Thomas William Jones: A Professor’s Perspective on Adaptive Business Growth: Learning, Leading, and Adapting in Disruptive Times

This work presents a multidimensional perspective on strategic thinking, drawn from the intersection of applied business practice, systems theory, and educational experience. *A Professor’s Perspective on Adaptive Business Growth* is authored by a former entrepreneur turned educator who brings over two decades of leadership in technology development and six years of academic instruction across business administration, marketing, logistics, strategy, and organizational design. The text offers a comprehensive, practice-informed guide for navigating complexity and building adaptive, sustainable organizations in an age defined by digital disruption, shifting cultural norms, and accelerating change.The book is anchored in the premise that traditional models of linear strategic planning are inadequate in dynamic, complex environments. It reframes business strategy as an ontological worldview—one that requires system-wide alignment, ethical responsiveness, and intelligent adaptation.

Jones, T. W. (2026). A Professor’s Perspective on Adaptive Business Growth: Learning, Leading, and Adapting in Disruptive Times. In New Business Development Strategies for Achieving Sustainable Growth (pp. 89-112). IGI Global Scientific Publishing.

Thomas Jones
Matthew Dunleavy wearing a pink and purple polka-dot shirt under a grey blazer with red-framed glasses and a long reddish-brown beard smiling into the camera
Matthew Dunleavy

Senior Educational Developer, Faculty Excellence and Development

Matthew Dunleavy (he/him) is an educational developer and scholarly teacher with over 9+ years’ experience. He immediately joins our CTEI from York University where he was an Educational Developer with the Teaching Commons; before entering that role, he served as the Program Director of the Online Learning and Technology Consultants (OLTC) Program at the Maple League of Universities (Acadia University; Bishop’s University; Mount Allison University; and St. Francis Xavier University). In 2022, he was awarded the D2L Innovation Award in Teaching and Learning by the Society for Teaching and Learning in Higher Education (STLHE) for this work.