Key Aspects of Open Data in Finnish RDI Cooperation between Higher Education and Businesses

Abstract

The article highlights aspects that should be considered during an open Research, Development, and Innovation (RDI) process cycle to improve the utilization of research data and foster open cooperation between higher education and businesses. The viewpoint here is in publicly funded joint research projects of the universities of applied sciences (UAS), the concept is, however, applicable in other higher education and research organizations as well. There are various challenges related to research data management in general as well as to the openness and reuse of data and results. The findings of this article are based on the results of a two-day expert workshop, and these results are interlinked with five phases of an open RDI process cycle: planning, implementation, documentation, sharing, and commercialization. Various drivers and barriers can be identified in different stages of the process. On a general level, special attention must be paid to critical factors such as ownership and sharing of data and results, confidential information and business secrets as well as following the requirements of the Open Science (OS) policies of the participating organizations and funders. This article also highlights several best practices that should be considered in each phase of an open RDI process cycle with businesses.

Role of business and education in the development of the national economy: world experience and ways of improvement in Ukraine

“…Universities are the basis for conducting applied scientific research, they play the role of an active intermediary between regional and local producers and authorities, forming a friendly atmosphere for regional economic entities and representatives of the governmet, and become the centre of attraction of entrepreneurial ideas and innovations. (16) Knowledge plays a central role in the economic development of any subject of activity, it is higher education institutions that accumulate the research, scientific, and pedagogical potential of the region, which allows preparing labour resources with high professional qualifications. However, modern dynamic market conditions require differentiation of higher education, which is to include the ideology of entrepreneurship in the academic environment.…”