Openness in education is not a consistent term or value since “open” is used to describe various things and often means different things to different individuals. In a research context, it is important to identify the many interpretation(s) and perspectives of openness being investigated, especially since the underlying ideas behind these different interpretations and contexts can yield different results. Not much empirical research on the implementation aspects of open education exists, especially comparing open educational resources (OER) and open online education (OOE). This empirical study addresses this gap, exploring identification and prioritization of organizational challenges and opportunities of two subgroups of projects (i.e. OER focused or OOE focused) within various higher education institutions in The Netherlands. The main research question in this study is: Does the project character (OER focus vs. OOE focus) of innovation projects lead to perceived differences by actors involved in their implementation? Findings indicate that there are differences in conceptual as well as practical representation between the two groups. These findings imply that higher education institutions need to internally adapt to the needs of various manifestations of “openness” to be able to fully benefit from opportunities and overcome challenges.

教育中的开放性不是一个统一的术语或价值，因为“开放性”用于描述各种事物，并且通常对不同的人意味着不同的事物。在研究环境中，重要的是要确定要调查的许多解释和公开性的观点，尤其是因为这些不同的解释和环境背后的基本思想可能会产生不同的结果。关于开放式教育实施方面的实证研究并不多，尤其是比较开放式教育资源（OER）和开放式在线教育（OOE）。这项实证研究解决了这一差距，探索了荷兰各个高等教育机构中两个子小组项目（即，以OER为重点或以OOE为重点）的组织挑战和机遇的识别和优先级确定。本研究的主要研究问题是：创新项目的项目特征（OER重点还是OOE重点）是否会导致参与实施的参与者之间的感知差异？研究结果表明，两组在概念和实际表现上存在差异。这些发现表明，高等教育机构需要在内部适应各种“开放”表现形式的需求，以便能够充分利用机遇并克服挑战。