By looking at the eight possible revenue models you can reinvent a business.
There may be an infinite number of variations a company can use to make money, but they really all boil down into eight types:
Unit sales: Sell a product or service to customers. GE uses this method when they sell microwaves.
Advertising fees: Sell others the opportunities to distribute their message on your space. Google uses this method with its search product.
Franchise fees: Sell the right for someone else to invest in, grow, and manage a version of your business. McDonald’s uses this method with its stores that are independently owned and operated as franchises.
Utility fees: Sell goods and services on a per-use or as-consumed basis. Most electric companies use this model when they charge customers only for the electricity they use.
Subscription fees: Charge a fixed price for access to services for a set period of time. Gold’s Gym charges a monthly or yearly subscription fee for people to access their gym.
Transaction fees: Charge a fee for referring, enabling, or executing a transaction between parties. Visa charges a transaction fee to retailers each time a customer purchases a product in their store.
Professional fees: Provide professional services on a time-and-materials contract. H&R Block makes money by charging customers for the time it takes to prepare their taxes.
License fees: Sell the rights to use intellectual property. Every time a customer buys a T-shirt or a hat with the logo of their favorite sports team on it, that team makes money from license fees.
What School Could Be offers an inspiring vision of what our teachers and students can accomplish if trusted with the challenge of developing the skills and ways of thinking needed to thrive in a world of dizzying technological change.
Innovation expert Ted Dintersmith took an unprecedented trip across America, visiting all fifty states in a single school year. He originally set out to raise awareness about the urgent need to reimagine education to prepare students for a world marked by innovation--but America's teachers one-upped him. All across the country, he met teachers in ordinary settings doing extraordinary things, creating innovative classrooms where children learn deeply and joyously as they gain purpose, agency, essential skillsets and mindsets, and real knowledge. Together, these new ways of teaching and learning offer a vision of what school could be―and a model for transforming schools throughout the United States and beyond. Better yet, teachers and parents don't have to wait for the revolution to come from above. They can readily implement small changes that can make a big difference.
America's clock is ticking. Our archaic model of education trains our kids for a world that no longer exists, and accelerating advances in technology are eliminating millions of jobs. But the trailblazing of many American educators gives us reasons for hope.
Capturing bold ideas from teachers and classrooms across America, What School Could Be provides a realistic and profoundly optimistic roadmap for creating cultures of innovation and real learning in all our schools.
From two leading experts in education and entrepreneurship, an urgent call for the radical re-imagining of American education so that we better equip students for the realities of the twenty-first century economy.
Today more than ever, we prize academic achievement, pressuring our children to get into the “right” colleges, have the highest GPAs, and pursue advanced degrees. But while students may graduate with credentials, by and large they lack the competencies needed to be thoughtful, engaged citizens and to get good jobs in our rapidly evolving economy. Our school system was engineered a century ago to produce a work force for a world that no longer exists. Alarmingly, our methods of schooling crush the creativity and initiative young people need to thrive in the twenty-first century.
In Most Likely to Succeed, bestselling author and education expert Tony Wagner and venture capitalist Ted Dintersmith call for a complete overhaul of the function and focus of American schools, sharing insights and stories from the front lines, including profiles of successful students, teachers, parents, and business leaders.
Most Likely to Succeed presents a new vision of American education, one that puts wonder, creativity, and initiative at the very heart of the learning process and prepares students for today’s economy. This book offers parents and educators a crucial guide to getting the best for their children and a roadmap for policymakers and opinion leaders.
Ted Dintersmith is a successful venture capitalist and father of two who has spent years devoting most of his time, energy and millions of dollars of his personal fortune to learning about — and advocating for — public education and how it can be made better for all children.
Dintersmith has taken a dramatically different path from other wealthy Americans who have become involved in education issues, departing from the approach of people such as Microsoft founder Bill Gates, who was a prime mover behind the Common Core State Standards and initiatives to assess teachers by student standardized test scores.
Dintersmith traveled to every state to visit schools and see what works and what doesn’t — and his prescription for the future of American education has very little to do with what Gates and others with that same data-driven mind-set have advocated.
He thinks the U.S. education system needs to be reimagined into cross-disciplinary programs that allow kids the freedom to develop core competencies through project-based learning.
How can choice and competition improve schools? From a capitalistic perspective one needs to be much more mobile or have a tremendous number of nearby schools for this to happen. Much like the lack of true competition in local hospitals, most American families don’t have any real choice in schools as their local school may be the only option. To have the greatest opportunity, one must be willing to move significant distances, and this causes issues with job availability for the parents as well as other potential social issues.
When it’s the case that there is some amount of local selection, it’s typically not much and then the disparity of people attending one school over another typically leads to much larger disparities in socio-economic attendance and thus leading to the worsening of the have and the have-nots.
Even schools in large cities like the Los Angeles area hare limited in capacity and often rely on either lottery systems or hefty tuition to cut down on demand. In the latter case, again, the haves and have-nots become a bigger problem than a solution.
I’ll have to circle back around on these to add some statistics and expand the ideas…
Seymour Papert’s Mindstorms was published by Basic Books in 1980, and outlines his vision of children using computers as instruments for learning. A second edition, with new Forewords by John Sculley and Carol Sperry, was published in 1993. The book remains as relevant now as when first published almost forty years ago.
The Media Lab is grateful to Seymour Papert’s family for allowing us to post the text here. We invite you to add your comments and reflections.
If you are interested in purchasing the print edition of Mindstorms, please visit Basic Books.
The Postdoctoral Experience Revisited builds on the 2000 report Enhancing the Postdoctoral Experience for Scientists and Engineers. That ground-breaking report assessed the postdoctoral experience and provided principles, action points, and recommendations to enhance that experience. Since the publication of the 2000 report, the postdoctoral landscape has changed considerably. The percentage of PhDs who pursue postdoctoral training is growing steadily and spreading from the biomedical and physical sciences to engineering and the social sciences. The average length of time spent in postdoctoral positions seems to be increasing. The Postdoctoral Experience Revisited reexamines postdoctoral programs in the United States, focusing on how postdocs are being guided and managed, how institutional practices have changed, and what happens to postdocs after they complete their programs. This book explores important changes that have occurred in postdoctoral practices and the research ecosystem and assesses how well current practices meet the needs of these fledgling scientists and engineers and of the research enterprise.
The Postdoctoral Experience Revisited takes a fresh look at current postdoctoral fellows - how many there are, where they are working, in what fields, and for how many years. This book makes recommendations to improve aspects of programs - postdoctoral period of service, title and role, career development, compensation and benefits, and mentoring. Current data on demographics, career aspirations, and career outcomes for postdocs are limited. This report makes the case for better data collection by research institution and data sharing.
A larger goal of this study is not only to propose ways to make the postdoctoral system better for the postdoctoral researchers themselves but also to better understand the role that postdoctoral training plays in the research enterprise. It is also to ask whether there are alternative ways to satisfy some of the research and career development needs of postdoctoral researchers that are now being met with several years of advanced training. Postdoctoral researchers are the future of the research enterprise. The discussion and recommendations of The Postdoctoral Experience Revisited will stimulate action toward clarifying the role of postdoctoral researchers and improving their status and experience.
The National Academy of Sciences has published a (free) book: The Postdoctoral Experience (Revisited) discussing where we’re at and some ideas for a way forward.
Most might agree that our educational system is far less than ideal, but few pay attention to significant problems at the highest levels of academia which are holding back a great deal of our national “innovation machinery”. The National Academy of Sciences has published a (free) book: The Postdoctoral Experience (Revisited) discussing where we’re at and some ideas for a way forward. There are some interesting ideas here, but we’ve still got a long way to go.
I recently ran across this TED talk and felt compelled to share it. It really highlights some of my own personal thoughts on how science should be taught and done in the modern world. It also overlaps much of the reading I’ve been doing lately on innovation and creativity. If these don’t get you to watch, then perhaps mentioning that Alon manages to apply comedy and improvisation techniques to science will.
Uri Alon was already one of my scientific heroes, but this adds a lovely garnish.