In this article, Cox and Trotter (2016) consider the promotion of OER within universities and argue that policy recommendations are highlight dependent on the specific institutional context. In making their argument, the authors differentiate between "hygienic factors", which are necessary but insufficient for promoting OER, and "motivating factors", which incentivize OER use. They argue that "In this paper, we argue that the key determination in whether a policy acts as a hygienic or motivating factor depends on the type of institutional culture into which it is embedded" (abstract), in particular, as this culture can be understood in terms of (1) policy structure, (2) dominant culture, and (3) academics' degree of agency. The authors use these three factors as a framework to understand the institutional context within three South African universities and make corresponding policy recommendations.
Glenda Cox, Henry Trotter
Primary educational sector