Table 1
Identified priorities by geographic region. Adapted from D’Antoni (2008, pp. 24–25)
| Region and response numbers | Priority 1 | Priority 2 | Priority 3 | Priority 4 | Priority 5 (if provided) |
|---|---|---|---|---|---|
| Western Europe (n=97) | Awareness raising | Communities | Sustainability | Copyright | Quality assurance |
| North America (n=72) | Communities | Awareness raising | Sustainability | Capacity development | Quality assurance |
| Sub-Saharan Africa (n=54) | Awareness raising | Capacity development | Communities | Research | |
| Latin America & Caribbean (n= 28) | Capacity development | Communities | Awareness raising | Policies | |
| South & West Asia (n=27) | Capacity development | Awareness raising | Learning support services | Communities | Technology tools |
| East Asia (n=15) | Awareness raising | Copyright | Sustainability | Communities | Quality assurance |
| The Pacific (n=14) | Awareness raising | Capacity development | Quality assurance | Communities | |
| Central & Eastern Europe (n=10) | Awareness raising | Communities | Research | Standards | Policies |
| Arab States (n=8) | Technology tools | Awareness raising | Capacity development | Communities | Quality assurance |
[i] Note that only priorities that were identified by at least 50% of respondents were included in this table.
Table 2
Response by location as a percentage of overall responses (D’Antoni, 2008).
| Region | Number of respondents | Percentage of total respondents |
|---|---|---|
| Western Europe | 97 | 30 |
| North America | 72 | 22 |
| Sub-Saharan Africa | 54 | 17 |
| Latin America & Caribbean | 28 | 9 |
| South & West Asia | 27 | 8 |
| East Asia | 15 | 5 |
| The Pacific | 14 | 4 |
| Central & Eastern Europe | 10 | 3 |
| Arab States | 8 | 2 |
| Totals | 325 | 100 |
Table 3
Examples of ecological influences in higher education contexts
| Level of ecology | Examples | Alignment with survey questions |
|---|---|---|
| Individual | Age, length of time employed in the HE sector, professional or academic staff. |
|
| Microsystem | Degree level taught, primary mode of teaching, ‘ownership’ of course design. |
|
| Mesosystem | Awareness of open resources within their discipline, influence of commercial publisher resources in course design, types of material included in course design. |
|
| Exosystem | Institutional policy, disciplinary requirements, accrediting professional body compliances. |
|
| Macrosystem | High-level barriers to OEP engagement, national policy, disciplinary culture. |
|