Chapter 13 - Experiences of Developing OER-Amenable Policies

Governments across the world are increasing the openness and transparency of their services, a move also taking place in the education sector in some countries, signifying commitment to openness and ensuring that adequate attention and funding is paid to open educational resources (OER). This chapter assesses the extent to which policies are being developed and/or modified to support effective use of open educational resources. However, despite the growth of OER at many institutions, surprisingly few have developed and implemented formal OER policies. Those with policies have most commonly established them in a context of having implemented OER projects, thereafter recognising the need for policy to inform initiatives or to institutionalise OER formally. Others have developed OER policies as they began exploring the use of OER. Evidence suggests the vital role of leadership support and champions in encouraging and driving OER policies.
Several institutions have developed practices or procedures that support OER and which contribute towards institutionalising OER, even though there may not be a formal policy. A review of available policies reveals that they do not typically cover all aspects related to OER creation and adaptation, with most institutions focusing primarily on managing intellectual property rights and releasing materials using a Creative Commons license. In some instances, policy has been created, but with little evidence of consistency between policy and practice, highlighting that policy fulfils a limited function and that issues such as sustainability and faculty buy-in and involvement are of equal importance. This chapter concludes with recommendations to accelerate the development and adoption of open licensing frameworks for governments, institutions and faculty.