The classic digital divide theory asserts that unequal access to and unequal experience with information technologies may lead to unequal user outcomes. This paper introduces a new perspective to extend this theory: outcome divides can persist despite equal access and equal experience if users differ in their analytical ability to analyze and interpret available data for decision-making. We term this new data-to-decision skill as analytical ability and integrate it into the classic digital divide framework. We develop a new approach to operationalize analytical ability by contrasting humans’ actual performance against that of a standard machine learning model that makes similar analytical decisions based on the same information available to humans, essentially emulating a quasi-random counterfactual setting. To minimize the confounding impact of other divides, we validate the role of analytical ability in information-transparent environments like the blockchain-based trading markets, where all historical trading data is equally available to all users on the blockchain. We leverage data from EnjinX, a blockchain-enabled non-fungible token (NFT) marketplace that records all historical NFT transactions. We measure user outcomes by their flip trading performance, a standard metric captured via the percentage of exploited flipping opportunities. Our empirical analysis reveals that disparities in analytical ability may become the new bottleneck for outcome equity: flip trading performance could decrease by 66.86% when traders are incapable of analyzing the available blockchain information effectively. Our study contributes to the literature by extending the digital divide theory with the notion of the analytical ability divide. Moreover, we are among the first to rigorously quantify analytical ability and empirically test its impact based on the extended digital divide framework. Our study also offers important practical implications for platforms and policymakers to bridge this new divide in order to foster outcome equity.

The 50-year march of Moore’s Law has led to the creation of a relatively cheap and increasingly easy-to-use world-wide digital infrastructure of computers, mobile devices, broadband network connections, and advanced application platforms. This digital infrastructure has, in turn, accelerated the emergence of new technologies that enable transformations in how we live and work, how companies organize, and the structure of entire industries. As a result, it has become important for all business students to have a strong grounding in IT and digital innovation in order to manage, lead, and transform organizations that are increasingly dependent on digital innovation. Yet, at many schools, students do not get such grounding because the required information systems core class is stuck in the past. We present a vision for a redesigned IS core class that adopts digital innovation as a fundamental and powerful concept (FPC). A good FPC serves as both a foundational concept and an organizing principle for a course. We espouse a particularly broad conceptualization of digital innovation that allows for a variety of teaching styles and topical emphases for the IS core class. This conceptualization includes three types of innovation (i.e., process, product, and business model innovation), and four stages for the overall innovation process (i.e., discovery, development, diffusion, and impact). Based on this conceptualization, we examine the implications of adopting digital innovation as an FPC. We also briefly discuss broader implications relating to (1) the IS curriculum beyond the core class, (2) the research agenda for the IS field, and (3) the identity and legitimacy of IS in business schools.