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3.4.10.1. Virtuality Pioneer
UOC is the youngest of the institutions investigated and therefore in many aspects it is still in its formation phase, especially since it lacks role models to emulate. As a sui generis, the UOC (Bates, 2000) continues to be one of the very few exclusively virtual organizations. Most organizational design need first be pioneered, and UOC’s virtuality has been suitably assessed to accommodate many characteristics of a  Complex system (Salas i Beltran, 2002). In fact, Salas’ paper utilizes (coincidentally) the very organizational paradigm of complexity science and Deleuze’s ‘becoming’ theorem that is framing this research approach. This indicates that the organization [i] is internally aware of the continuously emergent character it embodies. Given that the UOC is condemned to constantly evaluate and continuously adapt to the vibrant evolution and paradigm shifts happening in cyberspace, observers need to be indulgent as institutions follow cyclical versioning bio-rhythms. The UOC 2.0 is an evolving and plastic pedagogic experiment, as such and it will continue to serve as a pioneering landmark for virtual organizations everywhere.
3.4.10.2. The Virtual Campus
The virtual campus is the real home of the institution. Most communication and information processed are handled over this platform. The virtual campus has been developed from scratch, and is in consequence, an enormous innovative accomplishment. Over the years many features have been added, today it is a highly complex learning and communication platform. Unfortunately, development was largely discontinued after the last official release in 2002. The internet as a whole has evolved immensely since then, especially with regards to enabling collaboration (e.g. wikis) and more sophisticated tools for information and communication (e.g. RSS and blogs). The virtual campus does not foster the dynamic formation of UOC initiatives based on (knowledge) opportunities because authoring is happening mostly through institutional channels [ii].
In general, the technological legacy (Ciborra, 2002) that the UOC is forging in the form of the virtual campus is possibly the most serious hindrance to internet based innovation. The campus is a complex of hundreds of functional components, which have grown together over the last 10 years. The situation is further complicated by the fact that there is no holistic documentation system, and knowledge is thus spread broadly across the organization.
As mentioned above, a team comprised of experts from almost all public Catalonian universities, and under the leadership of UOC’s IT managers, is working on the development of an free software based virtual CAMPUS platform since mid 2006. The “project is part of the Digital University program promoted by STSI [the local governments ]. The goal of the program is to facilitate the transmission and sharing of knowledge via the information and communication technologies” (web) The project team has, after a period of deliberation and debate, identified and positively assessed the opportunity to realize the Campus deploying the emerging standard called the Open Knowledge Interface (OKI). OKI is a series of software specifications defining the interface environment for all sorts of e-learning services as well as the connection to the enterprise software environment. With this project, which is the first of its kind and scale UOC is planning to ‘wake up’ and become the innovator it was in the beginning. The potential is very high, the Campus is meant to scale up to perform with 10 000 simultaneous users, and realize a host of innovative opportunities like the Shibboleth (Web) authentication scheme. Furthermore, the architecture (see figure 5) is meant to facilitated interoperability [iii] and evolutionary continuous development allowing UOC (and the other universities) to enter in the constant change and innovation mode characteristic for cyber-frontier. The CAMPUS project is due to be finished by the end of January 2008.
Figure 3.4.5 - CAMPUS Project Architecture (web)
3.4.10.3. Scientific Board
UOC has developed a very unique way to strive for research excellence by setting up a board of eminent researchers meant to supervise and consult UOC’s research groups and investigators. The board consists of first-class subject specialists who meet to consider UOC’s research activities in general, and more concretely to monitor the individual groups, reviewing their work and coaching their members. Unfortunately, under the anterior management, the scientific board seems not to have had the positive impact it might have had. The board met only a few times and has had very little opportunity to collaborate with the researchers (EUA, 2007). The new vice-rector for research has concrete plans to augment and better exploit the knowledge capital of the scientific board.
The Scientific Board is chaired by Manuel Castells, an eminent sociologist who’s work on the ‘network society’ has given him a world-wide reputation as a specialist on societal development, especially regarding the positive and negative effects which networked technology has on private and professional lives. He has been asked by the former rector to work with the UOC in early 2000 and has been a central figure in political and research related questions. His role as a stakeholder and influencer has been evident since his very first day. He has directed both of UOC’s major research projects dealing with the use of the internet in Catalonia (PIC) and has been a great support resource in setting up UOC’s research facilities in general and – because of his excellent contacts with the academic world - the institution of the scientific board in particular.
3.4.10.4. UOC Students - Knowledge Entrepreneurs & their Second Life
In general UOC’s students are adults; and most of them are professionals who have finished their education and have a fully established career. These students generally decided to realize the mature student knowledge opportunity UOC has to offer. Most of these students are already engaged in work and many in domestic family affairs, they build and pursue their continuing education as something like a second life. This is especially true because of the virtuality of the environment and the fact that most students develop a ‘virtual identity’ for the first time. Consequently, this newfound anonymity can make it a new and emancipatory experience. The entrepreneurial spirit is also confirmed by the 2007 PIC study in which UOC’s students come out as some of the most entrepreneurial, especially amongst the slightly older student population (Duart, Gil, Pujol, & Senges, 2007).
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[i] Or at least parts of it.
[ii] Which is naturally not the case for the forums, which allow for interaction but with limited success.
[iii] in fact one of the aims of the project is to provide ‘adaptors’ to be able to exploit the best functionalities of the two leading free software e-learning platforms Moodle and Sakai (See figure 5)
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