Short abstract:

This contribution maps and analyses different ways of constructing assets in the higher education sector. It illuminates strategies for creating assets from digital objects associated with learning; as well as how EdTech companies and universities struggle over instituting these as assets.

Long abstract:

Education technology (EdTech) is a fast-expanding industry. It includes incumbents that are transforming themselves from legacy software to data-based companies and substituting licence fees for subscriptions via Software-as-a-Service models. EdTech also includes a variety of venture capital backed start-up companies that target individuals or universities for their products. Both aim to construct their products (e.g. digital platforms), associated digital objects (e.g. user data), and product operations (e.g. intermediation) as assets. To protect their assets, they build moats, such as technological lock-ins. However, constructing, protecting, and benefitting from assets is not easy, especially in a sector that is perceived as a public service and where privatisation is often disputed. Unlike commodification, where commercial interests are directly observable (e.g., charging tuition fees for university courses), assetisation seems less visible to the public. Yet, it is highly consequential for student and staff rights and freedoms. This contribution maps different ways of how knowledge dissemination in higher education is assetising via digital technology, what kind of assetization knowledge is produced in these processes, and benefitting whom.