disruptive_entrepreneurship [Syllabus respository]

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# Disruptive Entrepreneurship

**MDST 2011**

*Disruption* has become a hallowed achievement in contemporary business culture. What, exactly, do entrepreneurs, investors, and Internet evangelists mean by the word? What have been the great disruptions of our time, and who wound up disrupted?

This course is a hands-on exploration of disruption as a practice and a theory, which goes to the heart of contemporary society. We will encounter disruptions in the world around us and devise some of our own. Students should expect to enlarge their entrepreneurial repertoires, but also to experience fresh trepidation about disruption's possible consequences.


## Instructor

Dr. Nathan Schneider ("Professor Schneider")  
<nathan.schneider@colorado.edu> ([[:email_etiquette|email etiquette]])   
Armory Building, 1B24   
Office hours: Wednesday at 3-5 p.m., or by appointment   
Website: [nathanschneider.info](https://nathanschneider.info)


## Objectives

* Gain familiarity with discourses surrounding media entrepreneurship and disruptive innovation
* Encounter the social impacts of economic disruptions
* Cultivate habits of critical entrepreneurship in media economies


## The business model

The course consists of six evaluated components; three are consecutive "phases" and three are ongoing.


### Phase one: Report
*20 percent*

Early in the course, each student produces a video report on a past disruption based on original research. Perform the role of an employee of an incumbent organization as it comes to terms with a potentially threatening disruption taking place. (Examples of incumbent organizations include large corporations, government agencies, and cultural institutions.) Explain the disruption clearly to colleagues and suggest possible responses that their organization might take, including both narrative and market data.

The report should be between five and seven minutes, presented appropriately (and creatively) in the guise of an internal statement from the organization. It should include slides that cite all relevant sources. Turn in both the video (as a Zoom link using your campus account) and the slides (in PDF format). Evaluation criteria are as follows:

  * Completion of the assignment with clarity, stylistic correctness, and creativity
  * Comprehension of the disruption and explanation of what qualifies it as disruptive, based on meaningful [[engagement with assigned sources|engagement]] with at least two assigned sources from the course
  * Evidence of self-directed research with at least eight sources beyond assigned materials, including at least two peer-reviewed [[scholarly sources]] and relevant market data, cited in APA style 
  * Clear and compelling one-minute, in-class summary with an elegant slide, summarizing the report in character


### Phase two: Oral history
*20 percent*

The second project for the course is a ten-minute group presentation to the class about the human impacts of a disruptive innovation. Each student should interview at least one person (outside the CU community) whose way of life or livelihood has been threatened by the disruption. In the presentation, students will share interviewees' insights, alongside an explanation of the nature of the disruption and its broader context. Each presentation should cover a unique topic.

Before the presentation takes place, one student in the group should turn in the slide deck that identifies all contributors. Evaluation criteria are as follows:

  * Completion of the assignment with clarity, stylistic correctness, and creativity
  * Insightful interviews in disrupted communities by each student (duly credited), along with contextual data on social impacts
  * Comprehension of the disruption and explanation of what qualifies it as disruptive, based on meaningful [[engagement with assigned sources|engagement]] with at least two assigned sources from the course
  * Evidence of self-directed research with at least 10 sources beyond assigned materials, including at least two peer-reviewed [[scholarly sources]] and relevant market data, cited in APA style 


### Phase three: Whitepaper
*25 percent*

At the conclusion of the course, students produce a [[whitepaper]] outlining an original proposal for a disruption involving networked digital media. It can advance business, social, or policy goals. In between 1,500 and 1,800 words, describe the nature of the disruption, its economic and technological context, and the means of its financing and growth. The proposal should demonstrate expertise in the relevant markets and differentiation from existing offerings. Be sure to also consider its potential social effects.

Students will twice present their ideas to the class---first as a one-minute practice run for feedback and, second, as a one-minute pitch with one parsimonious slide.

Evaluation criteria are as follows:

  * Completion of the assignment with clarity, stylistic correctness, and creativity
  * Comprehension of the disruption and explanation of what qualifies it as disruptive in the context of the relevant market
  * Meaningful [[engagement with assigned sources|engagement]] with at least two assigned sources from the course
  * Evidence of self-directed research with at least 10 sources beyond assigned materials, including at least two peer-reviewed [[scholarly sources]] and relevant market data, cited in APA style 
  * Clear, compelling in-class pitch with an elegant slide


### Quizzes
*15 percent*

As a warm-up at the start of many class sessions, there will be quizzes based on readings and lectures on using Canvas. Students may consult course materials while completing them.

Quizzes are meant to be taken individually and in class; unapproved deviations will be regarded as a violation of the campus Honor Code. If you cannot attend class, you must inform the instructor ahead of time to arrange a make-up.


### Class participation
*10 percent*

All students should contribute to class discussions as active listeners, question-askers, commentators, and critics. Respectful disagreement with the instructor and fellow students is welcome and encouraged. Attendance will not be taken formally, but meaningful participation is not compatible with absence. Be prepared to discuss each week's assigned materials by the start of that week's first meeting.

Evaluation takes place at the midterm and the end of the course, with each evaluation period weighted equally. Evaluation is based on:

* Contributing comments and questions that advance the conversation
* Evidence of listening to others
* [[engagement with assigned sources|Engagement]] with assigned materials


### Entrepreneurial events
*10 percent*

Part of the course is participation in two live, in-person events in the Boulder entrepreneurial community---at least one on campus. Within 24 hours after each event, submit a discussion post in Canvas about your experience there. With this, include proof of participation (such as a photo of yourself there or of you and your screen). Evaluation criteria are as follows:

  * Compelling proof of attendance at the event
  * Insightful, 300-500 word reflection on an aspect of each event
  * [[engagement with assigned sources|Engagement]] with at least one of the assigned materials in each analysis

Entrepreneurship-related events can be found at the campus [Innovation & Entrepreneurship Initiative website](https://www.colorado.edu/innovate/events), [Silicon Flatirons](https://siliconflatirons.org/events/), and [Meetup](https://www.meetup.com/cities/us/co/boulder/events/).


### Grading

Grading will follow the expectations stated in this syllabus.

If you need an extension on any assignment, consult your instructor ahead of time. Late projects will be penalized 5 percentage points per day.

Plagiarism and similar lapses in [[academic honesty]] can result in no credit for the assignment and referral to campus authorities. 

Based on the stated percentage structure, grades will be awarded as follows: A (94-100), A- (90-93), B+ (87-89), B (83-86), B- (80-82), C+ (77-79), C (73-76), C- (70-72), D+ (67-69), D (63-66), D- (60-62), F (0-59). The minimum passing grade is 60 for undergraduates and 70 for graduate students.

### Terms and conditions

Together, we agree to:

* Work together to foster a respectful, mature, convivial community based on mutual learning, diverse perspectives, and accommodation
* Respect student privacy, keeping any materials or statements shared in class confidential unless permission is granted to do otherwise
* Be present in our interactions together; students should put away [[:screen_devices|screen devices]] during lectures and class discussions
* Adhere to all [[university policies]] regarding academic integrity, accessibility, behavior, discrimination, misconduct, inclusivity, and religious observances; we take responsibility for understanding them and the relevant procedures

**AI policy:** Since this is a skills-building and knowledge-integrating course, generative AI should not be the primary means of producing anything turned in as original work.


## Topics

The course topics, like the assignments, proceed in three phases. First, we acquaint ourselves with some processes and ideologies associated with Silicon Valley-style entrepreneurial culture and discourses of disruption. Second, we consider the human impacts of disruptive change. Third, we explore a variety of strategies and shortcomings of disruptive and entrepreneurial thinking.

Except for the book we read in Phase Two, all readings should be available online. Some readings require using the university network (either on campus or via VPN).

### Phase one: Disruption

What does this overused word even mean?

#### 1. Startup communities

* Brad Feld, {{:lib:feld-startup_communities-excerpt.pdf|chapters 1-3}} in _Startup Communities: Building an Entrepreneurial Ecosystem in Your City_ (Wiley, 2012)
* Xiaowei R. Wang, "[Letter from Shenzhen](https://logicmag.io/scale/letter-from-shenzhen/)," _Logic(s)_ (April 1, 2018)

#### 2. Theory and cliché

* Clayton M. Christensen, Michael E. Raynor, and Rory McDonald, “[What Is Disruptive Innovation?](https://hbr.org/2015/12/what-is-disruptive-innovation),” _Harvard Business Review_ (December 1, 2015)
* Jill Lepore, "[The Disruption Machine](http://www.newyorker.com/magazine/2014/06/23/the-disruption-machine)," _New Yorker_ (June 23, 2014)
* Drake Bennett, "{{:lib:christensen-bloomberg.pdf|Clayton Christensen Responds to New Yorker Takedown of 'Disruptive Innovation'}}," _Bloomberg_ (June 21, 2014)

#### 3. Organizational vessels

* Venkatesh Rao, "[A Brief History of the Corporation: 1600 to 2100](https://www.ribbonfarm.com/2011/06/08/a-brief-history-of-the-corporation-1600-to-2100/)," _Ribbonfarm_ (June 8, 2011)
* Jessica Livingston, "[Grow the Puzzle Around You](http://foundersatwork.posthaven.com/grow-the-puzzle-around-you)," _Posthaven_ (June 30, 2018)

#### 4. Raising rounds

* Kim-Mai Cutler, "[The Unicorn Hunters](https://logicmag.io/04-the-unicorn-hunters/)," _Logic(s)_ no. 4 (2018)
* Paul Graham, "[Startup = Growth](http://www.paulgraham.com/growth.html)" (September 2012)
* Daisy Onubogu, "[Underrepresented Founders are Merely Collateral Damage](https://medium.com/zebras-unite/underrepresented-founders-are-merely-collateral-damage-cae17f6d3379)" (February 25, 2021)

#### 5. Endgames

* Peter Thiel with Blake Masters, _[Zero to One: Notes on Startups, or How to Build the Future](https://libcat.colorado.edu/Record/b11042512)_, chapters 4-5 (Crown Currency, 2014)
* Cory Doctorow, "[‘Enshittification’ Is Coming for Absolutely Everything](https://web.archive.org/web/20240208152542/https://www.ft.com/content/6fb1602d-a08b-4a8c-bac0-047b7d64aba5)," _Financial Times_ (February 7, 2024)
* Matt Seybold, "[The Secret History of Canvas LMS, Corporate Raiders, & The Chatbot Bubble](https://theamericanvandal.substack.com/p/historyofcanvas)," _The American Vandal_ (March 24, 2026)

#### 6. Capitalism, all along

* Karl Marx and Friedrich Engels, [preamble and chapter 1](https://www.marxists.org/archive/marx/works/1848/communist-manifesto/ch01.htm), _Manifesto of the Communist Party_ (1848)
* Joseph A. Schumpeter, "[The Creative Response in Economic History](https://www.jstor.org/stable/pdf/2113338.pdf)," _Journal of Economic History_ 7, no. 2 (November 1947)

### Phase two: Disrupted

Phase two centers around how one company, OpenAI, has helped create the AI disruption, through the lens of one book, available in the bookstore:

* Karen Hao, _Empire of AI: Dreams and Nightmares in Sam Altman's OpenAI_ (Penguin, 2025)

#### 7. Divine right

* Hao, _Empire of AI_, Prologue and Part I

#### 8. Ascension

* Hao, _Empire of AI_, Parts II and III

#### 9. Reckoning

* Hao, _Empire of AI_, Part IV

### Phase three: Disrupt

What, then, can we do?

#### 10. Disrupting power

* Richard Barbrook and Andy Cameron, "[The Californian Ideology](https://monoskop.org/images/d/dc/Barbrook_Richard_Cameron_Andy_1996_The_Californian_Ideology.pdf)," _Science as Culture_ 6, no. 1 (1996)
* Jennifer Brandel, Mara Zepeda, Astrid Scholz, and Aniyia Williams, "[Zebras Fix What Unicorns Break](https://medium.com/@sexandstartups/zebrasfix-c467e55f9d96)" (March 8, 2017)
* Paul Engler, "[What Social Movements Can Learn from the ‘Innovator’s Dilemma’](https://wagingnonviolence.org/2025/11/innovators-dilemma-social-movements/)," _Waging Nonviolence_ (November 12, 2025)

#### 11. Disrupting work

* Ben Tarnoff, _[The Making of the Tech Worker Movement](https://logicmag.io/the-making-of-the-tech-worker-movement/full-text/)_ (Logic(s), 2020)
* Anisia Uzeyman and Saul Williams (dirs.), _[Neptune Frost](https://colorado.kanopy.com/node/12574154)_ (2021)

#### 12. Disruptive governing

* Maria Mazzucato, "[The Entrepreneurial State](https://www.proquest.com/docview/912870584/fulltextPDF/86FE0FED4208456EPQ/1?accountid=14503)," _Soundings_ 49 (Winter 2011)
* Andrea Pollio, "[Silicon States of Development](https://www.jstor.org/content/oa_chapter_monograph/jj.37105697.6)," in _Silicon Elsewhere: Nairobi, Global China, and the Promise of Techno-Capital_ (University of California Press, 2026)

#### 13. Disrupting imagination

* Niles Eldredge and Stephen Jay Gould, "[Punctuated Equilibria: An Alternative to Phyletic Gradualism](https://www.blackwellpublishing.com/ridley/classictexts/eldredge.pdf)," in Schopf, T.J.M. (ed.), _Models in Paleobiology_ (Freeman Cooper, 1972)
* Walidah Imarisha, "[All Organizing Is Science Fiction](https://archive.org/details/podcast_umass-amherst-history-departme_walidah-imarisha-all-organiz_1000423858347)," History Department, University of Massachusetts Amherst (November 13, 2018)
* Stefano Harney and Fred Moten, "Fantasy in the Hold" (pp. 84-99), _[The Undercommons: Fugitive Planning & Black Study](https://www.minorcompositions.info/wp-content/uploads/2013/04/undercommons-web.pdf)_ (Minor Compositions, 2013)

#### 14. Disrupting innovation

* David Edgerton, "Introduction" and "Maintenance" in _[The Shock of the Old: Technology and Global History Since 1900](http://www.wtf.tw/ref/edgerton.pdf)_ (Profile Books, 2008)
* Nathan Schneider, "[Innovation Amnesia: Technology as a Substitute for Politics](https://firstmonday.org/ojs/index.php/fm/article/view/13668/)," _First Monday_ 29, no. 11 (2024)