Growing the Curriculum

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• Chief academic officers at over a majority of institutions reported that individual faculty developing courses, faculty committees, programs or divisions, and the administration all have a role in a decision to adopt open education resources. • Only two groups, individual faculty members and the administration, are seen as having the primary decision responsibility on the adoption of open education resources. • Over one-half of academic leaders agree or strongly agree that open education resources would be more useful if there was a single clearinghouse. • Among faculty, cost (88% reporting as important or very important) and ease of use (86%) are most important for selecting online resources. • The time and effort to find and evaluate are consistently listed as the most important barriers by faculty to the adoption of open education resources. • Older faculty have a greater level of concern with all potential barriers to open education resource adoption than do younger faculty. • Female faculty members report higher levels of concern for all potential open education resource adoption barriers examined. ! #! ! !
STUDY RESULTS: Awareness of Open Educational Resources Most academic leaders are at least somewhat aware of open education resources (OER) and slightly over half list themselves as ‘Aware’ or ‘Very aware.’ An additional third report that they are only ‘Somewhat aware.’ Examining the open-ended responses from the academic leaders shows that, for many, while they may claim to be ‘Aware’ or ‘Very aware,’ there is wide variability in exactly what they consider to be open education resources. Those claiming some level of awareness provided a wide range of descriptions including those who spoke of content versus those who focused on software and services (e.g. Moodle). Others seamed to equate ‘open’ with ‘free’ and grouped all free resources as OER. Still others mentioned open-source computer code as their example of OER. One concept very important to many in the OER field was rarely mentioned at all – licensing terms such as creative commons that permit free use or re-purposing by others. CHIEF ACADEMIC OFFICER AWARENESS OF OPEN EDUCATIONAL RESOURCES - FALL 2011 Not aware Very aware Somewhat aware Aware The professed level of chief academic officer awareness differs less by type and size of institution than by whether the institution offers online courses and full programs. At schools with no online offerings, only 28 percent of chief academic officers were ‘Aware’ or ‘Very aware’ of OER compared to 59 percent of institutions with online courses and full programs. ! $! ! !
Page 1 and 2: Growing the Curriculum: Open Educat
Page 3 and 4: CONTENTS Acknowledgments ..........
Page 5: EXECUTIVE SUMMARY Open educational
Page 9 and 10: Use of OER The level of reported us
Page 11 and 12: Perceived Value of OER The perceive
Page 13 and 14: Interestingly, the value of OER doe
Page 15 and 16: When examined by type school (priva
Page 17 and 18: The Gatekeepers Who in a large comp
Page 19 and 20: The relative role of these two grou
Page 21 and 22: Other, more serious, concerns were
Page 23 and 24: The current report is concerned wit
Page 25 and 26: FACULTY: MY INSTITUTION HAS A FAIR
Page 27 and 28: Faculty are large consumers of digi
Page 29 and 30: In addition to an age effect on fac
Page 31 and 32: A total of 3,875 faculty members in
Page 33 and 34: Use of OER USE OF OPEN EDUCATIONAL
Page 35 and 36: Saving Time and Money CHIEF ACADEMI
Page 37 and 38: The Gatekeepers HAS A ROLE IN DECIS
Page 39 and 40: The Faculty View FACULTY: USED DIGI
Page 41 and 42: BABSON SURVEY RESEARCH GROUP The st

Growing the Curriculum

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