education as a knowledge industry september 10-21, 2007 ife 2020 deane neubauer 9/14/2015
TRANSCRIPT
Education as a Knowledge Industry
September 10-21, 2007IFE 2020
Deane Neubauer04/21/23
Five Themes
Boundaries
Emergence of networks and network society
Re- and De-statusing of organizations in a network society
The Long Tail
Search
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Thomas Friedman’s Ten Forces That Changed the World--
FlattenersWork flow software introduced that allows work to be exchanged digitally--a workplace without countries
Open sourcing--self organizing communities: Apache, Lexus, Mozilla
Outsourcing--exemplified by India as major global software producer in Y2K crisis
Off shoring--exponential growth with China becoming leading producer of consumer goods for trade
Netscape goes public August 1995
The Fall of the Berlin Wall--1989
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More FlattenersSupply chaining-exemplified by Walmart becoming world’s largest retailer
Insourcing (creating capability to link production and consumption nodes in global economy)-exemplified by FedEx and UPS
In-forming-radical progress in search and retrevial-exemplified by Google, Yahoo! MSN
Digital Steriods-handheld digital devices of extraordinary power
Thomas Friedman, The World is Flat, 2005, pp. 48-72.
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Boundaries
Some other thoughts about boundardies:The new boundaries of the security stateSurveillance--and the ties to the knowledge industryRedefining the interactive world by monopoly state power (China) or by culture (Islam)
Efforts to re-boundary k-12 education“Sealing off the classroom from distractions”--Check your culture at the door
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Networks
The network idea of society and the idea of a network society
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Networks•The network idea of society and the idea of a network society•Notions of “re-affiliating the world”•Instantly•The possibilities of Internet 3.0 and machine-driven linkage•The mathematics of network association: linking nodes to create clusters. When each node has an average of one link, a unique giant cluster occurs. (Math: a fraction of all nodes. Physics: a percolation. Sociology: a community or a network)
Networks
“The other shoe”--capitalizing networks and cashing them in. E.g. the nine country customization of You Tube to improve profitability
From flexible production to post-flexible production
Data:Equity firms taking production firms privateProduction firms buying themselves out of public markets (Expedia)The emergence of new market giants and a new economics of dependence
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Implications for Business and Business Education
--The End of
Fordism
--New models
Of labor
maximization
--Back to
Marx? (Stennit,2007)
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Elements of the Industrial Paradigm-Fordism
Elements of the Post-Industrial Paradigm-Flexible Production
Standardization and universalization—one size fits all, and a “unit” for every person
“Boutique adaptation”—design products for those who need and want them—tailor to individual needs
Linear, predictive models of cause and effect Non-linear, probabilistic models of association and consequence
Education based on the acquisition of relatively constant elements of agree-upon “knowledge
Education addressed to rapidly increasing knowledge quotients (knowledge explosion) and
Relatively rigid professional hierarchies Flexible associations of capabilities brought together in networks
Ideology of formal education progress and development
World viewed as more complex—formal education one element among many; world a more contingent place
Concentrate productive capacity in vertically integrated hierarchies
Production distributed throughout world to maximize economies in factors of production
Primacy of manufacturing capital Primacy of finance capital
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The Network Model of Production
Derived from IT companiesPrimacy of “the idea”Google model of open communicationThe company as a learning communityWhen information is valued, the source of the information is de-statused; the leader is a member of the learning community
Some Glimmers of a Post-Post Industrial Paradigm
Slowing of growth in on-line commerce leading to process of aggregation
Change in the regulatory environment (What do we know about the history of regulation and what might we anticipate will happen in this environment?)
Differentiation of the digital divideIntense utilizationAverage utilizationModest (entry level) utilizationNon-access
Re-emergence of oligopoly capital
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Anderson, Chris 2006, The Long Tail: Why the Future of Business is Selling Less of More, New York: Hyperion
Features of the Long Tail
Develops from the virtually costless nature of digital replication
Lies at the heart of much global business: if it can be digitized, it can be off-shored
At the core of “aggregator” businesses such as Amazon, ebay, craigslist, etc.
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Anderson: The Long Tail
Democratization of tools of production (inexpensive digital devices)
Revolution in reduction of costs of distribution
Search and the “wisdom of crowds”
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Search and the Knowledge/Information Explosion
Whatever it is that we think we know about the information world…a lot more than that is happening.
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Major Driving Force: Information Potential
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Informationpotential
Factor >1000/year Metcalfe`s and
Grossmann`s Law
Number of highlyqualified people
Inventors andinnovators
Number ofAdvanced
DevelopmentCenters
Number of information
types
Digitallyavailable
Information Speed ofmicrochips
Number ofmicrochips
Speed ofnetworks
Extensionof
computernetworks
Factor 2 (?)/yearNetwork Wizards & Gilder`s Law
Factor 3/yearGilder`s Law
Factor 1.6/yearMoore`s Law
Factor 2-4/yearDerivative ofMoore`s & Gilder`s Law
Factor 2/year
Capacity ofdisk drives
Factor 5(?)/year
Laws Governing Information Growth
Glider’s Law: Bandwidth grows at least three times faster than computing power
Moore’s Law: Computing capacity doubles every 18 months
Metcalfe and Grossman’s Law--multiple factors combine in the information environment to accelerate rates of information growth and transmission--leading to greater benefits from network membership
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New Media Entities
Gaming—larger industry than films and/or music
$48.9 billion by 2011, growing at rate of 9.1% annually
Face book: more than 500 million users—more than 70 translations available on site—over 70% of users outside U.S.—more than 550,000 applications currently available on site
You tube—4th largest site on Internet– 300 million world-wide visitors a month
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Who is doing what?
2009—5.035 Trillion SMS messages
Q1 2010—1.475 trillion; Q2 1.56 Trillion
2010 prediction: 6.5 trillion messages world wide
Within countries: the more subscribers, the higher the number of messages per month
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Rank Country # mobile phones
Population % of population
World 4,600,000,000 6,797,100,000
67.6
1 China 797.4000,000 1,338,610,000
60.8
2 India 635,510,000 1,180,166,000
53.8
3 United States
285,610,580 308,505,000 91.0
4 Russia 213,900,000 141,940,000 147.3
5 Brazil 187,020,000 191,480,630 97.6
6 Indonesia 140,200,000 231,369,500 60.5
7 Japan 107,490,000 127,530,000 84.1
8 Germany 107,000,000 81,882,342 130.1
9 Pakistan 97,597,940 168,500,500 59.6
10 Italy 88,580,000 60,090,400 147.4
Source: Wikapedia
Implications for EducationThe challenge to education as a public good
The depressing news that the haves always tend to get the most out of public policy--greater organization and resources, repeat players in the legal and policy process
The dilemma that the private sector for these reasons is likely to be the source of innovation and adaptation and that public sector education will be in a constant struggle to keep up
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More Implications
The alignment issue--educating students for jobs that don’t yet exist that will be defined by technologies that don’t yet exist.
Creation of new academic disciplines aligned more appropriately to the emergence of global problems
Challenge of new technologies; knowledge explosion, redefining what “higher” education is.
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