The Wheel of Business Model Reinvention: How to Reshape Your Business Model and Organizational Fitness to Leapfrog Competitors

In today's rapidly changing business landscapes, new sources of sustainable competitive advantage can often only be attained from business model reinvention, based on disruptive innovation and not incremental change or continuous improvement. Extant literature indicates that business models and their reinvention have recently been the focus of scholarly investigations in the field of strategic management, especially focusing on the search for new bases of building strategic competitive advantage, not only to outperform competitors but to especially leapfrog them into new areas of competitive advantage. While the available results indicate that progress is being made on clarifying the nature and key dimensions of business models, relatively little guidance of how to reshape business models and its organizational fitness dimensions have emerged. This article presents a systemic framework for business model reinvention, illustrates its key dimensions, and proposes a systemic operationalization process. Moreover, it provides a tool that helps organizations to evaluate both existing and proposed new business models.

Development Guided Reinvention Principle In PMRI Approach In Use The Teacher Guide In Elementary School

Since 2001, four teacher education institutes (LPTK) are developing a localized, Indonesian version of realistic mathematics education. It is known as PMRI, Pendidikan Matematika Realistik Indonesia. PMRI is an adaptation of Realistic Mathematics Education (RME) as it has been developed by the Freudenthal Insitute in Netherlands. Since 1968, Dutch researchers, developers and educational designers have been working on the ongoing development of RME. Considering the number of schools in the country, the scale of the pilot project is small. For a large scale implementation of PMRI, the PMRI movement goes into a new phase while maintaining the basic principles. The pilot model uses close cooperation between teacher educators and teachers and a bottom-up approach, meaning teachers, principals, and to some extent parents, are involved in the various stages of development. However, in large scale dissemination, sustainable top-down support is required. The challenge then is to find a dissemination strategy that keeps the principles of the movement. The partners agreed upon two strong pillars under the dissemination strategy,i.e a. Establishment of an expanding network of local PMRI resource centers at each participating LPTK (later, called P4MRI) as starting points for further dissemination. b. Developing teaching materials based on classroom experience and classroom research. As far as I know, PMRI team does not do a research about teacher guide. So, as a writer for the PMRI book (the student and teacher book), I have two questions for teacher that can the teacher book help teachers to teach mathematics with PMRI approach? and can the teacher book help teachers to develop the PMRI characteristics? I want to know how students in grade 1 to solve problems about addition, subtraction, and mixed between addition and subtraction. Because of that reason, I made a student sheet. The content of the student sheet are problems about how many passenger in a train which moves from one station to another. I used the PMRI approach to develop the student sheet. I develop a teacher guide which help the teacher to use the student sheet and to do the teaching learning process with the PMRI approach. The content of the teacher guide are teaching learning goals, mathematics concepts, tools and materials, time, and student and teacher activities. At 8 October 2010, I get an opportunity to try out the student sheet and the teacher guide on class II C, Kanisus. Based on my observation, there are two strategies which are used by students to solve the problems in the student sheet, that is 1. Stacked to bottom (almost every students used this strategy); 2. “Menghitung ke samping” (only one student used this strategy). One of indicators from the guided reinvention principle in PMRI approach is that students can find a new concept or strategy from a teaching learning process which is followed by the students. Base on my observation in the classroom, the indicator from the guided reinvention principle in PMRI approach does not appear on the lesson of that day. So, I can say that in the teaching learning process on that day the guided reinvention principle in PMRI approach does not appear. From my explanation, there are some problems which are solved by the research, i.e. 1. How is a teacher’s understanding about the guided reinvention principle in PMRI approach on a primary school which is used PMRI approach? 2. How the guided reinvention principle in PMRI approach can be appeared by a teacher on a primary school which is used PMRI approach? 3. What are indicators that a teacher can appear the guided reinvention principle in PMRI approach on a primary school which is used PMRI approach? 4. How is a teacher understanding about the mathematics concepts which are found by students in the teaching learning process which uses PMRI approach? 5. How is the process to design a teacher guide which helps teachers to appear the guided reinvention principle in PMRI approach on a primary school which is used PMRI approach? If I will answer those research questions, then I will do a qualitative and design research. I will develop a valid, practice, and effective teacher guide which helps teachers to appear the guided reinvention principle in PMRI approach on a primary school which is used PMRI approach when I do a design research. Key words: student book, teacher book, PMRI,and a guided reinvention principle

Characterizations and Infinite Divisibility of Certain Recently Introduced Distributions IV

Certain characterizations of recently proposed univariate continuous distributions are presented in different directions. This work contains a good number of reintroduced distributions and may serve as a source of preventing the reinvention and/or duplication of the existing distributions in the future

The reinvention of the ready-made

In this paper the history of a particular type of product design is analyzed, compared and\ud structured. The analyzed products are all of the type where existing objects are used or even incorporated\ud into the design. This principle is known in the art world as the ready-made. In this research\ud transformational- and composed ready-mades and several variations are described. The design principle\ud of using existing objects in designs is then compared with the relation between novelty and typicality as\ud predictors of aesthetic preference, as researched by Hekkert et al. From there it is argued that the readymade\ud principle could possibly contribute to designing pleasurable products because the resulting objects\ud incorporate both novelty and typicality in their presenc

What is being Reinvented? Toward a Conceptual Model of Reinvention

Reinvention is a key process in innovation diffusion, but often underexplored compared to other innovation concepts. Several theoretical issues emerge, such as the perception of a reinvention black box, or the ambiguity of reinvention processes. This theoretical paper looks into those issues, specifically focusing on the nature of the reinvented innovation, and the processes involved. Innovation is conceptualized to include three elements: ideas, objects, and practices. Furthermore, three prominent reinvention processes are suggested: translation, modification, and adaptation. A conceptual model of reinvention is proposed to outline the relationships between innovation ideas, objects and practices under reinvention processes over time. The paper contributes to prior studies on post-adoption behaviors, as well as general innovation adoption studies and their quest for breakthroughs and new paradigms

Reinventing Yourself: Work-Life Transitions and Transformations 101

Everyone (not just people who have been fired or fear they are about to be) reinvents themselves personally and professionally at some time or other...deliberately or inadvertently, strategically or impetuously. In fact, the author argues that professional reinvention is not only a good defense, but a great offense, pointing out how reinvention can help you take charge of your life as well as accommodate new work world realities. To support and encourage professional reinvention, the author couches the value of being able to transform yourself professionally in the context that health education itself is a profession that is constantly reinventing itself. The article includes a definition of reinvention and discussions about who reinvents themselves and when and why, and stories of six health educators and how they reinvented themselves. The article ends with suggested reinvention pre-requisites to foster successful work life transitions and transformations, and a list of ten tips for successful professional reinvention(s)

Reinvention

It is axiomatic that once an invention has been patented, it cannot be patented again. This aligns with the quid pro quo theory of patents—the public would receive nothing new in exchange for the second patent. Enforcing this rule is done through the novelty requirement, which bars a patent if the invention is already known. But the rule is hard to justify if the original patentee reneged on the quid pro quo by inadequately disclosing how to make and use the invention. The inadequate disclosure suggests that the original inventor did not invent anything and the public received no benefit from the original patent. Nevertheless, the current novelty rules prevent the subject matter from being patented again, even if a subsequent researcher can figure out how to make, use, and possibly commercialize it. This novelty bar might destroy the incentive to engage in research and development—an outcome that would ultimately deprive the public of a potential benefit (which, as in the case of a drug, could be enormous). In sum, the current novelty rules prevent many socially valuable inventions from reaching the public. To remedy this problem, this Article proposes a new novelty paradigm. It draws attention to a situation where a subsequent inventor—the reinventor—seeks to claim subject matter identical to that claimed by another in an expired patent. If the reinventor can prove that the subject matter was inadequately disclosed in the earlier patent, that disclosure will not have a novelty defeating effect. So the reinventor will be allowed to (re)claim the subject matter absent any other patentability hurdles. While the public would pay for the invention twice, it would ultimately benefit from the second period of exclusivity by obtaining an invention that it might otherwise not have received, a technically robust disclosure, and full possession of the invention at the end of the reinventor’s patent term. Thus, reinvention promotes the patent system’s fundamental goals of encouraging investment, innovation, and the full public disclosure of new inventions

Workfare – The Reinvention of the Social

The presentation aims on refocusing the mainstream debate, starting from looking at work as the central reference rather than seeing the constituting problem of workfare as one of social policy/social security. Of course, at the end the objective is a clearer understanding of how measures aiming on work and employment integration can meaningfully be utilised for responsible policy making. For this, an introductory step will look at what we are actually dealing with when we talk about workfare. Then a second step will very briefly present the EUropean political debate, returning thereafter to the question what we are actually dealing with when we talk about workfare. Then, in a third step, a paradox is presented: the gain of employment, going hand in hand with a loss of work. The conclusion will discuss in the fourth step workfare in the light of power and life.workfare; social policy; Comparative social research

Towards an archaeology of media ecologies : the case of Italian free radios

This article looks at the contemporary reinvention of the term Media Ecologies in the work of Matthew Fuller, arguing that its provenance is less form Postman's Media Ecology Association andmore form the work of Felix Guattari. It then presents an account of free radios in Italy and France in the 1970s and contemporary pirate radio as exemplary cases of media ecologies in Fuller's sense of the term