only how to avoid being blindsided by customer rebellion, but also how to benefit from it. It will teach lawyers, judges, and regulators when to keep their hands off the system and it will show consumers the consequences of their digital actions. In the gap created by the Law of Disruption, golden opportunities await those who move quickly.

In the past few years, a number of well-known firms have failed; think of Blockbuster, Kodak, or RadioShack. When we read about their demise, it often seems inevitable—a natural part of "creative destruction." But closer examination reveals a disturbing truth: Companies large and small are shuttering more quickly than ever. What does it take to buck this trend? The simple answer is: ambidexterity. Firms must remain competitive in their core markets, while also winning in new domains. Innovation guru Clayton M. Christensen has been pessimistic about whether established companies can prevail in the face of disruption, but Charles A. O'Reilly III and Michael L. Tushman know they can! The authors explain how shrewd organizations have used an ambidextrous approach to solve their own innovator's dilemma. They contrast these luminaries with companies which—often trapped by their own successes—have been unable to adapt and grow. Drawing on a vast research program and over a decade of helping companies to innovate, the authors present a set of practices to guide firms as they adopt ambidexterity. Top-down and bottom-up leaders are key to this process—a fact too often overlooked in the heated debate about innovation. But not in this case. Readers will come away with a new understanding of how to improve their existing businesses through efficiency, control, and incremental change, while also seizing new markets where flexibility, autonomy, and experimentation rule the day.

All too often, defining a discipline becomes more an exercise of exclusion than inclusion. Disrupting the Digital Humanities seeks to rethink how we map disciplinary terrain by directly confronting the gatekeeping impulse of many other so-called field-defining collections. What is most beautiful about the work of the Digital Humanities is exactly the fact that it can't be tidily anthologized. In fact, the desire to neatly define the Digital Humanities (to filter the DH-y from the DH) is a way of excluding the radically diverse work that actually constitutes the field. This collection, then, works to push and prod at the edges of the Digital Humanities - to open the Digital Humanities rather than close it down. Ultimately, it's exactly the fringes, the outliers, that make the Digital Humanities both lovely and rigorous. This collection does not constitute yet another reservoir for the new Digital Humanities canon. Rather, our aim is less about assembling content as it is about creating new conversations. Building a truly communal space for the digital humanities requires that we all approach that space with a commitment to: 1) creating open and non-hierarchical dialogues; 2) championing non-traditional work that might not otherwise be recognized through conventional scholarly channels; 3) amplifying marginalized voices; 4) advocating for students and learners; and 5) sharing generously to support the work of our peers. TABLE OF CONTENTS // Cathy N. Davidson, "Preface: Difference is Our Operating System" Dorothy Kim and Jesse Stommel, "Disrupting the Digital Humanities: An Introduction" I. Etymology Adeline Koh, "A Letter to the Humanities: DH Will Not Save You" Audrey Watters, "The Myth and the Millennialism of 'Disruptive Innovation'" Meg Worley, "The Rhetoric of Disruption: What are We Doing Here?" Jesse Stommel, "Public Digital Humanities" II. Identity Jonathan Hsy and Rick Godden, "Universal Design and Its Discontents" Angel Nieves, "DH as 'Disruptive Innovation' for Restorative Social Justice: Virtual Heritage and 3D Reconstructions of South Africa's Township Histories" Annemarie Perez, "Lowriding through the Digital Humanities" III. Jeremiad Mongrel Coalition Against Gringpo, "Gold Star for You," "Mongrel Dream Library" Michelle Moravec, "Exceptionalism in Digital Humanities: Community, Collaboration, and Consensus" Matt Thomas, "The Trouble with ProfHacker" Sean Michael Morris, "Digital Humanities and the Erosion of Inquiry" IV. Labor Moya Bailey, "#transform(ing)DH Writing and Research: An Autoethonography of Digital Humanities and Feminist Ethics" Kathi Inman Berens and Laura Sanders, "DH and Adjuncts: Putting the Human Back into the Humanities" Liana Silva Ford, "Not Seen, Not Heard" Spencer D. C. Keralis, "Disrupting Labor in Digital Humanities; or, The Classroom Is Not Your Crowd" V. Networks Maha Bali, "The Unbearable Whiteness of the Digital" Eunsong Kim, "The Politics of Visibility" Bonnie Stewart, "Academic Influence: The Sea of Change" VI. Play Edmond Y Chang, "Playing as Making" Kat Lecky, "Humanizing the Interface" Robin Wharton, "Bend Until It Breaks: Digital Humanities and Resistance" VII. Structure Chris Friend, "Outsiders, All: Connecting the Pasts and Futures of Digital Humanities and Composition" Lee Skallerup-Bessette, "W(h)ither DH? New Tensions, Directions, and Evolutions in the Digital Humanities" Chris Bourg, "The Library is Never Neutral" Fiona Barnett, "After the Digital Humanities, or, a Postscript" Conclusion Dorothy Kim, "#DecolonizeDH or A Practical Guide to Making DH Less White"