But "creative destruction" would be a more positive and precise expression of what is happening than "disruptive innovation", and points the discussion in a more constructive direction. Online learning is good, faster, more productive, far more cost-effective, at "training"—i.e., developing knowledge, skills, and accreditation. It is not yet clear how it will do at "education"—i.e., self-development, which is more social, more process- than product-oriented. The new technology will certainly challenge and profoundly transform the nature and structure of faculties, already 75% adjuncts; and of student bodies; and admissions; and job-markets; and pedagogy; and on and on.

What we are facing is possibly the fastest, most profound and far-reaching, paradigm-shift in Western history. The money and technology driving it are already in place; the existing structures are already obsolete and indefensible; the leadership is already moving and the trains are leaving the station. Individual colleges and universities have perhaps five years to figure out how they will relate to it, and 10 years (from now) to implement those new models. Every ounce of brainpower should be focused on this great transformation, for the sake of institutional and professional survival.

Better get moving!