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 This same message regarding the possibility for experimentation can be repeated for nearly all other university functions: research, public engagement or the creation of resources. In each area the possibilities of combining open elements and making use of the digital networked environment allow for new opportunities, but in order to be fully realised these require active engagement and innovation by higher education institutions and academics, rather than external provision.

This brings us onto the second reason why openness matters, namely the function, or role, of the university. Universities can be seen as a bundle of different functions: research, teaching, public engagement, policy guidance and incubators for ideas and businesses. In times of financial downturn, every aspect of society is examined for its contribution versus its cost, and the higher education sector is no exception. Increasingly, the narrative is one of a straightforward investment ­transaction – s­tudents pay a certain fee, and in return they receive an education that will allow them to earn more money later in life (e.g. Buchanan 2013).

While this is certainly a defensible and logical perspective for many to take, it ignores or downplays other contributions. Open approaches to the dissemination of research, sharing of teaching resources and online access to conferences and seminars helps to reinforce the broader role of the university. There is nothing particularly new in this; my own institution, The Open University (OU), is well regarded in the UK even by those who have never studied there, largely as a result of their collaboration with the BBC in making educational programmes. These can be seen as early forms of open educational resources. However, the OU’s relationship with the national broadcaster puts it in a privileged position. Open approaches allow all institutions to adopt some of this approach, often at relatively low cost. For example, the