E-learning as a Disruptive Innovation

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E-learning as a disruptive innovation for improving global access to higher education

EENI Solutions - Reduced access to Tertiary Education

The E-learning as potential disruptive innovation and EENI business model

A Disruptive Innovation, or disruptive technology, is the process by which a sector that has previously served only a few people, as its products/services were complicated, expensive or difficult to access; becomes a sector whose goods and services are straightforward and practical, less costly and more and more affordable to the population, less importing their purchasing power, profile or previous experience (Clayton M. Christensen).

e-learning as a disruptive innovation

This process of disruptive innovation has occurred in many sectors (computers, hard drives, steel industry, music, photography), and will occur in others (3D printers).

e-learning disruptive technology higher education

The point of view of EENI Global Business School is that e-learning, and the new global scenario caused by globalisation and digitalisation characterized mainly by:

Overall university fees increase
The growing global demand, especially in emerging and developing countries, increasingly difficult to satisfy by the traditional universities.
The strong economic growth in the emerging and developing countries
The new emerging classes in these countries (In Africa: 350 million Africans).
Some Prospective Student who are more active, informed, with a global vision and ubiquitously connected, making better decisions and knowing better what they need, and therefore demanding a new way of a relationship with universities, based on win-win relationship and allowing the Student-University shared value creation.

All this facilitates that e-learning may disruptively modify higher education at a global level.

Potential of Disruptive Forces in Higher Education

The following figure shows the potential of disruptive forces in higher education. Adapted from “Disrupting College. How Disruptive Innovation Can Deliver Quality and Affordability to Postsecondary Education”, Clayton M. Christensen, Michael B. Horn, Louis Caldera, Louis Soares (February 2011)

Disruptive forces in higher education

Elite Private Universities (like Harvard in the United States) are located in the innermost circle, accessible primarily to those students with the best academic records and ability to pay expensive tuition fees.
The next circle is composed of State Universities (public in Spain), their admission rules and fees usually make them more accessible to a larger population of students.
The third circle represents Community Colleges, with still lower costs and normally with more open admission policies. This third circle does not exist in Spain and many countries
Private Universities can be located in any of these inner circles, some applying a “Harvard model,” and the majority offering less restricted access conditions and higher fees, especially compared to public universities.
The next outer circle represents online education (e-Universities), accessible to an even larger population of students, such as those in rural areas and working adults who cannot attend classes at traditional schedules.

EENI Global Business School model - concept of Global Network Ahimsa University- based on Focus on International Business, customisation, and access to the Global Market, is located in a new outer circle, traditionally neglected by traditional universities.

Comparison of Disruptive Potential between a Traditional University and EENI:

e-learning Disruptive Potential EENI Global Business School

Online Higher Education in Spanish E-learning como innovación disruptiva Online Higher Education in French E-learning comme innovation disruptive Online Higher Education in Portuguese e-learning disruptivo

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