1. Template Sections for completion:
Case Study Title:
Teaching Resources on Undergraduate Economics (TRUE), Bristol University and 13
other HE partners
Case Study Country:
UK
Type of organisation described by the case study, address of organisation,
hyperlink to organisation, hyperlink to case study source:
HE
http://www.economicsnetwork.ac.uk/projects/oer
Case Study Contributed by:
Andreia Inamorato dos Santos
Sections 1-10
1. Mandatory - A brief summary of the institution to be used as a case study
About 500 words please on a description of the institution, its OER history
and approach.
Core micro, macro and economics at all levels are relatively well provided for
by textbooks and open content through the web, but there is much less open
availability of resources in specialist areas.
The TRUE project covers 14 such specialist areas, each led by a senior
academic in that field. Each specialist leader is gathering and collating
materials from colleagues in various universities. Resources can be any of the
following:
• Syllabus details
• Reading lists
• Lecture slides
• Seminar/workshop materials
• Problem sets and worksheets
• Student handouts
• Assessment schemes
• Past assessments
• Module/unit handbooks
Academics hold the intellectual property but are encouraged to relicense the
materials under Creative Commons, attribution, non-commercial.

2. Type of initiative: subject specific - Economics for undergraduates
Funding runs from 30th April 2009- 30th April 2010
2. Quality – OER/OEP
How does the institution approach quality in OER? Is there any current
indication of a quality concept or process? Does the institution perceive
quality from the perspective of the quality of open educational resources or
the quality of open educational practice? How does the institution show
quality through OEP versus quality of OEP? What methods, concepts and
practices are used to enhance the quality of OEP?
The quality of OER seems to rely on the academics judgement of the content
available.
3. Innovation
How can OER/OEP innovate educational practices? What current innovative
practices are there in the institution? Please do not regard innovation from
just a technology perspective!
To transform an existing technology-enhanced face to face course into an
OER.
4. Policy
What are the current OER/OEP policy arrangements at institutional and
national level across Europe/the World?
In the case University College London, the work is possible due to the OER UK
national initiative funded by JISC.
5. Actors
What actors are involved in OER/OEP? Is there any evidence to show that
OER actors do not always promote OEP but “only” access to OER?
• Academics
• learners
6. Initiatives
What OER/OEP initiatives can be evidenced? Is there any evidence to show
that OER initiatives do not always promote OEP but “only” access to OER?
7. Open Educational Practices
Can you identify some case studies/ descriptions which form the illustrative
base for a more general model of OEP?
The transformation of existing material designed for face to face study into
OER. Ex. University of Bristol and their ‘subject specific’ OER course.
However, although some of the materials are free for studying, they cannot
be repurposed as they do not seem to hold a share-alike license.

3. 8. Tools and Repositories
What tools and repositories are being used to deliver OER/OEP? For example
GLOW, Connexions
Resources are made openly available at the Economics Network website. The
resources for each specialism are in a separate wiki.
9. Strategies
Can you identify any strategies for organisations to use OER/OEP? Can you
identify any business models that promote OER/OEP?
Some of the course materials available recommend books to be purchased.
10. Current barriers and enablers
What are the barriers to the use of OER/OEP? Is there any evidence to how
these barriers have been overcome? What are the enablers to the use of OER/
OEP?
A possible barrier is academic reluctance in providing resources under a
Creative Commons share-alike license.