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 heart of higher education in the 21st century. In its most positive interpretation, it is the means by which higher education becomes more relevant to society by opening up its knowledge and access to its services. It provides the means by which higher education adapts to the changed context of the digital world. At its most pessimistic, openness is the route by which commerce fundamentally undermines the higher education system to the point where it is weakened beyond repair. I hope to make the case through this book that the battle for open can be viewed more significantly as a battle for the future of education.

Lessons from Elsewhere

We can begin to see why the celebrations regarding the victory of openness are muted by way of two brief analogies. The first is that of nearly all revolutions and their immediate aftermath. The French Revolution of 1789 saw an undeniable positive movement to overthrow injustices imposed by a monarchy. In the subsequent decade there were numerous struggles between factions, a dictatorship and the Reign of Terror, culminating in the rise of Napoleon. Although the ­long-​­term results of the revolution were positive, during the decade and more after the 1789 commencement, it must have felt very different for the average French citizen. During the rule of Robespierre and the Jacobins it may not have been clear whether it was in fact better under the old regime. One hears similar observations after more recent r­evolutions – ­for instance, Russians proclaiming that life was better under Stalin or East Germans that they preferred the communist regime (Bonstein 2009). A more recent example is the Arab Spring, which after two years has left many countries facing division, worsening economic performance and continued violent struggle.