The next two decades will see more waves of technological disruption than the previous fifty. Adaptability and understanding of technological changes are now mission-critical to every business. Disruptive Technologies offers a three-step framework that enables readers to choose how their business responds to technological upheaval rather than being led by changes forced upon them. Showing how to understand a new technology, evaluate the challenge it poses, and finally respond to it, readers will come away secure in the knowledge that they have a workable system with which they can navigate ongoing technological disruption. This second edition features new chapters on the Metaverse and Web 3.0, as well as case studies and discussions of emerging technologies such as NFTs, artificial intelligence, virtual and augmented reality, graphene and 3D/4D printing. If companies do not grasp how developing technologies will impact their operations, supply chains, people and products, they have little hope of weathering the ongoing storm of digital disruption. Disruptive Technologies is your essential guide to creating a stable response to constant technological upheaval.

The next two decades will see more waves of technological disruption than the previous fifty. Adaptability and understanding of technological changes are now mission-critical to every business. Disruptive Technologies offers a three-step framework that enables readers to choose how their business responds to technological upheaval rather than being led by changes forced upon them. Showing how to understand a new technology, evaluate the challenge it poses, and finally respond to it, readers will come away secure in the knowledge that they have a workable system with which they can navigate ongoing technological disruption. This second edition features new chapters on the Metaverse and Web 3.0, as well as case studies and discussions of emerging technologies such as NFTs, artificial intelligence, virtual and augmented reality, graphene and 3D/4D printing. If companies do not grasp how developing technologies will impact their operations, supply chains, people and products, they have little hope of weathering the ongoing storm of digital disruption. Disruptive Technologies is your essential guide to creating a stable response to constant technological upheaval.

This book provides a contemporary overview of school effectiveness and improvement. It charts the development theory and research in this area and looks at the contribution made to policy and practice. It also challenges some assumptions that have become ingrained into the theoretical and methodological traditions of the field. By challenging these orthodoxies, it provides a framework that sets a new agenda and repositions the field to meet the emerging challenges of the twenty-first century. It argues that traditional measures of school effectiveness are challenged as systems have attempted to adapt to a complex range of emerging agendas. New theoretical perspectives are required which consider 'education' and a 'broader set of outcomes'. This shift requires a rethink of how effectiveness and improvement have been understood by the field, and a reconstruction by policy makers and practitioners. Attention must be given to promoting equity as well as effectiveness so that one school or student's gain no longer means another's loss. The field must develop new methodologies if inequities are to be challenged and a broader set of outcome measures are to be developed. The two questions guiding this book are: How can educational effectiveness and improvement research and practice support the development of a more equitable education service? What are the key indicators of educational effectiveness and improvement and what are the new methodologies required to facilitate a shift from 'school' effectiveness and improvement to 'educational' effectiveness and improvement? This book uses lenses of research, policy and practice to explore these key questions and articulate what such a repositioning may look like and how it may be achieved. It will prove invaluable for teachers, school leaders and anyone involved in policy and educational research.

This book provides a contemporary overview of school effectiveness and improvement. It charts the development theory and research in this area and looks at the contribution made to policy and practice. It also challenges some assumptions that have become ingrained into the theoretical and methodological traditions of the field. By challenging these orthodoxies, it provides a framework that sets a new agenda and repositions the field to meet the emerging challenges of the twenty-first century. It argues that traditional measures of school effectiveness are challenged as systems have attempted to adapt to a complex range of emerging agendas. New theoretical perspectives are required which consider 'education' and a 'broader set of outcomes'. This shift requires a rethink of how effectiveness and improvement have been understood by the field, and a reconstruction by policy makers and practitioners. Attention must be given to promoting equity as well as effectiveness so that one school or student's gain no longer means another's loss. The field must develop new methodologies if inequities are to be challenged and a broader set of outcome measures are to be developed. The two questions guiding this book are: How can educational effectiveness and improvement research and practice support the development of a more equitable education service? What are the key indicators of educational effectiveness and improvement and what are the new methodologies required to facilitate a shift from 'school' effectiveness and improvement to 'educational' effectiveness and improvement? This book uses lenses of research, policy and practice to explore these key questions and articulate what such a repositioning may look like and how it may be achieved. It will prove invaluable for teachers, school leaders and anyone involved in policy and educational research.

This collection of chapters from established thinkers and emerging scholars provides a series of unique insights into collaboration between schools and the means by which the policy context influences such activity. Taking a global perspective, the chapters within this book follow a common framework to explore how macro-level factors help to create the conditions in which school-to-school collaboration is likely to succeed or fail 'on the ground'. The result is a nuanced and original analysis that explores why and how collaborative activity between schools is intrinsically linked to broader policy contexts. School collaboration and networking is a rapidly growing area of interest. This book will appeal to the increasing number of emerging scholars and established experts with an interest in this area and other related sub-fields including school effectiveness and improvement, critical policy studies and educational leadership and management. It will also be of interest to policymakers seeking to capitalise on the potential of collaboration between schools and to educational professionals seeking improvement through partnership and dialogue.

Why Are We Always On Last? Running Match of the Day and Other Adventures in TV and Football is a fly-on-the wall account of Paul Armstrong's career working on Britain's favourite TV sports show (including nearly 15 years as the editor, defending his running orders) and a lifetime spent around sport, and football in particular. From a virtual BBC monopoly of sports coverage and working at the Hillsborough disaster, to the era of Sky, social media and megaclubs, Paul takes us behind the scenes at MOTD and chronicles the joys and pressures of seven World Cups and live broadcasts of varying quality. He provides an honest and humorous account of the seismic changes he's seen, both in broadcasting and the football industry. With inside stories of working with everyone from David Coleman and Brian Clough to Thierry Henry and Alan Shearer.. All infused with the pessimism and jaundice acquired during almost five decades following Middlesbrough FC.

Why Are We Always Indoors? (...unless we're off to Barnard Castle) is a personal chronicle of the strangest and darkest football close season in modern history. Having studied politics at university, Paul Armstrong spent much of his career running BBC TV's Match of the Day, then wrote the memoir Why Are We Always On Last? which was published in 2019. In March 2020, he embarked on a journal of London lockdown life against the backdrop of the coronavirus pandemic. This eventually spanned the 105 days between MOTD's Premier League highlights being removed from the schedules and returning in June. Musings and anecdotes about sport, TV, music and life under lockdown became increasingly overshadowed by the mounting tragedy, and a sense of despair and anger at how the crisis was handled at the highest level. This was informed by a lifetime of studying and following politics and by a network of contacts from television and sport, and in various other affected walks of life. A first-hand account of a slice of living history, conveyed with dark humour and a sense of urgency and immediacy.