Despite an increasing need for integrating Open Educational Resources (OER) into teaching at higher education institutions in North America, advocates could better understand how faculty are motivated to adopt OER. In particular, there is a lack of knowledge about how added incentives can help motivate faculty to adopt OER. Given reported barriers affecting OER adoption, evaluating what additional incentives might encourage faculty to try using OER will help higher education institutions understand what strategies would likely be effective in promoting OER use. This paper examines motivating factors regarding OER adoption using a case study in the University System of Georgia.
