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Most educators believe that OER present benefits unmatched by traditional copyrighted resources, yet most faculty still don't use them and do not have any plans to use them in the future.Footnote8 Why this disparity? Failure to shift to OER cannot be interpreted simply through a lens of faculty deficiency—such as laziness, lack of interest, or greed—because faculty generally want to shift to OER. Rather, they are met by systemic and institutional barriers—including perceived lack of OER quality, issues surrounding accessibility and usability, and perceived lack of time—which prevent progress.Footnote9 For OER to proliferate, institutions need to address barriers that short-circuit positive motivations among faculty, giving them space to make these valuable shifts.

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