This report shares the findings and lessons learned from an investigation into the economics of disaggregated models for assessing and accrediting informal learners, with particular attention to the OER University (OERu) consortium. It also relies on data from a small-scale survey conducted by two of the authors on perceptions, practices and policies relating to openness in assessment and accreditation in post-secondary institutions (Murphy & Witthaus, 2012). These investigations include the perceptions of stakeholders in post-secondary education towards the OERu concept, combined with a look at economic models for universities to consider in implementing OER assessment and accreditation policies.This report was prepared under the UNESCO/COL Chair in OER programme, with funding from the Social Sciences and Humanities Research Council (SSHRC) of Canada, the Commonwealth of Learning and the Technology Enhanced Knowledge Research Institute (TEKRI) of Athabasca University
