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This paper provides evidence based quantification of both “actual” disruption of industries as well as a measure of disruption “hype”. The data cover a seven-year period from 2012 to 2018 across 12 industries. The authors’ complemented the research with a survey of 2000 business executives. Whereas there has been some measures of disruption in the past, no research to the authors’ knowledge has been conducted that measure both actual disruption and disruption hype.

The current fascination with disruption hides an awkward truth, we assume it is happening, but do we really know for sure? Disruption is rarely defined and almost never measured. Equally, the influence of the hype around disruption is hard to gauge. The authors do not know to what extent hype is driving management action. This is worrisome as the disruption “noise level” can lead to unhealthy collective thinking and bad business decision-making. Some rigour is required. To craft winning strategies, executives should take a more evidence-based approach for managing disruption.

The authors’ failed to find evidence of any correlation between the hype around an industry disruption and actual disruption within that industry. So the important conclusion for executives is “do not believe the hype”. We found some surprising differences by industry between actual disruption and the hype by industry.

Disruption is one of the most talked about subject in the field of strategy, yet there is little quantification. With this research, the authors’ aim is to advance the fact-based understanding of disruption. Disruption hype is never measured but has a strong influence on executives. The authors have quantified hype using online, search, social media and survey sources. Much more is needed to be able to measure hype more accurately.

The authors’ recommend a set of practical guidelines for executives to support fact-based strategy formulation: analysis of actual disruption, scenario planning and strategic responses.

The “noise” around industry disruption is so high that it is assumed to happen. Much of what is written is quasi-fake news. The authors need to rebalance the debate with fact-based analysis.

To authors’ knowledge, there has never been any fact-based analysis of both actual and hype disruption levels.

The ubiquity of the Internet and e‐mail has resulted in a burgeoning interest in their potential for academic research. This paper summarizes the existing practices of Internet research and suggests extensions to them based on the design and administration of a large‐scale, national Web survey. These extensions include consideration of new capabilities such as adaptive questions and higher levels of flexibility and control. Lessons learned include the use of a modular design, management of Web traffic, and the higher level of communication with respondents.

Summarizes some of the key findings of academic papers presented at the First World Congress on the Management of Electronic Commerce, which took place in January, 2000, in Hamilton, Ontario, Canada, sponsored by McMaster University. The conference was attended by 243 delegates from more than 25 countries. Outlines two meta‐management issues including: the importance of taking a strategic approach to Internet ventures as well as considering infrastructure design during implementation. Several of the papers presented fell into three broad functional categories including operations, human resources and marketing. Finally, a summary of internationalization and education implications is discussed.

The increase of Islamophobia-inspired hate crimes toward Sikh Americans led the Sikh Coalition of America and the National Council for the Social Studies to request social studies educators to conduct a content analysis on the presentation of Sikhism in social studies textbooks. The Sikh Coalition hopes to use the findings of such research to encourage more appropriate inclusion about the religion in textbooks by the leading publishing companies and as a legitimate social studies subject of instruction in the state standards for all 50 states. The paper aims to discuss this issue.

The incorporation of critical pedagogy, as a tool of critical multiculturalism, serves as the theoretical design of this study. Content analysis serves as the method of research for this study. The authors also employed an online survey to determine the scope of religious literacy of the pre-service teachers with regard to Sikhism before the conducting of content analysis of social studies textbooks for the presentation of Sikhism.

The current presentation of Sikhism in social studies textbooks has the potential to help fuel the Islamophobia that Sikh Americans now face. The authors found that the pre-service teachers possess little religious literacy regarding Sikhism. Furthermore, from the content analyses, the authors found that a total of 21 out of the sample of 32 textbooks (5 elementary, 11 middle grades and 16 high school) mention Sikhism. Eight textbooks include a mention of the origins of Sikhism. Nine textbooks misidentify the religion as a blending of Hinduism and Islam. Nine textbooks mention the religion in relation to the assassination of Indira Gandhi.

The originality of this research led the authors to find that the very limited and inaccurate information we found present in the most-used textbooks for elementary, middle grades and high school social studies made the employing of inferential statistics like correlation difficult. Also, the authors found from the literature that research addressing Islamophobia in the classroom has centered on the role of licensed teachers only. The research gives a model to how pre-service teachers may address Islamophobia in the classroom and also gain religious literacy regarding Sikhism.

The rise of Islamophobia-inspired violence toward students of South Asian descent has led to the call to address this matter. The research introduces a method to how social studies education professors may help engage their pre-service teachers in proactively addressing Islamophobia. Social studies professors have a responsibility to help promote social justice through critical pedagogy that explores the religious literacy of their pre-service teachers beyond Buddhism, Christianity, Hinduism, Islam and Judaism.

The Sikh Coalition, by telephone, has formally acknowledged to the authors that the textbook research has been the most extensive they have received since making their joint request with the National Council for the Social Studies. They have used the research to successfully convince the state education boards of Texas and recently Tennessee to adopt the inclusion of Sikhism in social studies content. More Americans, at a young age, need to learn about Sikh culture, so they are less likely to develop prejudicial ideas about Sikh Americans and commit violent acts of religious-based discrimination.

The research is extremely rare. To date, no one else in the country has conducted research on the presentation of Sikhism in textbooks to the extent that the authors have. The authors hope that the research will encourage more dialogue and further research. The authors hope that the research will help prevent further acts of religious-based violence toward followers of the world’s sixth largest religion.