Calls for innovation in education seem to get louder by the day. “Innovation” has become the catchall term for the urge to make up for what our current system lacks; a system that, on balance, is neither delivering an equally high-quality education to all students, nor designed to reliably prepare young people for the modern workforce.
From there, of course, opinions about what sorts of innovations we ought to invest in, and to what end, vary politically and philosophically. At the Christensen Institute, we’ve always divvied up these wide-ranging ideas into two main categories, which Clay Christensen first identified in the 1980s: sustaining and disruptive innovations. Those categories are helpful in identifying the dimensions along which organizations are improving and how new business models can displace existing ones. But disruptive innovation theory has little to tell us about whether a particular innovation will be successful.
Enter Clay Christensen’s newest book, Competing Against Luck, out earlier this week. In it, Christensen and his co-authors Taddy Hall, Karen Dillon, and David Duncan chronicle the coming of age of another theory that may prove just as, if not more, powerful than disruptive innovation: the theory of jobs to be done.…Read More