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Factors shaping lecturers' adoption of OER at three South African universities

Cox, Glenda; Trotter, Henry


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    <subfield code="a">Citation:
Cox, G. &amp; Trotter, H. (2017). Factors shaping lecturers' adoption of OER at three South African universities. In C. Hodgkinson-Williams &amp; P. B. Arinto (Eds.), Adoption and impact of OER in the Global South (pp. 287–347). Retrieved from https://doi.org/10.5281/zenodo.601935

Corresponding author: &lt;glenda.cox@uct.ac.za&gt;</subfield>
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    <subfield code="a">&lt;p&gt;The research presented here focuses on understanding the obstacles, opportunities and practices associated with Open Educational Resources (OER) adoption at three South African universities. It addresses the question: Why do South African lecturers adopt &amp;ndash; or not adopt &amp;ndash; OER? In trying to answer this, the authors also attempt to identify which factors shape lecturers&amp;rsquo; OER adoption decisions, and how lecturers&amp;rsquo; institutional cultures influence their OER use and creation choices.&lt;/p&gt;

&lt;p&gt;This study employed a qualitative research approach through in-depth personal interviews with 18 respondents at three different universities which together broadly represent the characteristics of South Africa&amp;rsquo;s university sector. Unique analytical tools &amp;ndash; the OER adoption pyramid and OER adoption readiness tables &amp;ndash; were developed to help with analysing and synthesising the data.&lt;/p&gt;

&lt;p&gt;Findings indicate that whether and how OER adoption takes place at an institution is shaped by a layered sequence of factors &amp;ndash; infrastructural access, legal permission, conceptual awareness, technical capacity, material availability, and individual or institutional volition &amp;ndash; which are further influenced by prevailing cultural and social variables.&lt;/p&gt;

&lt;p&gt;This study has value and application for researchers and institutions pursuing an OER agenda, policy-makers seeking tools to assess OER readiness in institutional contexts, and funding agencies aiming to boost institutional OER engagement.&lt;/p&gt;

&lt;p&gt;The dataset arising from this study can be accessed at:&lt;br&gt;
https://www.datafirst.uct.ac.za/dataportal/index.php/catalog/555&lt;/p&gt;</subfield>
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