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200 I would argue, morally obliged to publish their results under an open access agreement, whether it is Green or Gold route. This research is only possible because others have been open (even if they are critical of it), so the researcher is therefore beholden to reciprocate in a like manner. Openness is the route that facilitates this research and it also has value; people will want to read the article because it is about openness. Both the researchers and the publishers are benefitting from openness and shouldn’t get these benefits for free–open access is the price of admission.

Similar examples may be found with MOOCs or technology platforms. If the ‘open’ moniker is adopted, then it comes with at least a challenge as to the extent of that openness.

One way of viewing the open approach is analogous to a virus. Once adopted, it tends to spread across many other aspects. For example, in personal practice, once an academic publishes a paper under an open access license, then there is then an incentive to use various forms of social media to promote that paper, which as we saw in Chapter 7, can positively impact views and citations. Similarly, although the free cost is the initial driving factor for the adoption of open textbooks, once this has become established, the ability to adapt the material to better suit their particular needs becomes an important factor for educators. When educators and institutions begin to use OERs in their own teaching material, then the question arises as to why they are not then reciprocating. As we saw in Chapter 4, this practice is not guaranteed and may be slow to penetrate, but the act of sharing becomes legitimised by the adoption of materials from high-reputation institutions.