## Organisational aspect

Organisational aspect Actor Thematic elements

Organisation |  | Before |  | During |  | After
Strategy & Policy |  | Defining the parameters of the project’s focus |  | Involving policymakers and managers, for example by giving presentations to policymakers |  | Collectively preparing a plan of action with a shared vision of OER
|  | Aligning the project goals to actual needs |  | Creating support. Staff of the educational institute should be aware of and become involved in the project. They should be ambassadors of the vision of open sharing, and act accordingly |  | Open Science policy supplies plans of action for the faculty (including for OER)
|  | Making the link to Open Science |  | Defining advice for establishing timelines to cultivate maintenance of OER |  | Developing market research into use of OER to assess barriers and opportunities
|  | Making the link to strategic goals |  | Drawing up guidelines for sharing OER |  |
Culture & HR Development |  | Building on the culture of openness and sharing educational resources |  | Making arrangements about progress based on 2-year voluntary commitment |  | Formalising ownership, either with individuals or with partnerships
|  | Experimenting with existing applications (e.g. VR) |  | Active exchanges of knowledge |  | Professional association helps to encourage sharing and updating the resources
|  |  |  | Improving the project’s visibility |  | Adoption. Prioritising platform adoption during a specific period
|  |  |  | Developing manuals and documentation for knowledge transfer |  |
|  |  |  | Onboarding new staff |  |
|  |  |  | Organising ‘Digital design’ training for teaching staff/relevant colleagues |  |
|  |  |  | Incorporating it into the University Teaching Qualification (BKO) programme |  |
Organisation |  | Seeking out partnerships with stakeholders such as the library |  | Structurally involving users |  | Integrating sustainable development of OER (e.g. open textbooks) as a library service
|  | Broad partnership with multiple research universities and/or universities of applied sciences in the Netherlands and abroad |  | Opening an experimentation lab for teaching staff and students |  | Embedding the available support in structural facilities (including information skills training, BKO/CPD)
|  | Proactively seeking out other research universities and universities of applied sciences |  | Developing a workflow for sharing educational resources |  |
|  | Setting up a broad sounding-board group (including representatives of decision-makers) |  | Organising regular writing sessions |  |
|  | Arranging meetings with study programme directors and deans |  | Involving a broad group of stakeholders |  |
|  | Involving experts in technology and didactics |  | Working in small groups |  |
|  | Setting up a multidisciplinary project team, including teaching staff |  | Investing in expertise |  |
|  | Bringing in the library on as a project partner |  | Training teaching staff and support staff to use innovative technology |  |
|  |  |  | Organising regular face-to-face sessions with the project group and the sounding-board group |  |
|  |  |  | Organising partnership through collective sessions |  |
|  |  |  | Making the work process a standard part of team meetings |  |
|  |  |  | Setting up a marketing taskforce |  |
|  |  |  | Setting up a legal entity (e.g. a foundation) to protect the resources. |  |
|  |  |  | Setting up an Academy advisory council |  |
|  |  |  | Reviewing and improving the process for educational resources from concept to publication, e.g. by compiling an overview of the various processes and presenting the ‘best’ process |  |
Technology & Infrastructure |  | Using a standard author tool |  | Choosing open-source platform (Wikiwijs/Edusources) |  | Using Github for automatic updates to the OER, with a view to version management
|  | Choosing a platform with a view to sustainability (e.g. available for >5 years) |  | Developing a new website |  | Making OER available via website and Github
|  | Factoring scalability and future developments in programming languages into the design |  | Considering hardware and software management |  | Integrating with other systems
|  | Preparing the platform for new functionalities |  | Setting up quality controls & version management |  | Sharing on open-source platform (Wikiwijs/Edusources)
|  | Researching what infrastructure is needed |  | Using a milestones dashboard to track the progress that each of the educational institutes is making with the project |  | Making arrangements with ICT department about management and maintenance
|  | Developing or acquiring a licence for an OER community platform |  | Setting up a repository for the entire institute |  | Version management. Keeping careful track of software changes, including documenting them
|  |  |  | Simplifying maintenance by using the same tools as other groups at the educational institute |  |
|  |  |  | Archiving, e.g. storing OER on SURFdrive |  |
Economic & Financial |  | Sharing costs in a consortium |  | Finding sufficient funding (from internal and/or external sources) |  | Formalising sustainable funding for five years
|  |  |  | Handling development in-house |  | Fundraising
|  |  |  | Sustainable use of resources |  | Arranging internal project funding for further development
|  |  |  |  |  | Arranging funding for further development by professional association
|  |  |  |  |  | Earmarking budget for student assistants, e.g. to maintain platform across multiple years.
|  |  |  |  |  | Cultivating open access through separate legal entity
|  |  |  |  |  | Continuing existing external funding
|  |  |  |  |  | Fundraising
Legal & Compliance |  | Choosing Creative Commons licences |  | Considering data management and privacy |  |
Primary Process (education) |  | Collecting relevant good practices |  | Preparing a technical and didactic lesson plan |  | Integrating the OER into the curriculum, either as a unit or in modular form
|  |  |  | Embedding the open textbook into education at multiple research universities |  |
|  |  |  | Integrating OER into existing courses |  |