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Exploring OER awareness and engagement of academics from a Global South perspective - a case study from Ghana
Loglo, Frank Senyo and Zawacki-Richter, Olaf

PublishedAugust 2019
JournalZeitschrift für Hochschulentwicklung (Journal for Higher Education Development)
Volume 14, Issue 2, Pages 15-42
CountryGermany, Europe

ABSTRACT
This study explored how academics in a Ghanaian university conceptualized and engaged with OER through a qualitative approach (in-depth interviews). “Access” emerged as the most dominant theme in how OER was conceptualized. Academics regarded OER positively; emphasizing its role in reducing the knowledge imbalances between the Global North and Global South and enhancing academic practices. Whilst some quality concerns about OERs were expressed, the reputation of sharing-institutions turned out as a significant factor in determining quality of the materials. Overall, the study revealed a deep-seated culture and practice of (re)use, revise, remix and redistribution of e-resources – akin to open practices, only that, this occurred locally among faculty, and at highly informal levels without the application of relevant open licences due to low awareness. In effect, the existing practices among faculty signal open-readiness.

Keywords open educational resources · OER awareness · OER engagement · higher education · Global South

LanguageEnglish
RefereedYes
RightsCC BY-NC-ND
DOI10.3217/zfhe-14-02/02
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



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1216-ArticleText-LogloZawacki-Richter.pdf · 508.7KB1 download



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