Proponents and practitioners of the open web also bear responsibility for the missed opportunities in higher education. In retrospect, temperamental preferences for DIY culture, relentless tinkering and experimentation, and indulging the delightful paradoxes of ill-structured problems has not served to promote the adoption of open online tools in the wider culture. Whereas innovators and early adopters tend to have a relatively high tolerance for chaos, higher education as a whole does not (and arguably cannot). Railing against the academy's failure to embrace a perceived risk can be dismal fun for many of us, but an honest appraisal of our own missteps has to be in the mix.
Our increasing inability to view globalised higher education from any perspective other than that of competing nation states in a transnational system, and of universities as competing capitals inside that world-view, is highlighted by Matt Lingard’s report on the Universities UK event, Open and online learning: Making the most of Moocs and other models. Critically, Lingard highlights how MOOCs are being utilised to catalyse further marketisation of education in the global North with the on-line space being used less as a socially transformative experience, and more as a space for public/private partnership, in order to lever global labour arbitrage and strengthen the transnational power of specific corporations: