oaa12 - institutional responses to the changing environment: the case of uct

Laura Czerniewicz4 November 2012

Institutional responses to the changing higher education

environment: the case of UCT

A HOLISTIC VIEWOpen scholarship, open all content

Conceptualisation

Data Collection

Data Analysis

Findings

Engagement

Translation

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 outsetshared & shareable,

Open data

Open journals and new publishing models

Open education resources

open etextbooksMassive open online courses (MOOCs)

OPENING SCHOLARSHIP

Open access repositories for all

content

CHANGEAn institutional culture perspective

Policy definition:Tight

Policy definition:Loose

Control of implementation:

Loose

Control of implementation:

Tight

INSTITUTIONAL CULTURAL TYPES

Collegium

Enterprise Corporation

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

INSTITUTIONAL CULTURAL TYPES

Collegium

Enterprise Corporation

Bureaucracy

THE COLLEGIUM TYPE

• Characterised by o loose institutional policy definitiono informal networks and decision arenaso and innovation at the level of the individual oro 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)

UNIVERSITY OF CAPE TOWN

• 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 sizedo+/- 25 000 studentso 982 permanent academics (of 5 442 total

staff)

PRESTIGIOUS RESEARCH UNIVERSITY

• 5 Nobel Laureates• Booker Prize winner• Numerous internationally recognised

research initiativeso Africa Earth Observatory Network (AEONo 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)

TEACHING 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

OPEN AGENDA AT UCT: PROJECTS

2008

2010

2012

2013

2011

Scholar

Scholar

Scholar

Community

Scholar

Student

2014

Opening Scholarship

2009

Scholar

Scholar

HTTP://OPENUCT.UCT.AC.ZA

OUR APPROACH TO THE OPENNESS AGENDA

in the light of UCT’s culture

PRINCIPLES & STRATEGIES

• Individual agency/ control• Maximum flexibility • Network & community building• Enabling, not requiring• Advocacy• Champions & incentives• Researching practices

Collegium culture:loose institutional policy definitioninformal networksand decision arenas and innovation at the level of the individual or department

McNay 1995

HISTORICALLY• Opportunities for open agenda in the

eLearning space rather than OA o Contributed to change strategy

• No institutional repository

MULTIPLICITY

• 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

ACADEMIC AGENCY

• Decentralised uploadingo Individual academics upload and maintain

their resources directly • Pride of authorship

oQuality assurance with the individual oQuality assurance part of broader teaching

and learning systems, not separate• Minimal moderation

o Copyright compliance

FLEXIBILITY

• Granularisation of resources important• Whole courses• Single resources

o Ebookso Presentationso Podcastso Lecture noteso Animationso Images

INSTITUTIONAL COMMUNITY

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

ENABLING FRAMEWORK

• Work enabled by new UCT IP Policyo 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

ADVOCACY

CHAMPIONS

• At senior leveloDVC signs Cape Town Declaration (2008)o VC signs Berlin Declaration (2011)

CHAMPIONS

• Senior & middle level• OER Health Sciences - Dean

CHAMPIONS

• Bringing the work of “early adopters” above the radar

CHAMPIONS & CHANGE• In our experience

o Senior level support symbolico 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 reconfigurationso The rise of the non-specialist “expert,”

(or the “extended professional”)

ENABLERS: SMALL GRANTS • 35 small grants in

2011 & 2012• Up to R10 000

each• All faculties• To create and/ or

adapt OER • Includes course

level & smaller resources

INCENTIVES: SMALL GRANTS

OPENCONTENT GRANTS 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 material

11

New video 8

Adapting resources 16

RESEARCH

• Committed to researching practiceo 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), 253-269.

UCT OPENCONTENTHow we are doing

OPENCONTENT VISITS15 OCT 2011- 15 OCT 2012

OPENCONTENT LOCATION OF VISITS15 OCT 2011- 15 OCT 2012

OPENCONTENT TRAFFIC & REFERRALS15 OCT 2011- 15 OCT 2012

GROWTH TO DATE

01-2

010

02-2

010

03-2

010

04-2

010

06-2

010

07-2

010

08-2

010

09-2

010

10-2

010

11-2

010

11-2

011

12-2

011

3-20

120

50

100

150

200

250

Resources added

Growth of total content

FACULTY CONTRIBUTIONS

24%

8%

4%

16%

34%

3%

11%

Centre for Higher Education De-velopmentCommerceEngineering and the Built Envi-ronmentHealth SciencesHumanitiesLawScience

Au-dio28%

Downloadable Documents

39%

Graphics/Pho-tos1%

Other

3%

Text/HTM

L Webpage

s20%

Video10%

AudioDownloadable Doc-umentsGraphics/PhotosOtherText/HTML WebpagesVideo

TYPES OF RESOURCES

CONCLUDING 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

REFERENCES

• 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

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Laura Czerniewicz Laura.Czerniewicz@uct.ac.za

OpenUCT Initiative: http://openuct.uct.ac.za/UCT OpenContent : http://opencontent.uct.ac.za

Companion site on Vula: https://vula.uct.ac.za/portal/site/openuct

Follow us: http://twitter.com/openuctPresentations: http://www.slideshare.net/laura_Cz

For slides 32-34 thanks to Cheryl Hodgkinson-Williams