Henry Christian Eyring
Henry Eyring is a doctoral student in Accounting and Management at Harvard Business School. He studies the use of performance measurement, feedback, and disclosure to ellicit improvement. His dissertation focuses on the effects of disclosing doctor ratings and reviews. That analysis of 4.8 million visits tests for effects on ratings performance, process efficiency, health outcomes, costs, web-traffic, patient visits, and revenue. Doing so extends research on disclosure by looking at economic effects other than investment within capital markets. He has also conducted field experiments of the application of behavioral economics to performance feedback design in online education. Those experiments extend limited empirical evidence of the effectiveness of performance dashboards and how this depends on design elements. His educational background is in math and economics, with work experience in private equity and management consulting.
Unexploited Efficiencies in Higher Education
In "Unexploited Efficiencies in Higher Education," Henry C. Eyring argues that one way that the U.S. can compete globally in college attainment is to decrease cost-per-graduate. He explains how many stakeholders in higher education stand to benefit from unexploited cost-efficiencies. Eyring cites strategies implemented by Brigham Young University-Idaho as examples of ways that institutions of higher education can become more cost-efficient in producing graduates. Administrators at Brigham Young University-Idaho utilize a model called the "Graduate Fishbone" that quantifies the effect of alterations to policy, retention, and instructional delivery at Brigham Young University-Idaho on cost, students served, and annual graduates produced. That model allows analysis of the efficacy of cost-efficiency promoting strategies, and the model outline is available electronically from the author upon request. An extended version of this paper with additional charts and explanation is also available electronically from the author upon request.
Let Disruption Fix Education
Eyring and Hopkins Callahan apply Clayton Christensen's theory of Disruptive Innovation to Higher Education. The Spellings' Commission's 2006 report cited rising costs, lack of access, and a rift between output and the average stakeholder's needs in U.S. Higher Education. The authors recognize those as characteristics of industries ripe for disruptive innovation. Institutions of Higher Education can be disruptive by addressing the "jobs-to-be-done" of Higher Education stakeholders in a low-cost manner with the aid of new learning technology. The authors offer examples of innovative institutions of Higher Education, and explain how policy makers could act to give such institutions a better chance to lower cost and increase productivity in Higher Education.
Keywords: disruptive innovation;