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 factor in choosing the term, namely that, like in real battles, things of value are being fought over. The average cumulative expenditure per student in OECD (Organisation for Economic ­Co-​­operation and Development) countries for tertiary studies is US$57,774 (OECD 2013), and the global education market has been estimated to be worth US$5–6 trillion (Shapiro 2013). In academic publishing Reed Elsevier reported revenue of over £6 billion in 2012, of which over 2 billion was for the Science, Technical and Medical publishing field (Reed Elsevier 2012) while Springer reported sales of €875 million in 2011 (Springer 2011). These are big markets, and the demand for education is not going to disappear, so they represent highly desirable ones in times of global recession.

My third, and final, justification for using the term ‘battle’, is that, as well as the very considerable spoils that may go to the victor, the phrase about the victors writing history is also pertinent. There is a battle for narrative taking place which circles around the issues of openness. An example of this is explored in Chapter 6, where we look at the recurrent ‘education is broken’ meme and the related Silicon Valley narrative for education. These both seek to place higher education as a simple content industry, akin to the music business, and therefore can provide a simple, technological solution to this supposedly broken system. These narratives are often accepted unchallenged and deliberately ignore higher education’s role in many of the changes that have occurred (positioning it as external forces fixing higher education) or simplifying the functions of higher education.

The term ‘battle’ then seems appropriate to convey these three themes of conflict, value and narrative. After the initial victory of openness, we are now entering the key stage in the l­onger-​­term battle around openness. And this is not simply about whether we use one piece of technology or another; openness is at the very