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 down to individual learning objects – should expressly acknowledge the right for the individual contribution to be recognized but also the intention for the final product to be made available under an open licence. Given the marketing potential of learning resources released under the institution’s imprint, a policy commitment to clear criteria and robust processes for quality assurance would seem of particular importance.

It is important to stress the hierarchy implied here. Engagement with OER originates from the need to address curriculum needs within the institution; the development and sharing of new OER is a product of meeting that need and not an end in itself.

Within this context, the following issues justify consideration by educational institutions:
 * 1) To what extent do current policies motivate educators to invest at least a portion of their time in ongoing curriculum design, creation of effective teaching and learning environments within courses and programmes, and development of high quality teaching and learning materials?
 * Some institutions already have policies that encourage such investments, either through inclusion of these elements in job descriptions, inclusion of these activities in rewards, incentives, and promotions policies, and/or appointment of people and units dedicated to these tasks.
 * While different institutions may wish to incentivize these activities in different ways, according to their specific mission and vision, all would benefit from ensuring that their policies provide structural support to investment of time by educators in these activities, as part of a planned process to improve quality of teaching and learning. A policy recognition of and support for the development of curriculum and learning resources in multi-skilled teams should obviate the overload of educational staff whose primary function would be the identification and quality assurance of existing OER, and where necessary development of new content.
 * A policy commitment to the use, adaptation, and creation of appropriate OER, in support of ongoing curriculum and materials review cycles, would help to ensure that teaching and learning is seen as a continuing process of renewal.
 * 1) Does the institution have a defined IPR and copyright policy in place?
 * A good starting point for consideration of OER is to have clear policies in place regarding intellectual property rights (IPR) and copyright. A clear policy would for example, plainly lay out the respective rights of the institution and its employees and sub-contractors, as well as students (who might become involved in the process directly or indirectly through use of some of their assignment materials as examples) regarding intellectual capital.
 * 1) Do institutional policies and practices reward creation of materials more highly than adaptation of existing materials? How much is collaboration valued?