1. Not Yet Systemic: ‘Openness’ in the Context of Lifelong Learning The role of openness in creating a flexible and creative learning environment, making best use of new technological opportunities Open Stakeholder Workshop Open Educational Resources in European Higher Education March 4, K.U. Leuven Cornelis Adrianus (Kees-Jan) van Dorp supplementary

3. ‘Openness’ in University Strategies

4. A List of To-do’s in Lifelong Learning

5. Emerging Thoughts/Recommendations

6. Diffusion and Adoption of ‘Openness’

8. Adapting study programmes to ensure that they are designed to widen participation and attract returning adult learners (A3)

9. Recognising prior learning(A5)

10. Consolidating reforms to promote a flexible and creative learning environment for all students (A8)

11. 4 out of 10 Articles refer to statements about accessand participation≠ Opennessin termsof open access, educational resources andinnovation

13. Develop, share andimprove LLL University Strategies

14. Selected through a competitive Call for Participation

15. Intake of knowledge

16. Role model presentations

17. Focal core group sessions (qualitative)

18. Extended (mixed) sessions of discussion

19. Strategic priority games (colour coding)

20. Analysis of SWOTs

22. Achieving ‘on-campus’ LLL interplay

25. Explication of StrategyAs-is

27. View LLL not separated, but make conception which pervades whole institute

28. Network to develop strategies for widening participation in the region

29. Highlight anomalies in funding arrangements for full-time/part-time in HE

30. Ensure that more and more study programmes can become joint programmes

31. Participate in national and international LLL projects and research programmes

32. Partnerships with companies and public institutions (local, regional, national)

33. Manage more courses for professional development of the workforce

34. Build, develop and train for new teaching methods

35. Workingwith regional school boards, universities and stakeholders

36. Make good education be academically rewarding: similar to status of research

38. More access and interplay between diversified student population and courses

39. Make use of new legal frameworks and the possibility of flexible learning paths

40. Develop courses for online delivery as part of the LLL provision

41. Change the manner of studies and select more customised forms of study

42. Facilitate: age, gender, marital status, nationality, ethnic origin, religion, political conviction, women, public servants, persons with disabilities, seniors, elderly

43. Ensure policy interest in, and special incentives for, specific target groups

44. Provide for advanced teacher training and retraining

45. Contracts: specific degree, no degree orientation, exams without classes

47. Provide more outside links in frame of technological and scientific innovations

48. Provide free education, and equal access to education

49. Provide national strategic incentives and make funding available

50. Social background and financial situation should not be not critical

51. Recognizing non-formal and self-contained achievements

52. Having LLL centres in the region collaborate with municipalities

53. Make counselling services available for academic immigrants

54. Provide employment-oriented training for unemployed academic professionals

55. Make free continuing professional development for up-skilling the workforce

56. Allow for junior/community colleges to also connect with continuous studies

58. Universities feel the urgency to obtain on-campus synergetic effects in the development and delivery of content for courses in the realm of lifelong learning

59. Universities must enable the adaptability of study programmes to ensure that they are flexible and can be used integrally across different target groups

60. It implies making (more) optimal use of well-managed systems of courses and trainings on current platforms in order to expand teaching and training methods to different target groups more easily

62. Whereas niches are to be served, and capacity cannot be allocated by one department or university, the strategy is to seek leverage through international cooperation, by jointly building and integrating courses and programmesHOWEVER Notmuchevangelisationof explicit ‘openness’ in universitystrategies AS A MEANS

64. Task Force ODTUs

65. OER at EADTU Board, Rectors’ and Executive

67. Involvement of traditional universities

68. Extend commitment base to partner institutions

70. Stimulate institutions reaching tipping point

71. Allow continuous learning from fast movers

72. Avoid slow movers from developing innovation gap

74. Diffusion and Adoption of ‘Openness’ In search of the road to OER success (Van Dorp & Lane, 2011) [Based on the framework of Hamel and Prahalad]

76. Authorative persons play a significant role in adoption of ‘openness’

77. Less influential have difficulty scaling up merits to whole university

78. Top management must be involved in developing a robust programme for institutional OER competences

79. Same management must remain in place for at least five years

80. Intermediate changes in top management reset the process of adoption within institutionsNot much evangelisation of ‘OER‘ in ODTUs’ strategies

82. These ‘strategy-shaping processes’ have resulted in the creation of nascent Networks of Practice, sustaining the need to share knowledge about the role of ‘openness’ in this process

83. In building capacity to ‘openness’, OER can catalyse access to more target groups, by using the potential of adopting, infusing and complementing free-licenced academic content