Research and Publication

Examines Open Education and the Open Scholarship agenda, looking specifically at UCT

Examines the relationship between institutional policy, organisational culture and e-learning use in four South African universities.

Analyses the barriers and enablers of OER adoption at three South African universities, in order to better understand why South African lecturers adopt or do not adopt OER. Open Praxis, 9(2), 151-171.

Examines three new tools ? a framework, an heuristic and a lens ? for analysing lecturers? adoption of OER in higher educational settings.

Investigates lecturers? adoption or non-adoption of Open Educational Resources (OER) at three universities in South Africa, seeking to understand their motivations and practices regarding OER and the factors influencing their OER decision-making.

Looks at OER Readiness in three South African universities. Presented at the Teaching and Learning Conference, 30 March 2016. Cape Town, South Africa.

Addresses the question: How do the relations between culture, structure and agency influence lecturers' contribution and non-contribution of OER in a higher education institution?

Aims to ascertain whether Engestro?m?s activity theory and its principle of contradictions is a sufficiently versatile and insightful lens to investigate non-participation of OER contribution. Activity theory was found to be useful for framing the literature and three interviews with University of Cape Town (UCT) academics and for surfacing some of the constraints in the system. An Activity Theory Approach. E-Learning and Digital Media, 10(2), 148?160.

Outlines the importance of OER in the African context and sets out a 'Theory of Change', for OER which begins by identifying a clear set of specific problems