A Conceptual Framework for Disruptive Innovation in Advising

Abstract

Institutions of higher education seek innovative opportunities to keep up with changing student needs. Accordingly, frameworks such as Christensen’s  Disruptive Innovation theory may appear attractive on the surface to improve advising practices, but a deeper under-standing of context and objectives is imperative to recognizing the applicability of such frame-works to practice. By clarifying what Disruptive Innovation is, and is not (i.e., sustaining innovation), it has been argued that the theory has been misunderstood and misapplied (Christensen et al., “What is Disruptive Innovation?”).  A closer look reveals that in addition to benefits, the Disruptive Innovation framework also poses a number of challenges to advising. This study sets out to (1) clarify the theoretical framework of Disruptive Innovation and explore the relationship between Disruptive Innovation and advising; (2) examine the extent to which Disruptive Innovation theory can be applied in advising, via a case study; and (3) discuss the implications for Disruptive Innovation in advising.