The influence of institutional culture on lecturers’ agency in relation to OER contribution.
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The influence of institutional culture on lecturers’ agency in relation to OER contribution. Presentation at OER17, London, April 2017 Glenda Cox and Henry Trotter
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The influence of institutional culture on lecturers’ agency in relation to OER contribution.
- 1. The influence of institutional culture on lecturers’ agency in relation to OER contribution. Glenda Cox and Henry Trotter OER17
- 3. Understanding lecturers’ adoption of OER Glenda Cox & Henry Trotter www.slideshare.net/ROER4D
- 4. Research on Open Educational Resources for Development
- 5. EXPLAINING THE RELATIONS BETWEEN CULTURE, STRUCTURE AND AGENCY IN LECTURERS’ CONTRIBUTION AND NON- CONTRIBUTION TO OPEN EDUCATIONAL RESOURCES IN A HIGHER EDUCATION INSTITUTION
- 7. Empirical evidence-what are the barriers and enablers ? Frameworks/models-how Theoretical explanation-why HE Lecturers OER contribution
- 8. Politics of Open in Higher Education Meta- understanding Culture/influences structure Micro-individual academic
- 9. Institutional Culture Influence/ Relations Institutional Structure Individual academic Politics of Open- meta level
- 12. ROER4D project Interviews (N=18) • Introduction to OER and Creative commons workshops • 6 interviewees per university • 50-56 questions • Covering multiple elements of teaching and OER activity
- 13. University Profiles UCT UFH UNISA Student access Residential Residential Distance Student numbers 26 000 11 000 400 000+ Location Urban Rural Dispersed Approach Traditional Traditional Comprehensive
- 14. University Profiles UCT UFH UNISA Institutional culture Collegial Bureaucratic Managerial Copyright owner of teaching materials Lecturers Institution Institution
- 15. Institutional Culture type Structure institutional policies Culture social/ disciplinary norms Agency personal motivation Collegial (UCT) low medium high Bureaucratic (UFH) medium high low Managerial (UNISA) high medium low
- 17. Dimensions of Social Realism (Margaret Archer) • Theory of change- morphogenesis and morphostasis • Culture, structure and agency • Agency- personal concerns and internal conversations that drive our decision making
- 18. Culture Relations Structure Agent “How does structure influence agency?” Margaret Archer (Social Realism)
- 19. Culture Relations O E R c o n t r i b u t i o n C o n t e x t Structure Agent Academics Institutions and social context UCT PhD Study: 14 Interviews
- 20. C o n t e x t Enabler and Barriers to contribution of OER
- 21. Archer’s explanation of agents ‘ultimate concerns’ Ultimate Concerns Projects Practice ...Individuals develop and define their ultimate concerns, those internal goods that they care about most (Archer 2007:42) ...develop course (s) of action to realise that concern by elaborating a project... Translated into a set of practices
- 22. The Politics of OER • Institutional culture can influence structure and agency • Sociology of OER-using Margaret Archer’s Social Realism to explain the choices agents make
Notas del editor
- University on the slopes of Table Mountain (Devil’s peak in the background) This research was done at UCT a medium size; 27 993 students and 4808 staff including 1000 permanent academics across the seven faculties
- Over the last three-four years my life has revolved around two big research projects. ROER4D (chapter for ebook comments coming in now) and my Sub-Project where I worked with my colleague Henry Trotter (article in IRRODL and Open Praxis coming out in May)
- and the other was my PhD which i completed last year.
- Both of these projects looked at the adoption of OER by lecturers in Higher Education institutions. As an academic developer and OER advocate my work is mostly focused on these lecturers and in my Phd I set off to try to explain theoretically why some lecturers share and others do not. My PhD is in Education and the emphasis in that work was on a theoretical explanation with the empirical findings being useful but not a priority. For that I am extremely grateful as it helped me to find a theoretical approach that works for me to explain why lecturers behave the way they do not only about OER but also how they feel about change or stasis in all their practices. In the ROER4D project the empirical analysis was paramount. This presentation on institutional culture is a juxtaposition of both. Now that I found my theoretical home it sits at the heart of all analysis. The use of institutional culture as an analytical framework has proved very useful and I would like to show you why today. It is just that- a framework- and so I would also like to bring in the work of Margaret Archer-social realism to situate this work in both a more meta positioning and (this is why I believe Archer is so powerful) it can lead into a conversation on a micro level about the individual lecturer or agent in the institution.
- This presentation will briefly introduce a framework that is useful for looking at Institutional culture and it will also include a tiny glimpse into the Work of Margaret Archer
- These three elements represent what I am talking about today but you will see as I proceed they are informed by theory
- This is a useful schema, but the term “culture” begs for a more expansive understanding than that offered by a narrow focus on institutional policy metrics. Hence, we also draw on the work of Bergquist and Pawlak (2008) which defines institutional culture types according to multiple variables, including governance style, level of members’ personal autonomy and location of members (virtual/present). Six types of academic institutional cultures are proposed—collegial, managerial, developmental, advocacy, virtual, and tangible—though only the first two are relevant for us here: Collegial: decentralized governance, academic freedom, faculty contributions. 2. Managerial: bureaucracy, hierarchical, efficiency and assessment of work.
- After conducting the workshops, we interviewed 6 staff members at each university on their teaching and OER in/activities.
- We travelled to the other universities and conducted workshops on OER and Creative Commons. These universities have quite different characteristics, as the table shows.
- We travelled to the other universities and conducted workshops on OER and Creative Commons. These universities have quite different characteristics, as the table shows.
- This approach calls for an appreciation for how a prevailing cultural system can shape the direction of OER-related decision-making, even if that system is technically agnostic as to OER itself. The three institutional culture types that we engaged – collegial at UCT, bureaucratic at UFH, and managerial at UNISA – did not possess any inherent preference for or hostility towards OER adoption. However, we did find that it had a powerful influence on how OER decisions were handled at an institution, especially with regards to the factors of permission (who possesses copyright of teaching materials) and volition (whether personal, institutional or social forces matter most for OER motivation).
- Based on critical realist ontological assumptions: :there is a world existing independently of our knowledge of it (Sayer 2000:2) Critical realists seek to identify the underlying causal mechanisms in order to analyse society. 3 layers of reality Empirical (experiences) The actual (events) The real (the mechanisms that explain the actual and empirical)
- I will focus on the agency aspect now. As we saw in the earlier table a collegial institutional culture values academics freedom and the agent has power- so why does the agent choose not to contribute or to contribute OER?
- Archer (2003) is concerned with the burning question: “ How does structure influence agency?” Social theorists have tried to theorise the relationship between the two. Is there a process or causal mechanism that links the two? Archer (2003) argues that it is the properties and powers of agents that is key to the process. 3 stages: structure and culture objectively shape the situations that agents confront involuntarily-and posses powers of constraints and enablements 2. Subjects have concerns and are subjective in their responses Courses of action are produced through the reflexive deliberations of subjects who subjectively determine their practical projects in relation to their objective circumstances.
- 14 academics- 7 contributing, 7 not Interviews and also questionnaires that I will explain a little later Range of age, gender and rank
- Open culture and open philosophy but Lack of awareness. Institutions are not always supportive of sharing and do not have a culture of sharing OER is premised on the simple and powerful idea that the world’s knowledge is a public good and that technology in general and the World Wide Web in particular provides an extraordinary opportunity for everyone to share, use, and reuse knowledge’ (Hewlett Foundation) Not everyone has access, Digital divide between Global south and North, Lack of ability and skills There is a general feeling that quality will improve if materials are available for peer scrutiny But there are concerns about the readiness of materials That some materials may be of poor quality Different views on a quality check: one says up to author and user /other says a quality check would protect the institution and the individual Policy versus academic freedom in fact the opposite was the case contributors liked the fact that they could choose…9 said policy would NOT enable them Policy and reward would not enable non-contributors, 2 Contributors were enabled by small grants and others said grants are useful Pedagogy: Using OER can give students more options. Academics can use and share OER an move towards Open practice However, many academics do not want to change their pedagogical practice
- Data available: https://www.datafirst.uct.ac.za/dataportal/index.php/catalog/555/related_materials Journal publication: http://www.irrodl.org/index.php/irrodl/article/view/2523