OER Synthesis and Evaluation / ukoer3-senior-management-engagement
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Page history last edited by Lou McGill 7 years, 11 months ago

Page in development


Back to phase3 Education Sector Engagement


It is worth noting that the pilot phase institutional strand in 2008/9 did a lot of work with senior managers Institutional Strand Institutional Issues and in phase 2 this was also reported Phase2 Institutional Issues


The majority of UKOER3 projects have been involved in more than one UKOER funded project and have built on earlier engagement with senior managers.


How engaged your senior managers are with OER?

Nottingam University - PARIS project Also involved in pilot phase with BERLiN project and Nottingham released U-Now repository before UKOER funding even started.

  • Senior managers are very engaged. This includes the Vice Chancellor, Pro-Vice Chancellors and Director of Teaching and Learning as evidenced by the podcast: http://www.youtube.com/watch?v=E9MBkJr3ba8&feature=player_embedded
  • Pro-Vice Chancellor for internationalisation pioneered the idea of OER at Nottingham, and remains a strong advocate of the Open Nottingham programme and sits on the U-Now editorial board. Director of Teaching and Learning is a senior sponsor of OER activity and sits on the U-Now editorial board.
  • All three academic boards endorsed OER activity in 2009 and a number of teaching and learning committees and heads of schools have signed  off on OER activity over the last 3 years.
  • The sustainability grand challenge manager has embraced the use and publication of OER as a sustainable model of working as evidenced by a presentation they gave during April. (presentation link to come. It really shows how OER is embedded in the grand challenge and not just a bolt on).


University of the Arts London ALTO UK Also had ALTO project in phase 2

  • The first ALTO UAL project got the UAL to accept the use of CC licences which in turn triggered a review of institutional IPR policy - so that got attention quite a long way up the tree
  • The second ALTO UK project has teamed up with the JISC digital literacy project based at the UAL (DIAL) and the UAL dean of Teaching and Learning to push the open / digital agenda at the UAL. Chris Follows (ALTO UK /DIAL) has presented to the senior management strategy group this week and will meet the rector to discuss matters further.
  • senior management are beginning to seriously engage The 3 JISC projects, ALTO + ALTO UK + DIAL (and the funding!) have helped get their attention


University of Oxford Great Writers Also had OpenSpires in pilot phase and RIPPLE project and TRITON project in phase 2 (see resources generated for stakeholder engagement)

  • The senior managers within this department are very engaged; they actively support our OER projects, release materials as OER themselves and act as advocates in discussions with other departments or units. Other senior managers in departments which we have worked with on OER projects are also engaged. Because of the collegiate and devolved nature of Oxford it is difficult to achieve any top-down 'directive' about OER, but our success is in developing innovative open projects with champions within departments which then serve as exemplars.


De Montfort University HALSOER Also had SCOOTER project in phase 2

  • just completed a series of interviews with senior managers / executive. Including the PVC for Teaching and Learning, and 4 faculty deans
  • Most are engaged with the philosophy behind open learning and sharing education opportunities. Some had not heard of OER, open education or open practice and were unaware of national and global activities. ENGAGED? Overall, little in practice.
  • HALSOER - New economic models for sustaining OER activity are being explored to ensure open education becomes embedded into the university business. What arguments would really influence our institutional policy makers to take a steer on OER? What top-line data exists in terms of marketing or student numbers that could help us to influence institutional change?

How institutional culture can change to adopt open practices Dr Vivien Rolfe and Dr Mark Folwer, De Montfort University


Coventry University COMC Project

  • At CU  there is no institutional position or push on this - there has been a long-standing and broad support to technology enhanced learning and to participatory / student -centered Teaching and learning strategies.
  • Senior managers Associate deans or faculty and above are supportive and welcoming of this as one innovation   


Newcastle University PublishOER Also had ACTOR and PORSCHE projects in phase 2 and OOER in pilot phase

  • Newcastle is committed to open policies for research data and have a national MRD project running here due to report in march 2013.
  • We have a University digital rights group which has reviewed all university documentation relating to copyright, performance rights, consent, etc. for the purpose of teaching and in particular in relation to lecture capture. This is revisiting all policy documents including our 'notice and take down' policy. Newcastle has elected to run a risk managed approach - to take reasonable risks while alerting staff to areas where either legally or ethically there are significant risks.


Southampton SOLENT University Opening up a future in Business and previous OMAC project Open for Business

  • The university asked Alan Greenburgh (Director of Unbound - disruptive publishing company) to meet with groups in each faculty to review their materials and consider what would assist them in deciding to make materials into an OER.

    Senior PVC at Aston University has a direct involvement with supporting this project, which is further evidence of engagement at a senior level.


University of Liverpool CORE-SET (Interim report) and previous pilot phase project CORE-Materials

  • The project team met with a range of staff at all stakeholder sites; not only those with technical responsibilities, but importantly with senior executives and with managers from units such as corporate communications and human resources / training.


What are you doing to engage them?

Nottingam University - PARIS project

"Over the last three years there has been a significant amount of work carried out to engage staff and senior managers. The top down approach involved working with the Director of teaching and Learning who presented at all academic boards and a number of teaching and learning committees to explain the benefits of OER and to ask for support. The director of teaching and learning has also contacted all heads of schools on a number of occasions to update on the Open Nottingham programme and to ask for support. This has enabled the Open Nottingham team to work with managers at all levels and has led to a number of schools engaging with OER at school level. This approach has also ensured that staff that wish to engage on an individual basis,  are free to do so."


University of the Arts London ALTO UK

"Making the argument that 'open' is useful for identifying and then driving the changes needed to make better use of technology to support learning and teaching - particularly flexible learning seems to be striking a chord here as the basic business models are being re-examined. It seems to be a good idea to try and keep moving forward with things open so we are preparing a bid to a charity for further funding which has got the attention of the senior management here (at Dean level)


University of Oxford Great Writers

"through working closely with departments on specific OER projects: e.g. success last year with Politics in Spires blog (Triton project) and this year with the English Faculty with the Great Writers Inspire project. Successful projects are demonstrated to other departments should the opportunity arise, for example the Learning Technologies Group is running a conference in June which will have OER as a key theme (see http://www.oucs.ox.ac.uk/ltg/events/beyond2012/)"


De Montfort University HALSOER

"As a result of the interviews and a HEA "case study" I am leading a working group to see what we need to do to be more strategic and how to influence senior staff. We will present a paper at the executive board including case studies and top line information of HOW and WHY OER works. (JISC policy document just released will help)."


Coventry University COMC Project

"We have included Faculty Senior Managers in the project steering group have and will continue to report on progress to them"  


Newcastle University PublishOER

"Regular meetings of the DR group, regular meetings with senior managers, facilitated 2 workshops for staff on copyright (at the invitation of the PVC T&L) liaising with unions (next meeting with UCU on Friday 1 June)."


Southampton SOLENT University Opening up a future in Business

"Both our previous OMAC and this current project report(ed) into the Univeristy's Learning & Teaching Group ( which has a member of the VCO and representation of all faculties at Associate Dean level within its membership) on OER production. We actively work with Learning and Information Service (LIS)and its Dean on this project - as this group are becoming more actively invested in OER production. It is within our own Faculty Board papers and details have gone forward in an Employability and Enterpise Paper to a meeting chaired by a member of the VCO."


University of Liverpool CORE-SET (Interim report) (senior managers of partner institutions outside ed sector)


"Firstly, to address issues of change management beyond a focus on OER use / reuse solely in the higher education sector; by building effective relationships across the diverse consortia of partner organisations, from the private, public and charity sectors. Secondly, to address the current paucity of evidence with respect to barriers and enablers to OER use and reuse in agencies outside of the HE sector; by creating a survey instrument to be deployed during a set of visits to each partner site during the early months, and for the same survey to then be referred to at later stages of the project."


"a model of engagement with sectors outside of HE for the release of themed OER collections; and (2) evidence, that has been systematically gathered, relating to the realities of extending OER collaborations beyond higher education"


Whether it seems to be working?

Nottingam University - PARIS project

  • This does seem to be working. 75% of schools now have an OER presence on U-Now with over 1400 credits of teaching resources available. (Target to hit 3600 credits by 2015 has been set and is on target.)
  •  The expansion of U-Now and the open sharing of materials is now a stated objective in the University's 5 year plan. (2010-2015.)


University of the Arts London ALTO UK

  • see discussion above re UAL - also re partner institutions
  • partners Heriot Watt - The Head of the School of Textiles and Design - is engaged and keen to see more OER projects as way of introducing flexible learning at the college
  • Brighton University- Our partners at the HEA ADM centre has the Deputy Vice Chancellor on board and have put OER into the institutional strategy.


University of Oxford Great Writers

  • much of our work has involved recording podcasts with academics and then seeking their agreement to release the material under CC licence. Generally speaking once people have agreed to do this they continue to record more podcasts and continue to release under the CC licence. We work with academics who fully support OER, see this blog post by Dr Emma Smith for example http://writersinspire.org/2012/01/25/creative-commons/ .


De Montfort University HALSOER

  • too early to say. My gut feel is one of low confidence. It is not part of their agenda. So current OER activity will continue from the ground up. I think the nature of the personalities involved is that I don't think we can influence them - I think they will be influenced by external people / international collaborators who may finally mention it as important.  (We might have won the battle, but the war continues).
  • From interim report "What arguments would really influence our institutional policy makers to take a steer on OER? What top-line data exists in terms of marketing or student numbers that could help us to influence institutional change?


Coventry University COMC Project

  • For the moment this balance is working for our project  and works for others on some related development - e.g. mobile learning wrt Educational Apps etc.   But it is not at the level of developing an institutional policy yet. This will come in the near future.


Newcastle University PublishOER

  • Raising awareness of the need to tighten up on our management of learning resources and other intellectual assets (teaching and research) is succeeding. However we have met stiff resistance from the unions, which *may* be based on a misconception - in our university the university 'owns' copyright and licences it to staff to use (rather than the other way around). The documentation from UCU appears to have been drafted by someone or people who are used to the latter method of managing, for example, copyright.
  •  We are working with the unions in order to resolve issues.


Southampton SOLENT University Opening up a future in Business

  • Slowly - LIS are an active area of change in this but it is still the case that you find material using a youtube licence or copyrighted by someone.  It seems to me to get change you have to get to the people who film an event, set up an interview or record students doing interesting work as they often will make a decision on IPR rights.  It also is an issue as filmed material goes into the repository to try and get the information out about creative commons more widely




This highlights significant variations in engagement. Clearly most institutions have some engagement from some managers and this reflects the distributed nature of HE institutions. Feedback from all phases of UKOER indicates that even if senior managers are supportive of project activities they may not actually understand all the benefits of engaging with OER for the different stakeholder groups (staff, students, informal learners, other educators, wider global community, institution and external partners).


Most projects have invested significant time and energy into engaging stakeholders (including senior managers) and have revealed an overall lack of awareness around OERs and open practice (at all levels of an institution). One of the most significant activities to engage stakeholders has been in articulating the benefits at events, workshops and Committee meetings.


Success in influencing institutional strategy, policy and processes has been reported through all phases of UKOER (see above links relating to institutional issues). This includes the creation of new policies (such as that mentioned by the ALTO project at the UAL) which is sometimes seen as an important way to raise the profile of the open agenda to strategic managers but also the inclusion of openness within existing strategies and policies which is seen by many as important for embedding open approaches within normal practices and activities. This highlights the importance of taking institution sensitive approaches to implementing open educational practices based on institutional culture and readiness.


Engaging senior managers in promoting project activities and embracing an open education agenda has been used to powerful effect by some projects (with Nottingham PARiS and BERLiN projects being an excellent example). Podcasts from senior staff (including PVC level) sends out a powerful message to the institution that this is an important avenue with senior management endorsement. This is evidenced by the outcomes of the work at Nottingham across the institution.

Both our previous OMAC and this current project report(ed) into the Univeristy's Learning & Teaching Group ( which has a member of the VCO and representation of all faculties at Associate Dean level within its membership) on OER production.

We actively work with Learning and Information Service (LIS)and its Dean on this project - as this group are becoming more actively invested in OER production

It is within our own Faculty Board papers and details have gone forward in an Employability and Enterpise Paper to a meeting chaired by a member of the VCO










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