Education as a Knowledge Industry September 10-21, 2007 IFE 2020 Deane Neubauer 9/14/2015.

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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