The document summarizes the D-TRANSFORM initiative, which aims to implement training programs for European university leaders on how digital resources like OERs and MOOCs can transform university strategies. It received 1 million Euros from ERASMUS+ and involves partners from several European countries. The agenda includes developing guidelines, case studies, and recommendations. A leadership school will be held in Barcelona in 2016 and Paris in 2017, and a MOOC on the strategic role of digital resources will launch in 2017. The initiative also examines public digital policies in different European countries and discusses business models for open education approaches and their sustainability.

1. D-TRANSFORM
Transforming Universities
for the Digital Age
Policies – Business Models - Resources
András Szűcs, Secretary General,
EDEN

2. D-TRANSFORM
Title:
DigiTal Resources As a New Strategic FactOr for a
Renovation and Modernization in HE
Type:
Initiative supported by the ERASMUS+
(2014- 2017)
Budget: 1 M$
Goal:
implement training programs for leaders of European
universities on the role of e-education in shaping
university strategies for transformation with focus on the
impact of digital resources (OERs and MOOCs)

3. Partnership and IAC
• Fondation Maison Des Sciences De L’Homme, FR
• Université de Lorraine, FR
• Sero Consulting Ltd, UK
• Fundacio per a la Universitat Oberta de Catalunya, ES
• Politecnico di Milano - METID , IT
• European Distance and E-Learning Network, UK
• Budapest University of Technology and Economics, HU
International Advisory Board

4. Our Agenda
Guidelines (2015-2016)
Business model, public policies
Case studies (focus on OER and MOOC)
Recommendations for university strategy based on the
use of e-education
Two leadership schools for university governance
 Barcelona, November 14-18 2016
 Paris, 2017
MOOC (2017)

5. 1st leadership school
Barcelona, 14-18 November 2016
Target audience:
Rectors, Vice-Rectors, Deans, Directors
What to expect:
• world-class speakers
• Practical input from European universities and experts leading the
field in digital developments for learning.
• Excellent networking opportunities with high level officials
• An increased knowledge base of policies
• New skills, particularly in strategy, benchmarking and
creation of business models

6. 1st Leadership school
Key topics
• Understanding Millennials, digital visitors and digital natives
• Digital libraries and digitally enabled study spaces
• Overcoming academic resistance to ICT-based teaching
• New approaches to assessment online: automation, authentication,
• MOOCs - exploring openness in education, engaging with society
• Lessons to be learned from innovative providers
• Change management techniques at European universities

7. D-TRANSFORM MOOC
• An open online course to complement and model leadership schools
• MOOC delivery in 2017 (currently working on: benchmarking,
context definition)
Offerings:
• A social MOOC whose aim is to
– raise awareness of digital resources (OERs and MOOCs) as a strategic factor for
HEI transformation
– promote executive reflection
– offer networking opportunities

8. Expected outcomes
Via leadership schools
• Increase the cost-effectiveness of international
programs
• Improve international attractiveness
• Implement co-design of international programs
Via the online kit
• Reach a worldwide audience
• Have a strategic tool to implement international
leaders’ training programs on new key issues

9. PUBLIC DIGITAL POLICIES IN
HIGHER EDUCATION
• A comparative survey between Spain, France, Italy and
the United Kingdom
• Desk research and survey of ‘90s till today
• Including EU policies

10. EU policies are not always
successful in promoting change

11. Critical voices
• First revision: Financing the digital infrastructure,
digital literacy (ECDL), digital learning
competences was a failure…
• Suggestion: increase the network connections
(broadband, holistic approach) resulting in the
LLL program and Open Access
• Revision strategy was also deemed a failure: too
ambitious, not very specified budgets. HE fell
behind

12. Europe 2020
• No dramatic novelty: smart, sustainable
and inclusive growth
– One union for innovation (HE and research)
– Youth in action (mobility and integration)
– Digital strategy for Europe (digital culture)
– A strategy for new competences and jobs

13. Opening up education program
ICT is yet again in the centre
Deficiences:
– Weak adequation between the education offer and
the demand for professional competences coming
from the economy
– Still limited access to university education
– High dropout rate
– Difficulty to find a funding able to fulfil universities’
needs
-> OER & MOOC

14. Four countries – four paths in
digital policies
• France: omnipresent State, dependence on government
directives
• Italy: relative autonomy
• Spain: non-state trio of actors (Catalonia, Telefónica,
Santander)
• UK: discontinuity in public policies, great successes and
big failures (University for Industry, UK eUniversity)

15. Business Models for Opening Up
Education
Sustainability of MOOCs, OER and
related online education approaches in
higher education in Europe
Resource: Paul D. BACSICH - Sero Consulting Ltd, for D-TRANSFORM

16. The context in which business
models must operate: OER
• Almost every state has some form of OER activity,
however when funding decreases it does also (UK, the
Netherlands)
• Except to France and Slovenia, there is no state
financing of OER
• OER material forms on the whole a very small fraction of
the amount of content a typical student is required to
consume – even in open universities.
Resource: Paul D. BACSICH - Sero Consulting Ltd, for D-TRANSFORM

17. MOOCs
• Most states have low level of MOOC activity,
except UK, France and Spain
• Except France there is no national policy for MOOCs.
• However MOOC provisions are sometimes higher that one would
assume based on University strategies and business models
• The total number of learning hours delivered by MOOCs in a country
is a tiny fraction of overall learning hours
Resource: Paul D. BACSICH - Sero Consulting Ltd, for D-TRANSFORM

18. Business models: MOOC 1.
• The two main MOOC business models are freemium, where everything that
really makes the course valuable to learners is paid for by them; and loss-
leader, where the institution recovers its costs through increased income on
other activities fostered by the MOOCs.
• There is a third business model – civic role – of interest to these institutions
expected to have a social mission to the community or the world, and well-
funded.
• A fourth model – hovering – suggests focus on MOOCs while awaiting the
return of better market conditions or increased government support of DOL.
Resource: Paul D. BACSICH - Sero Consulting Ltd, for D-TRANSFORM

19. Business models: MOOC 2.
• Research into online learning may be another business model in a few
institutions.
• Zero courses (courses with zero ECTS points, e.g. for teaching generic
skills) may be justified.
• MOOC aggregators have an additional model, third party – selling student
data.
• The business models for MOOCs become considerably more feasible if
institutions extend “HE” to include elements of vocational and professional
training.
Resource: Paul D. BACSICH - Sero Consulting Ltd, for D-TRANSFORM