1. Taking Care of Business Part 2: Redesigning Higher education
John Casey, City of Glasgow College, UK
Wolfgang Greller, Vienna University of Education, Austria

2. What should higher Education Be like?
In particular, we ask:
what might open education look like if we were starting over again?
And what would be the relationship with traditional ‘closed’ higher education?
And what things should change to support open education ideals?
 Indeed – what are those ideals

3. Our Context: Neoliberalism
A useful reference point to start from – it’s the dominant form of economics and has a powerful cultural / ideological movement associated with it
That ensures a mindset of TINA (There Is No Alternative) with … strong roots in academia.
Neo-Liberalism has all the characteristics of an extreme fundamentalist religion: The financial crisis was not supposed to happen, neither was the bailing out of the banks. Despite this failure and contradiction efforts are increased to make the crisis prone system work – leading to a deepening and widening global perma-crisis

4. Understanding Neoliberalism
This diagram represents in simple terms the history and development of neoliberalism
By the late 60’s the ruling class share of wealth and power was in steep decline – something had to be done!
2013 Red Cross start distributing food parcels in the UK for the first time since WW2
2017 Red Cross announce a humanitarian crisis in the UK NHS

5. State of the Art – Our Dilemmas
Cognitive dissonance… as neoliberalism rapidly transitions from its ‘liberal’ global system into an increasingly authoritarian ‘crisis mode’.
Mystifying narratives about technology, education and economic opportunity, personalisation…will intensify
Open Ed: Complicit or a part of an alternative?
I added “personalisation” as another one of the narratives that go down like honey and are utterly destructive to social coherence, balanced power and conciliation. Old Latin saying “divide and conquer”.

6. Some Starter ideas: Policy requirements to drive open education
Political manifestos / platforms for open education
Open Education / Research as resistance
Philosophical and epistemological implications
Open education as a tool for implementing austerity
Open education and political power (Friere and beyond)
Implications for HE professional working cultures, practices and rewards
Teachers employment terms and conditions?
What might open assessment look like? (Walk up examinations etc. gaining a qualification by exam only)
HEIs receiving public funds are mandated to publishing their curricula and learning materials
Open Textbooks and mandating their use (c.f. USA)
Open Educational Resources and Services (Digital and Physical)
Open Research and Open Education
Studying at / with different institutions to receive a ‘Scottish’ Degree (national curricula)

7. References and Further readings
John Daniels on OERs Moocs neo-colonialism
Freir, P. (1968) Pedagogy of the Oppressed
Weller, M. The Battle for Open: How openness won and why it doesn't feel like victory, Ubiquity Press: London, 2014.
Apple, M. Ideology and Curriculum, 2nd ed. New York: Routledge, 1990
Harvey, H. (2007). A Brief History of Neoliberalism, Oxford University Press, U.S.A
Klein, N (2008). The Shock Doctrine: The Rise of Disaster Capitalism, Allen Lane, Penguin Books: London,.
Sampson, A. (2005). Who Runs This Place?: The Anatomy of Britain in the 21st Century, John Murray
Quinn, M. (2012) Utilitarianism and the Art School in Nineteenth-Century Britain, Pickering Chatto