Skip to content
MarketScale
‹ Back to IndustriesEducation Technology

Disruptive Leaders: Disrupting Tradition in the Leadership Space

Leadership in the workplace has been ever evolving for years now, despite the commonplace leadership traditions most places try to abide by. But leaders must adapt to new and modern changes, as it’s expected that a lot of factors pertinent to leadership will change in the next 10 years, according to Gartner. Disruptive leaders…

This story was produced through MarketScale. See how Education Technology teams put it to work with Executive Thought Leadership.

Promoted content from DisruptED on MarketScale.

Share

Get featured

Want to get featured in MarketScale Education Technology?

Create a free MarketScale workspace and get your company's expertise featured across our Education Technology coverage. No credit card, no demo required.

Request an invite

 
Leadership in the workplace has been ever evolving for years now, despite the commonplace leadership traditions most places try to abide by. But leaders must adapt to new and modern changes, as it’s expected that a lot of factors pertinent to leadership will change in the next 10 years, according to Gartner. Disruptive leaders and leadership practices comes great responsibility but it’s not impossible. Disruptive leaders just have to be open-minded and current with what’s going on in the world, such as how normal remote work has become now.

Even with ongoing changes that workplaces will see, how can current and potential leaders adapt and implement this change when it comes to their leadership style?

In the latest episode of “DisruptEd,” host Ron J. Stefanski interviewed Geoffrey Roche, Senior Vice President at the National Healthcare Practice and Workforce Partnerships at Core Education PBC, about disrupting the current leadership space, and Roche’s skills and tips to ensure an adaptable attitude for modern leadership to flourish. Some people pick up their leadership style from people that they grew up with, admired, or what they saw was effective. Roche noted that his first observation of passionate leadership was from a mentor when he worked nursing, who never shied away from doing subordinate work despite being in upper management. He stated that she was a “disruptive leader” and witnessing that style of leadership encouraged him to pursue the areas he did.

“I saw somebody who wasn’t afraid and wasn’t above her title. She was always on par with her colleges and so that was transformative and you know my work there really changed my life to be honest with you because not only was it her impact and influence, but she allowed me to get involved in community initiatives … that allowed me to not only demonstrate my passion, but really hone further in to what I really wanted to accomplish and you know started to get involved in a number of community causes,” he said.

As a disruptive leader himself, Roche said that he finds himself open and willing to accept feedback from both people who agree and disagree with him, citing that he has a board of personal advisors who steer him on the right path.

Stefanski and Roche also discussed …

● The different approaches of disruptive leaders

● Roche’s background and his particular style of leadership

● Remote work and the adaption to being a leader with a remote team

“I think when you have leaders who make decisions and say, ‘You know, we need everybody back in,’ to me I automatically come back to the fact that that’s a command- and-control leader — there’s a reason they want them there. There’s just a trust issue there … The leaders that I think are of that mindset are leaders I would never consider to be good leaders, and definitely would not consider them to be great leaders. And I would argue that they are not in tuned and in touch with reality, because the fact of the matter is, is you have large organizations, like CVS Health Aetna, that have been virtual for many, many years with great success, phenomenal retention, and leaders who understand what it’s like to lead a team like that,” said Roche.

Geoffrey Roche is the Senior Vice President at the National Healthcare Practice and Workforce Partnerships at Core Education PBC. He has an extensive background in healthcare innovation and is a graduate of University of Arizona, Eller College of Management.

DisruptED

Part of this channel

DisruptED

Education, workforce, and manufacturing futures with Ron J. Stefanski.

Visit the channel

Your experts belong here

Every story in MarketScale Education Technology starts with a company putting its implementation leads, instructional designers, and district partners on the record. Buyers are already reading this topic. The only question is whose experts they find.

Procurement teams read long before they ever call, and your implementers get to answer their questions first.

Get your team featuredSee how it works15 minutes, straight to a calendar.

Follow Education Technology Insights

Get new expert content in your inbox.

Education Technology: are you visible to AI?

Before they reach out, Education Technology buyers ask AI engines which vendors to trust. See how AI describes your company today, and where competitors show up instead.

Free workspace

You just read one Education Technology expert. Your company is full of them.

This article was produced through MarketScale. The same platform turns your implementation leads, instructional designers, and district partners into the articles, video, and social content Education Technology buyers are searching for. Create a free workspace and see it with your own people. No credit card, no demo required.

NPS +73 · 1,000+ creators · 38+ countries

What you get, free

Your own MarketScale Studio workspace
One video edit a month, on us
AI writing, editing, and publishing tools
In-platform coaching to learn the system

More Education Technology Insights

AI detectors are turning into audit tools, not enforcement, in higher ed

AI detectors are turning into audit tools, not enforcement, in higher ed

AI detection tools can be used to review student writing, but their results are not definitive. In 2026, colleges are putting more emphasis on AI literacy, assessment redesign and clear guidance for acceptable AI use than on detection alone.

  • 0186% student AI use (Digital Education Council survey, cited by Community College Daily) makes “ban and catch” workflows expensive at scale. Training, course design, and tool governance become the controllable levers.
  • 02OECD’s 2026 Outlook warns that better-looking work with GenAI can disappear or reverse on exams without it, a signal that assessment design is now a learning-outcomes control, not a pedagogy preference.

Sep 7, 2026

Workforce Pell will cover 8- to 15-week trades programs starting in July 2026

Workforce Pell will cover 8- to 15-week trades programs starting in July 2026

A final U.S. Department of Education rule makes 8- to 15-week training eligible for Pell Grants, effective July 20, 2026. Eligibility is tied to completion, employment, and earnings measures. For contractors and HR leaders, it adds a federal funding option for short-term technician training, if programs meet the rule’s standards.

  • 01The 70% completion and 70% employment thresholds turn Workforce Pell into a performance contract, not a blank-check subsidy, when selecting school partners.
  • 02For employers, written training agreements are now a procurement artifact: institutions can outsource up to 25% of instruction, and Registered Apprenticeship sponsors up to 49%, shaping how companies staff labs, instructors, and OJT.
  • 03State-by-state approval is the choke point. Governors and workforce boards decide which occupations qualify before federal sign-off, so multi-state employers will see uneven program availability.

Sep 5, 2026

Back-to-school IT teams are buying EdTech in a market where half the funding sits with 10 firms

Back-to-school IT teams are buying EdTech in a market where half the funding sits with 10 firms

New Market Pitch’s July 13, 2026 ranking says the top 10 EdTech startups hold about 50.2% of total funding in its filtered ranking; BYJU’S accounts for about 15.1% and is listed at about $6.0B raised. EdTech Digest’s 2011 profile of Wishbone describes an organization that links donors online with at-risk high school students to fund after-school and summer programs.

  • 01Funding tables can hide procurement risk: New Market Pitch lists some entries with “partial” confidence and flags “acquired” statuses without naming acquirers, so buyers should treat capital rankings as a starting point, not due diligence.
  • 02Some education initiatives behave like supply chains, not software: EdTech Digest’s description of Wishbone’s model highlights the operational work in vetting, publishing, funding, and progress updates, workflows that live outside the LMS.

Sep 4, 2026

Explore More Education Technology Insights

Read more expert perspectives from across Education Technology.

Browse Education Technology Hub

For B2B teams

Your experts could be publishing here

Stories like this one run on content MarketScale captures from real practitioners. See how your team's expertise becomes coverage in Education Technology and beyond.

Book a 15-minute demo

Or call us. No forms required. We pick up. 214-945-2512