Dear Samuel,
Student ID: H00026064
We write to inform you that the
Progression Board for the EdD
programme met on 13th March
2014.
Acting as a Module Review Board,
the grades for your DDP and your
remaining modules were
approved, and the Board is
satisfied that you have passed all
of the pre-requisite programme
components required to progress
to the thesis stage of the EdD
programme. You should now
proceed with your doctoral Thesis
starting Thursday, 24th April
2014.
Please accept our congratulations
on reaching this stage of your
programme.
COURSEWORK PHASE (A)
1.
2.
3.
4.
Becoming a Doctoral
Practitioner
Learning &Learners
Learning:
Environments,
Infrastructure, &
Organisations
Ways of Knowing:
Perspectives on
Educational
Research & Practice
5. Values in Educational
Research & Practice
6. Leadership, Policy, &
Institutional Change
7. Educational Research
Methods
8. Action Research for
Educational Leadership
9. Internationalisation &
the Impact of Global
Trends
COURSEWORK PHASE (B & C)
B. Doctoral Development
Plan:
•Learning Log
•Skype mentoring
meeting
•Reflective Assignment
(for each module)
C. 6/9 Elective up-skilling
Master Classes:
•Using Advanced
Information skills
•Ethical Issues for the
Practitioner Researcher
•Working with the Thesis
Supervisor
•Managing Your
Research Projecy
COVERAGE
Why OER?
Research Problem
Research Aim
Research Questions
Research Methodology
Theoretical Underpinnings
References
WHY OER?
My story
Mak’s story
Global story
OER
community
(focus on
the learner)
RESEARCH PROBLEM
Challenge of large
student numbers
•
The development chasm btn
North & South is partly an
educational challenge (Altbach,
1998)
•
This realization has partly
prompted the mass demand for
HE, making it unaffordable for
the state (Scott, 2000)
• Adoption of OER is one way of
lowering costs of education
(Hylén, 2006)
• 10+ years down the road, what is
happening among students at
Mak? Why? How?
RESEARCH AIM
• To investigate the nature of sociocultural forces the support or militate
against the adoption of OER by
learners in the information-needy
global South.
• To investigate change leadership
models that are effective in
propelling the process of OER uptake
by learners.
• To provide helpful advice for future
investment in OER.
• To help channel the efforts of change
managers and leaders in similar
contexts.
RESEARCH QUESTIONS
• What effect have OER champions had on
the extent of OER adoption by students at
Makerere University?
• What is the extent and nature
of OER adoption by students
at Makerere University?
• What drives or hinders OER adoption by
students at Makerere University?
RESEARCH METHODOLOGY
Multilevel,
mixed-methods,
case-study
Population:
students +
teachers
Methods:
survey +
FGDs + Indepth
interviews
Analysis:
statistical
methods +
thematic
analysis
Professionally applicable
new knowledge
THEORETICAL UNDERPINNINGS
Communities of practice;
communities of learning;
legitimate peripheral participation
(Lave & Wenger, 1991)
Change
leadership
(Brown, 2013)
Social Learning
Theory (Bandura,
1977)
Adoption of new
educational
technologies (De Freitas
& Oliver, 2005)
REFERENCES
Altbach, P. G. (1998). Comparative higher education: Knowledge, the university and
development: Greenwood Publishing Group.
Altbach, P. G., Reisberg, L., & Rumbley, L. E. (2010). Tracking a global academic
revolution. Change: The Magazine of Higher Learning, 42(2), 30-39.
Atkins, D. E., Brown, J. S., & Hammond, A. L. (2007). A review of the open educational
resources (OER) movement: Achievements, challenges, and new opportunities:
Creative common.
Bandura, A. (1977). Social Learning Theory. Oxford, England: Prentice-Hall.
Battilana, J., & Casciaro, T. (2012). Change Agents, Networks, and Institutions: A
Contingency Theory of Organizational Change. Academy of Management Journal,
55(2), 381-398.
REFERENCES …
Brown, S. (2013). Large-scale innovation and change in UK higher education.
Research in Learning Technology, 21, 1-13. doi: 10.3402/rlt.v21i2.22316
Cassell, C. (2009). Interviews in organizational research The Sage Handbook of
Organisational Research Methods. London: Sage (pp. 500-515). Thousand Oaks,
CA: Sage.
Cohen, L., Manion, L., & Morrison, K. (2013). Research methods in education.
London, UK: Routledge.
De Freitas, S., & Oliver, M. (2005). Does E‐learning Policy Drive Change in Higher
Education?: A case study relating models of organisational change to e‐learning
implementation. Journal of Higher Education Policy and Management, 27(1), 8196.
Hylén, J. (2006). Open educational resources: Opportunities and challenges.
Proceedings of Open Education, 49-63.
REFERENCES …
Kanwar, A., Kodhandaraman, B., & Umar, A. (2010). Toward sustainable open
education resources: A perspective from the global south. The Amer. Jrnl. of
Distance Education, 24(2), 65-80.
Lall, S., & Pietrobelli, C. (2002). Failing to compete: Technology development and
technology systems in Africa: Edward Elgar Publishing.
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation:
Cambridge University Press.
Mulder, J. (2008). Knowledge dissemination in sub–Saharan Africa: What role for
open educational resources (OER). Amsterdam: University of Amsterdam.
Scott, P. (2000). Globalisation and higher education: Challenges for the 21st century.
Journal of studies in international education, 4(1), 3-10.
REFERENCES …
Smith, M. S., & Casserly, C. M. (2006). The promise of open educational resources.
Change: The Magazine of Higher Learning, 38(5), 8-17.
Teferra, D., & Altbach, P. G. (2004). African higher education: Challenges for the 21st
century. Higher education, 47(1), 21-50.
Wilkinson, S. (2004). 10 Focus group reseach Qualitative research: Theory, method
and practice (pp. 177-199). London, UK: Sage.
Wolfenden, F. J. (2008). The TESSA OER Experience: Building sustainable models of
production and user implementation. Journal of Interactive Media in Education,
2008(1).
Yin, R. K. (2009). Case study research: Design and methods (Vol. 5). Thousand Oaks,
CA: Sage.