Table 6 Charting of focus group data

C1 Skills gap for developing OOE

Form and status of materials regarded differently:

- Knowledge about possibilities and appropriate forms missing

- Development of materials seems more definitive and less easy to adjust

- Use and reuse of materials ambiguous and complex

Teacher practices more distributed:

- Involvement of external and multiple stakeholders

- Communication with all stakeholders

Consideration of form, media and learning objectives

- Consider use and reuse possibilities

- Adjust the form of the materials specifically to learning objectives and requirements

Involvement of more stakeholders in the development process:

- Incoporate teachers and their preferences

- Make use of expertise of external bureaus and media parties

- Involvement of library in data management

Sharing of knowledge:

- Platform/central portal or meeting opportunities to gain ideas and knowledge

Planning

- Consider major time investment beforehand

- Consider multiple stakeholders

- Don’t underestimate coordination of tasks and responsibilities

Seeking support:

- Coaching by external expertise

- Supporting tools (e.g. autocue)

- Make use of informal networks to find expertise

Create possibilities to experiment:

- Make use of local/bottum up resources (e.g. budget form local bodies for for example equipment)

- Set up local workshops

C2 Skills gap for teaching in OOE

n/a

n/a

n/a

C3 Lack of awareness of goal and merits of OOE

The commons idea behind OOE is missing:

- Individualistic attitude

- Forced extrinsic motivation ➔ no intrinsic value creation ➔ ambiguous knowledge of OOE

Not being able to see multiple applications of OOE materials

Management does not pick up on bottom up initiatives

Sharing of knowledge:

- Platform/central portal with a collection of ideas and good practices to get inspired

Incentivise OOE development and teaching innovations

Adapted and personalised training possibilities

Sharing knowledge:

- Share examples with direct colleagues

- Emphazise the gains for others in their contexts

- Project as organizational signal

C4 Reluctance to use/participate in OOE

n/a

n/a

n/a

C5 Time constraints of teachers

n/a

n/a

n/a

C6 Changing role of the teacher

Ownership:

- Of educational material distributed

- Process of producing material distributed

- New requirements for teaching

- Reluctance of teachers accepting a tasks/roles

- Control over choices in the design process distributed

Emphasis on educational design over teaching

Role distribution:

- Make it a collective effort

- Find fitting roles

- Make solid agreements on roles and responsibilities

- Invest time and effort in continuously checking role distribution and expectations

- Involve stakeholders internally to fulfill new roles (e.g. library)

n/a

C7 Lack of operational support

Basic technical support:

- Decisions on IT on higher level sometimes hinder OOE design

- Not sufficiently adjusted to requirements for OOE (i.e. is one size fits all)

- Hard to find the appropriate support

Central advisory body:

- Strategic choice of institution

- Centrally located

- Adjusted and personal advice

Roles:

- Content and format experts equally important

- Clear distribution of tasks and responsibilities

Professionalization on OOE skills:

- Formal requirement (e.g. part of incentive structure)

- Training (e.g. as part of a BKO)

Involve decision makers:

- Involve decsion makers from higher levels early on

- Find where crucial decisions are being taken

The power of bottom up:

- Find capacity in own circle of influence

- Access to resources at local budgets

- Creation of awareness

C8 Lack of strategic support

Involvement management

- Long term choices taken at higher levels (e.g. infrastructure) ➔ hard to influence

- Management not involved throughout the whole process

- Funding during project period, ends after

Role models:

- Chairs in Open Education (professorships)

- Put good work and examples in the spotlight (e.g. rewards)

Incentive structures:

- Rewarding more than just teaching and research

Structural funding:

- Included in institutional budgets of HEIs for experimentation

OOE for non-formal educational purposes to build capacity:

- Pre-master

- Pre-university

- Extra curricular

- Additional materials (complementary to existing curricula)

Informal information sharing

- Source of information for colleagues

- Source of inspiration for colleagues

- Sharing project outcomes

C9 Lack of policy in the organization

Top-down facilitation:

- Overarching commons vision needs overarching stimulation

Strategic choices not fitting operational needs:

- IT choices

Connecting levels within HEI:

- Bottom up enthusiasm goes hand in hand with top-down facilitation (e.g. time given, resources available, experimentation room)

Bottom-up persistence:

- Arrange equipment, studio and funding locally

- Better uptake throughout the organization

Appealing to external professional communities:

- Funding

- Long term sustainability

- Broad uptake outside HEI (legitimization)