OEII Workpackages

OEII contains a systematic build-up of work packages and activities. Nine coherent work packages are distinguished; they are well balanced and used in the project to deliver the products in a proper manner. The work packages systematically pace the accumulation and progression of knowledge, and allow for the interfacing between different activities. Different types of “process” work packages are distinguished: management, development, dissemination, exploitation of results, quality assurance.
From perspective of subject matter, the “product” work packages make up the most important component of the project. In summary the main focus of each work package and their relations are described as:

1. Cross-comparison of university interfacing models

Key_orange1This work package (WP2) collects general practices of different university interfacing activities. This will reflect only the general interfacing activities and will not focus preliminary on best practices. This inventory is aimed to determine the present situation at a university level and to determine the general success factors and challenges in that respect. It is limited to common (and some leading) practices at partners institutions only.
The public report “Selection of Good Practices” gives a summary of results of the research on 16 case studies of university-market interfacing. Analysis of different cases and different aspects that influence organizational interface concluded that 5 factors seem most important:

  1. Quality of education;
  2. Strong link between education and research;
  3. Strong link with the labour market;
  4. International relationship and
  5. Very good brand.

The most important for the overall success seems to be the quality of didactics and research. On basis of these factors, three cases were described in more detail.

2. Flexible interface models and pre-incubation of educational initiatives

Key_orange2Work package 3 (WP3) is focussed to define the opportunities of possible flexible interfacing cases on open educational innovation. These opportunities are sought together with external stakeholder in workshops, twinning sessions and webinars. In relation to WP2 it is focussed on the leading (front-end) practices at partners institutions in cooperation with accelerators and multipliers. WP3 gives some results on successful open innovation on the basis of the workshops and webinars. The report of WP3 also identified opportunities including a (selection) of the possible cases to be assessed in WP4. The report of WP3 “Report on opportunities” presents the results of various consultations/twinning workshop/meetings with regional (professional) stakeholders. Representatives of different disciplines were highlighted to share information/knowledge about the latest developments both in higher education and the labour market. The most important findings are listed as a SWOT analysis. The versatile forms of dialogues organised in WP3 of OEII have been a great success and could count on a very enthusiastic participation of the stakeholders. It is concluded that there is a definite need for more regular and systematic workshops/discussions between academia and representatives of labour market.

3. Assessing the incubation of versatile advancement pilots

Key_orange3Work package 4 (WP4) should assesses the advanced cases defined as in WP3.
However, the playing field of open education changes dramatically during that project period with the success of Massive Open Online Courses (MOOCs) in 2012. As a consequence the project decided to assess case studies strongly relate to main policy topics in open education and innovation.
We assessed 15 cases of educational openness and/or innovation related to the following three clusters:

They are clustered into cases related to:

1. Open Education, OER, OCW and MOOCs;

  1. Class2Go MOOC Platform
  2. Coursera MOOC platform
  3. EdX MOOC platform
  4. Khan Academy MOOC platform
  5. MOOC EaD - O primeiro MOOC em língua Portuguesa
  6. OCW at the University of Évora – Portugal
  7. OER University (OERU)
  8. The Peer 2 Peer University
  9. UDACITY MOOC platform


2. Educational innovation and knowledge circulation with companies;

  1. ACQA–project in Faculty of Engineering, at KU Leuven
  2. Innovation in Engineering Education, at University of Miskolc
  3. Master of Science in Safety Engineering, at KU Leuven
  4. Telecom Italia, at International Telematic University UNINETTUNO


3. Open (social) Innovation and Crowdsourcing environments

  1. Prosperidad Adult Popular School Coursera MOOC platform
  2. Medialab Prado


These are described in the report "Assessing advanced pilots". Next a cross-over analysis of all those 15 cases is provided in the "Cross-over report" into the following dimensions.

  • Comparison / type of openness
  • Characteristics of the educational offer
  • Level of online offer
  • Educational level and (business) drivers of educational innovation
  • Interfacing activities related to several dimensions
  1. Interfacing and stakeholder groups
  2. Financial aspects
  3. Role of the Government
  4. Social Mission
  5. Quality aspects
  6. Award
  7. Infrastructure
  8. Didactics and vocabulary
4. Towards a sustainable university ecosystem

Key_orange4Work package 5 (WP5) does the overall syntheses out of WP2, WP3 and WP4. WP5 does not develop a golden standard but gives guidelines for different aspects to open educational innovation. Due to the change in case studies in WP4 the main focus lies on the lessons and recommendations based on the 15 case studies of WP4.

Deliverable "Lessons and recommendations" is a public report with recommendations on:

  • The current drivers behind open and online education including employability, accessibility and costs / business models;
  • Open education with specific attention to OER and open courses, Open Education and accessibility as a driver, Importance of Digital openness, Openness to learners and Quality and recognition options;
  • Online education with a special section on MOOCs. In addition recommendations are formulated regarding the financing and legislation of online education, strategic leadership on open and online education, how universities could facilitate their transition and the role of marketing and (learning) services;
  • And finally the role open innovation plays.
5. Stratified policy recommendations

Key_orange5Work package 6 summarises the outcomes into recommendations for policy makers on different levels. The objective is to give reflection benign to open educational innovation. Again the main focus is on the present success of open education, MOOCs, OER and online education in general.


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Darco Jansen
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