1. Disrupted continuity and quality of productivity
1.1. Greater demands on an already overworked staff
2. Inefficiencies related to entry of new staff
3. Decrease in Productivity
4. Opportunistic Environment
4.1. Limited availability of killed resources
4.2. Moving of skilled person due to more opportunities
5. Increased Cost
5.1. collaborative aspect
5.2. institutional context
5.2.1. differences/similarities between HEIs
5.2.2. differences/similarities between HE/HE in FE institutions
5.3. discipline context
5.3.1. ethos of social sciences conducive to openness?
5.3.2. model of peer review
5.3.3. model of social sciences knowledge production
5.4. cultural context
5.4.1. sharing resources taught in a minority language
5.4.2. ethos of open education
6. Competitive Environment
6.1. relevance of context (discipline, institution, etc.)
6.2. reward and recognition for developing expertise
6.2.1. could OERs be seen as publications?
6.3. skills related to repurposing/creating OErs
6.3.1. formatting
6.3.2. metadata
6.3.3. accessibility
6.3.4. IPR/licensing
6.3.5. deposit
6.3.6. evaluation
6.4. constructing OER expertise
6.4.1. who is an expert?
6.4.1.1. can anyone become one?
6.4.2. who is a novice?
6.4.3. can we talk about a spectrum?
6.4.4. inherent tensions
6.5. related issues
6.5.1. identifying needs
6.5.2. tacit knowledge
6.5.3. pedagogical frameworks
6.5.4. pedagogic literacy
6.5.5. digital fluency
6.6. developing expertise
6.6.1. tools
6.6.1.1. toolkits/infokits
6.6.1.2. guidelines
6.6.1.3. OERs "about OERs"
6.6.1.4. checklists
6.6.1.5. workflows
6.6.1.6. exemplar OERs
6.6.2. methods/models
6.6.2.1. institutional models
6.6.2.1.1. OSTRICH
6.6.2.2. communities of practice