Purpose: The purpose of this Delphi study was to identify and describe the perceptions of open educational resources (OER) higher education experts regarding the activities needed at colleges and universities in the United States in order to advance faculty adoption of OER over the next 10 years. Also, this study examined those activities that were most important and had the greatest likelihood of being implemented. Methodology: The researcher utilized a mixed-methods Delphi study technique to identify and describe activities to advance faculty adoption of OER. The target population for the study consisted of a group of OER higher education faculty experts from postsecondary institutions within the United States. This study utilized a purposive criterion sampling method to identify 16 experts. The Delphi method employed questionnaires over 3 successive rounds to gather data from and build consensus among the expert panel. In Round 1, the researcher asked the expert panel for activities to support faculty adoption of OER. In Round 2, the expert panel rated the 35 activities for degree of importance and likelihood of implementation. In Round 3, the panel had an opportunity to revise their score, if desired, in order to move toward consensus. Findings: Analysis of the quantitative data from the study revealed 17 OER activities that received consensus for importance and 11 OER activities that indicated consensus concerning likelihood for implementation. Finally, there were 6 OER research findings on which the expert panel came to consensus concerning equally importance and likelihood of implementation. Conclusions: Based on the data and research findings, 6 conclusions were drawn related to faculty adoption of OER within colleges and universities over the next decade. Recommendations: There were 8 recommendations for further research covering these topic areas: (a) replication of the study within different higher education arenas and across other stakeholder groups; and (b) examination of faculty receptivity and resistance to adopting OER, utilizing a change theoretical framework; (c) a model for open pedagogy; and (d) an examination of K-12 educators’ OER adoption practices
