Laura Czerniewicz 4 November 2012 Institutional responses to the changing higher education environment: the case of UCT

A HOLISTIC VIEW Open scholarship, open all content

Conceptualisation Data Collection Data Analysis Findings EngagementTranslation Conceptual Frameworks Literature Reviews Bibliographies Proposals Data sets Conference papers Audio records Images Recorded interviews Books Reports Journal articles Technical papers Notes Presentations Lectures Interviews Open from the outset shared & shareable, Open data Open journals and new publishing models Open education resources open etextbooks Massive open online courses (MOOCs) O PENING SCHOLARSHIP Open access repositories for all content

CHANGE An institutional culture perspective

Policy definition: Tight Policy definition: Loose Control of implementation: Loose Control of implementation: Tight I NSTITUTIONAL CULTURAL TYPES Collegium EnterpriseCorporation Bureaucracy McNay, I. (1995). From collegial academy to corporate enterprise: The changing cultures of universities.

Policy definition: Tight Policy definition: Loose Control of implementation: Loose Control of implementation: Tight I NSTITUTIONAL CULTURAL TYPES Collegium EnterpriseCorporation Bureaucracy

T HE COLLEGIUM TYPE Characterised by o loose institutional policy definition o informal networks and decision arenas o and innovation at the level of the individual or o department. (McNay 1995) The organisational response o ’laissez faire’, few targeted policies or processes (Rossiter, 2007). o ore value of collegium is freedom Defines organizational expectations in terms of freedom from external controls (Yee-Tak 2006)

U NIVERSITY OF C APE T OWN Oldest South African university o Top ranked African university QS World University Rankings Times Higher Education World University Rankings Academic Ranking of World Universities Medium sized o +/ students o 982 permanent academics (of total staff)

P RESTIGIOUS RESEARCH UNIVERSITY 5 Nobel Laureates Booker Prize winner Numerous internationally recognised research initiatives o Africa Earth Observatory Network (AEON o The Department of Mathematics and Applied Mathematics, an international centre for research in the fields of cosmology and topology. o Department of Physics, home to the UCT- CERN research centre, o V involved in SKA (Square Kilometre Array)

T EACHING AT UCT Residential Face to face Almost no distance ed Not set up for “non- traditional” courses Funding subsidy for headcount & throughput (not curriculum or content) Centre for Higher Educational Development active, strong academic development

2007 O PEN AGENDA AT UCT: PROJECTS Scholar Community Scholar Student 2014 Opening Scholarship 2009 Scholar

HTTP :// OPENUCT. UCT. AC. ZA

O UR APPROACH TO THE OPENNESS AGENDA in the light of UCT’s culture

P RINCIPLES & STRATEGIES Individual agency/ control Maximum flexibility Network & community building Enabling, not requiring Advocacy Champions & incentives Researching practices Collegium culture: loose institutional policy definition informal networks and decision arenas and innovation at the level of the individual or department McNay 1995

H ISTORICALLY Opportunities for open agenda in the eLearning space rather than OA o Contributed to change strategy No institutional repository

M ULTIPLICITY Multiple strategies Many small sites of innovation and activity, aiming for agglomeration across the institution, to achieve critical mass Change at all levels of the university Develop networks and build community

A CADEMIC AGENCY Decentralised uploading o Individual academics upload and maintain their resources directly Pride of authorship o Quality assurance with the individual o Quality assurance part of broader teaching and learning systems, not separate Minimal moderation o Copyright compliance

F LEXIBILITY Granularisation of resources important Whole courses Single resources o Ebooks o Presentations o Podcasts o Lecture notes o Animations o Images

I NSTITUTIONAL C OMMUNITY IP Law Unit Knowledge Co-op Citizen Science projects in COL Enterprise Content Management Project Eresearch Library Communications Office Faculties

E NABLING FRAMEWORK Work enabled by new UCT IP Policy o Specifically addresses issues relating to the creation of OER resources and the licensing processes to be followed o Expressly states the support for publication of materials under Creative Commons licenses

A DVOCACY

C HAMPIONS At senior level o DVC signs Cape Town Declaration (2008) o VC signs Berlin Declaration (2011)

C HAMPIONS Senior & middle level OER Health Sciences - Dean

C HAMPIONS Bringing the work of “early adopters” above the radar

C HAMPIONS & CHANGE In our experience o Senior level support symbolic o Vertical relationships do not cause change per se, only when actual projects in place (eg HS) o Champions work best in horizontal networked relationships, building communities of practice New roles and reconfigurations o The rise of the non-specialist “expert,” (or the “extended professional”)

E NABLERS : SMALL GRANTS 35 small grants in 2011 & 2012 Up to R each All faculties To create and/ or adapt OER Includes course level & smaller resources

I NCENTIVES : SMALL GRANTS

O PEN C ONTENT G RANTS 2011/12 Faculties Humanities 11 Health Science 8 Engineering & BE 7 CHED 3 Law 2 Science 1 Commerce 1 Other 2 35 Type New course material11 New video8 Adapting resources16

RESEARCH Committed to researching practice o Cox, G (2012) Why would you do it,... would a student actually be interested?” “Understanding the barriers and enablers to academic contribution to an OER directory”, OCW, Cambridge 2012 o Hodgkinson-Williams, C.A. & Paskevicius, M. (2012). The role of postgraduate students in co-authoring open educational resources to promote social inclusion: a case study at the University of Cape Town, Distance Education, 33 (2),

UCT O PEN C ONTENT How we are doing

O PEN C ONTENT VISITS 15 O CT O CT 2012

O PEN C ONTENT LOCATION OF VISITS 15 O CT O CT 2012

O PEN C ONTENT TRAFFIC & REFERRALS 15 O CT O CT 2012

G ROWTH TO DATE

F ACULTY CONTRIBUTIONS

T YPES OF RESOURCES

C ONCLUDING COMMENTS A steady upswell rather than mainstream Integration of resourcing requirements into existing structures Acceptance of non-linear organic process Slow approach more likely to be sustainable & effective A research-based approach to inform strategy

R EFERENCES Czerniewicz, L and Brown, C (2009) study of the relationship between institutional policy, organisational culture and e- learning use in four South African universities in Computers & Education 53 (2009) 121–131 McNay, I (1995) From collegial academy to corporate enterprise: The changing cultures of universities. In T. Schuller (Ed.), The Changing University. Buckingham: Society for Research into Higher Education and Open University Press Rossiter, D (2007) Whither e-learning? Conceptions of change and innovation in higher education. Journal of Organisational Transformation and Social Change. 4 (1), pp.93–107 Yee-Tak, W (2006) Student Expectations in the New Millennium: An Explorative Study of Higher Education in Hong Kong, Dissertation, unpublished dissertation

This work is licensed under the Creative Commons Attribution-Share Alike 2.5 South Africa License. To view a copy of this license, visit or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA. Laura Czerniewicz OpenUCT Initiative : UCT OpenContent : Companion site on Vula: Follow us: Presentations: For slides thanks to Cheryl Hodgkinson-Williams