This page is part of the Phase2 OMAC strand synthesis

This section draws together what projects have said and is in mainly in their own words. These findings have been synthesised across into the main report findings pages. Coloured excerpts are from project final reports - bold emphasis is mine (LM) to highlight key points EDOR (EDOR final report), ASSAP, IPR4EE, CPD4HE CPD4HE final report , DELILA, Open for Business, ACTOR, Learning to Teach Inclusively, RLT for PA, ORIC, OPENSTEM

How are existing academic/subject discipline cultures being challenged, strengthened, contested, changed through releasing and using OERs

• Traditionally, academics have developed their teaching materials as an individual effort whilst viewing research as a team and community endeavour. Peer review of teaching is also associated in many institutions with capability assessment and HR processes, even when it is documented as a development and enhancement mechanism. In our own institution, for example, the repository has traditionally been for research outputs. OER development, release and re-use challenges these distinctions. CPD4HE 
  
• “It has been asserted by participants that the O4B’s strategy of ensuring a ‘culture of sharing’ amongst the partner consortium had been most effective. This had:
• made public the philosophy, ground work, the current state of play, and plans for the future, from each contributing HEI;
• promoted input from across the Project Teams, highlighting common areas;
• encouraged participant response: sharing similar experiences, asking questions for clarification, providing valuable insights;
• highlighted approaches and potential users for feedback and testing of OERs. “ O4B

• Cultural change of institutions was encouraged through examination and review of existing practice and models and in particular encouraging collaboration and partnership approaches 

Following consultation we chose to review how each partner institution functioned; look at the pros and cons of different models; and through networking and communication enable existing collaborations (and new) to review their institutional policies and practice in light of the OER programme. ACTOR