How Are We Doing with Open Education Practice Initiatives? Applying an Institutional Self-Assessment Tool in Five Higher Education Institutions




open education practices, self-assessment tool, institutional initiatives, blended learning, institutional transformation


This collaborative self-study examines how five higher education institutions in British Columbia (BC), Canada, have achieved momentum with openness and are implementing and sustaining their efforts. A goal of this research was to see whether an institutional self-assessment tool—adapted from blended learning and institutional transformation research—can help to assess how an institution has progressed with its open education initiatives. By adopting both an appreciative and a critical approach, the researchers at these five BC institutions compared the similarities and differences between their institutional approaches and the evolution of their initiatives. The paper includes discussion of how a self-assessment tool for institutional open education practices (OEP) can be applied to OEP initiatives at an institutional level and shares promising practices and insights that emerge from this research.

Author Biographies

Tannis Morgan, Vancouver Community College

Associate Vice President, Academic Innovation 

Elizabeth Childs, Royal Roads University

Professor and Program Head, School of Education and Technology

Christina Hendricks, University of British Columbia

Academic Director, Centre for Teaching, Learning, and Technology 

Michelle Harrison, Thompson Rivers University

Senior Instructional Designer, Learning Design and Innovations 

Irwin DeVries, Thompson Rivers University

Adjunct Faculty, School of Education

Rajiv Jhangiani, Kwantlen Polytechnic University

Associate Vice President, Teaching and Learning


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How to Cite

Morgan, T., Childs, E., Hendricks, C. ., Harrison, M., DeVries, I., & Jhangiani, R. (2021). How Are We Doing with Open Education Practice Initiatives? Applying an Institutional Self-Assessment Tool in Five Higher Education Institutions. The International Review of Research in Open and Distributed Learning, 22(4), 125–140.



Research Articles