Quality management of research, development and innovation activities in Finnish universities of applied sciences

This is a sel -a chi ed e sion o an o iginal a icle. This e sion may di e om he o iginal in pagina ion and ypog aphic de ails. Au ho (s): Ti le: Yea : Ve sion: Copy igh : Righ s: Righ s u l: Please ci e he o iginal e sion: CC BY-NC-ND 4.0 h ps://c ea i ecommons.o g/licenses/by-nc-nd/4.0/ Quali y managemen o esea ch, de elopmen and inno a ion ac i i ies in Finnish uni e si ies o applied sciences © 2019 The Au ho . Published e sion Kajas e, Ma i Kajas e, M. (2018). Quali y managemen o esea ch, de elopmen and inno a ion ac i i ies in Finnish uni e si ies o applied sciences. Quali y in Highe Educa ion, 24(3), 271-288. h ps://doi.o g/10.1080/13538322.2018.1558505 2018 Full Te ms & Condi ions o access and use can be ound a h ps://www. and online.com/ac ion/jou nalIn o ma ion?jou nalCode=cqhe20 Quali y in Highe Educa ion ISSN: 1353-8322 (P in ) 1470-1081 (Online) Jou nal homepage: h ps://www. and online.com/loi/cqhe20 Quali y managemen o esea ch, de elopmen and inno a ion ac i i ies in Finnish uni e si ies o applied sciences Ma i Kajas e To ci e his a icle: Ma i Kajas e (2018) Quali y managemen o esea ch, de elopmen and inno a ion ac i i ies in Finnish uni e si ies o applied sciences, Quali y in Highe Educa ion, 24:3, 271-288, DOI: 10.1080/13538322.2018.1558505 To link o his a icle: h ps://doi.o g/10.1080/13538322.2018.1558505 © 2019 The Au ho (s). Published by In o ma UK Limi ed, ading as Taylo & F ancis G oup. Published online: 07 Jan 2019. Submi you a icle o his jou nal A icle iews: 267 View C ossma k da a Quali y managemen o esea ch, de elopmen and inno a ion ac i i ies in Finnish uni e si ies o applied sciences Ma i Kajas e Depa men o Social Sciences and Philosophy, Uni e si y o Jy äskylä, Jy äskylä, Finland ABSTRACT This s udy u ilises he quali y audi epo s o Finnish Uni e si ies o Applied Sciences o desc ibe he quali y managemen o hei esea ch, de elopmen and inno a ion ac i i ies (RDI). The ins i u ions a e ying o find ways o enla ging he olume o RDI ac i i ies and his is clea ly eflec ed in he ways in which hey manage quali y. Much o he ocus lies on he p ojec p oposal p epa a ion phase and s a egic di ec ion o esou ces, while less a en ion has been paid o moni o ing and de eloping he quali y o he ou pu . These emphases a e analysed in ela ion o Ha ey & G een’s seminal no ions on quali y in an a emp o see how use ul his heo e ical amewo k is in explaining pe cep- ions on quali y in RDI ac i i ies. Mo e esea ch should be done on he concep ualisa ion o quali y in especially non- uni e si y highe educa ion sec o . KEYWORDS Uni e si ies o applied sciences; esea ch; de elopmen and inno a ion ac i i ies; quali y sys ems; quali y In oduc ion The quali y managemen o esea ch, de elopmen and inno a ion (RDI) ac i i ies o uni e si ies o applied sciences (UAS) is an a ea almos o ally neglec ed in s udies o quali y in highe educa ion. In ac , li le is known abou i as mos o he a en ion is adi ionally placed upon quali y man- agemen and e alua ion o educa ion. No do he Eu opean S anda ds and Guidelines o Quali y Assu ance in he Eu opean Highe Educa ion A ea (ENQA, 2015) equi e ins i u ions o quali y assu ance agencies o ocus on quali y managemen o esea ch. Finland and he Finnish Educa ion E alua ion Cen e (FINEEC) a e in his case some hing o an excep ion. A dis inc ion should be made be ween ins i u ional e alua ions o esea ch excellence ( o example he B i ish Resea ch Excellence F amewo k), which many coun ies u ilise and audi s o quali y managemen o esea ch ac i - i ies. While he o me ocuses p ima ily on he quali y o he ou pu , he la e usually concen a es on he quali y sys ems ha a e used o moni o CONTACT Ma i Kajas e [email p o ec ed] QUALITY IN HIGHER EDUCATION 2018, VOL. 24, NO. 3, 271–288 h ps://doi.o g/10.1080/13538322.2018.1558505 © 2019 The Au ho (s). Published by In o ma UK Limi ed, ading as Taylo & F ancis G oup. This is an Open Access a icle dis ibu ed unde he e ms o he C ea i e Commons A ibu ion-NonComme cial-NoDe i a i es License (h p://c ea i ecommons.o g/licenses/by-nc-nd/4.0/), which pe mi s non-comme cial e-use, dis ibu ion, and ep o- duc ion in any medium, p o ided he o iginal wo k is p ope ly ci ed, and is no al e ed, ans o med, o buil upon in any way. and de elop he quali y o he p ocess and ou pu . Quali y managemen o esea ch and inno a ion ac i i ies is no included in he ins i u ional audi s o mos Eu opean highe educa ion sys ems, wi h he no able excep ions o Denma k, Aus ia, Swi ze land and Finland, acco ding o he Quali y Audi Ne wo k (AQ Aus ia, 2014). S ill, he olume o he RDI is slowly bu su ely ising and he quali y managemen o hese ac i i ies is inc easingly ecei - ing a en ion. The pu pose o his s udy is o find ou how he Finnish UAS ha e in e - p e ed he no ion o quali y o RDI ac i i ies. This is eflec ed by he sys ems wi h which he quali y o ac i i ies is managed. This a icle also desc ibes he p incipal mechanisms o quali y managemen o RDI used in Finland o acil- i a e lea ning and dissemina ion o hese p ac ices. As empi ical da a, he a icle u ilises he audi epo s’chap e s on quali y managemen o RDI ac i i ies in Finnish UAS p oduced by he Finnish Educa ion E alua ion Cen e (FINEEC). The p ima y ma e ial consis s o 15 audi epo chap e s (lis ed in he e e ences), dealing wi h abou 65% o he o al popula ion o Finnish UAS. The s udy does no concen a e on he iews o audi eams on he UAS RDI o compa e he audi eams bu uses he da a p oduced by hem o eflec on he phenomenon being e alua ed. This a icle dwells on RDI ac i i ies in Finland bu since UAS elsewhe e in Eu ope sha e many o he same challenges (Hazelko n, 2008; de Wee & Soo, 2009) he findings a e highly ele an o many ac o s in he UAS sec o , quali y agencies and on he go e nmen al le el. No ions o quali y Quali y in highe educa ion is a opic ha is loose and elusi e o allow o many diffe en defini ions and iewpoin s bu , a he same ime, is impo an enough o a ac endless discussions in li e a u e and semina s. Van Vugh (1996) and S ensake (2004) ha e ound quali y a slippe y concep , which is difficul o adequa ely ca ego ise. Clea -cu defini ion has been ha d o achie e despi e, and pe haps due o, he popula i y o i s usage. Ga in (1988) and Ree es and Bedna (1994) ha e no ed ha diffe en defini ions ha e been used in a ious ci cums ances. Quali y is a philosophical concep ha lacks no only obus gene al heo y in he li e a u e o highe educa ion esea ch (G een, 1994; Wes e heijden, 1999) bu also a poli ical concep ha is con- inuously edefined in s ee ing and he o ic o sui shi ing policy needs. Quali y in highe educa ion is no only a concep o academic discussion bu also he defini ions can be ex emely impo an , since hey ela e o he goals se o highe educa ion and find conc e e exp ession in ac ual policies, goals, indica o s and unding égimes. I is igh ly linked o decision-making p ocesses on bo h he ins i u ional (B ennan & Shah, 2000) and na ional le el. 272 M. KAJASTE Quali y o ac i i ies should be sepa a ed om he no ion o quali y manage- men (Ha ey, 2006). Quali y managemen e e s o ‘ he p ocedu es, p ocesses o sys ems ha he highe educa ion ins i u ion uses o main ain and de elop he quali y o i s ac i i ies’(FINEEC, 2015). Quali y, on he o he hand, can ha e many dimensions. Ha ey and G een (1993) di ided no ions o quali y in o fi e disc e e bu in e ela ed g oups ha ha e been ex emely influen ial in highe educa ion esea ch. They p o ide a use ul se o amewo ks h ough which a ious iews on quali y can be analysed (Lomas, 2002). Quali y can be seen as o excep ionally high le el, as pe ec ion o consis en , as alue o money, as ans o ma ion o as fi ness o pu pose. Speaking om a Finnish pe spec i e, Lyy inen e al.(2017) ound ha highe educa ion s akeholde s o en in e p e quali y as alue o money o fi ness o pu pose, expec ing a e u n o he in es men s made in eaching, esea ch and socie al in e ac ion. The au ho s hemsel es find ha academia defines quali y as excellence, achie ing and exceeding high s anda ds. Educa ion is a o m o pe sonal ans o ma ion while fi ness o pu pose ela es o whe he he ins i u ion is achie ing he goals i is supposed o ulfil. Ha ey & G een’s no ions o quali y a e in ended o quali y in highe educa ion and eaching, which is also he ocus o much o he li e a u e in quali y assu ance and managemen . Quali y managemen o esea ch and e en mo e so, RDI ac i i ies, a e no opics ha ha e a ac ed much se ious a en ion om esea che s (Ha ey & Williams 2010). The fi ness- o -pu pose app oach o quali y has become he mos widely adop ed app oach o e alua e quali y in highe educa ion (Woodhouse, 1996; Wicks & Roe hlein, 2009) mos likely due o i s flexibili y and capaci y o ca e o a wide ange o in ended pu poses. Ha ey & Williams (2010) da e i s o igins back o To al Quali y Managemen philosophy in indus y ha ce ainly aimed a p oducing wo kable concep s o many diffe en kinds o ci cum- s ances. In i s flexibili y lies he p incipal weakness. While pu pose is he key componen o he no ion o quali y, he e is no ag eemen on wha pu pose and o whose pu pose. Quali y can he e o e become a dimension o simple cus ome sa is ac ion and pu sui o alue o money (Cheng, 2017). A conclusion appea s o ise om he li e a u e on quali y in highe educa- ion. Due o a mul i ude o easons he e is no single clea -cu no ion o e en gene ally accep ed ca ego isa ion o quali y. I is a concep ha is ela i e and e y easily edefined o sui shi ing needs. As quali y is in he eye o he beholde , i becomes in e es ing o iew in ended pu poses o an ins i u ion h ough analysis o i s quali y managemen effo s. Wha kind o pu pose ha e he Finnish UAS se o hei esea ch, de elopmen and inno a ion ac i i ies? Quali y audi s in Finland Audi s o quali y sys ems o highe educa ion ins i u ions ha e been con- duc ed by, fi s , he Finnish Highe Educa ion E alua ion Council (FINHEEC) in QUALITY IN HIGHER EDUCATION 273 2005–2014 and, om 2014 onwa ds, by he Finnish Educa ion E alua ion Cen e (FINEEC). Audi s concen a e on he quali y sys ems o Finnish highe educa ion ins i u ions, uni e si ies and UAS. FINHEEC (subsequen ly FINEEC) s a ed he quali y audi s in 2005 and began he second ound o audi s in 2012. A hi d ound o audi s will begin in 2018. The ocus o audi s is no on he quali y o educa ion o esea ch in i sel bu on he a ious mechanisms and ac i i ies, he ins i u ions use o moni o and de elop hei ac i i ies. The cu en c i e ia and p ocess a e desc ibed in de ail in FINEEC’s audi manual (FINEEC 2015). One o he audi a ge s is quali y managemen o esea ch, de elopmen and inno a ion ac i i ies as well as a is ic ac i i ies. The e alua ion is con- duc ed by an ex e nal eam o expe s ha no mally has fi e membe s and a p ojec manage om FINEEC. Th ee o he membe s ha e backg ounds in highe educa ion, one is a wo king li e ep esen a i e (no mally om a company o a public o ganisa ion) and one membe is a s uden . The audi s in English we e conduc ed by audi eams ha had a leas h ee non-Finnish membe s. The eam makes a s a emen on he s age o he quali y manage- men on a scale ha spans Absen —Eme ging—De eloping—Ad anced. The quali a i e ma e ial o audi epo chap e s was analysed using quali- a i e con en analysis as desc ibed in Neuendo (2002) and Sch eie (2014). Fi s , all chap e s we e ead once, UAS by UAS, o gain good gene al unde - s anding o he da a in gene al. This buil upon he expe ience and p e ious analysis conduc ed by he au ho when in ol ed in FINEEC’s o iginal e alua- ion p ocesses. A coding amewo k was hen cons uc ed o hemes eme - ging om he da a. Coding was done using N i o 11 quali a i e analysis so wa e. In p ac ice, his mean highligh ing sen ences and pa ag aphs in he audi epo s ha deal , o example, wi h he p ojec app o al phase. The epo s mos ly ollow he logic o he audi c i e ia used and end o deal wi h he same issues. Coding i sel was done wice by he au ho o enhanced eliabili y. When a disag eemen be ween codings was ound, hose cases we e looked in o mo e closely and co ec ed. Finally, a syn hesis o each heme was o med. The e a e some ca ea s ha should be no ed when u ilising da a de i ed om e alua ions. The uni e si y o applied sciences p oduced i s sel - e alua ion epo and o he ma e ial o he pu poses o ex e nal audi eam. Usually he epo s a e w i en by he quali y manage suppo ed by a small g oup o people om he op managemen o he o ganisa ion. The audi eam analyses he w i en ma e ial and a se ies o in e iews a e held, whe e uni e si y o applied sciences ep esen a i es and s akeholde s a e asked abou quali y managemen o RDI, in addi ion o o he hings. The audi eam hen gi es a o mal sugges ion on he ou come o he audi . The uni e si y o applied sciences, he e o e, has an in e es in desc ibing i s si ua ion in way ha would lead o a posi i e ou come. The quali y o sel - 274 M. KAJASTE e alua ion epo s ce ainly a ies, as does he pe o mance o audi eams in ulfilling hei ask. The audi eams u ilise he same e alua ion c i e ia bu i does no p esc ibe in exac de ail which issues he audi eam mus add ess. The e is also a ia ion in he le el o expe ise and expe ience in he eams’ compe ence in RDI ac i i ies. Despi e he aining o he audi eam membe s, he e is ine i able a iance in in e p e a ion and issues ha he eams ha e chosen o ocus on. This a iance, again, shows in he da a used in his s udy as diffe ences in le el o de ail o analysis in pa icula . Resea ch, de elopmen and inno a ion ac i i ies in Finnish UAS The na u e o uni e si y o applied sciences’ esea ch, de elopmen and inno- a ion wo k is an elusi e and difficul phenomenon o define. Many esea ch- e s on he opic (Paka inen e al., 2001; Lyy inen e al., 2003,2008; Remahl, 2010; De Wee , 2011) ha e howe e p o ided cha ac e is ics o i , which assis in unde s anding diffe en dimensions o he issue. Raij and Ja oma (2009) e iewed Finnish UAS RDI di ec o s’ iews on he na u e o RDI. The di ec o s saw UAS as p oduce s o new knowledge and in en ions, p omo e s o inno- a ions and ans e o s o knowledge and compe ence. The RDI ac i i ies a e based on he needs o wo king li e, unde s and cus ome s. RDI should p oduce in o ma ion ha is di ec ly usable ei he by educa ion o wo king li e, usually in he o m o new p ac ices o upg aded solu ions. This makes UAS RDI undamen ally diffe en om he adi ional basic esea ch done on he uni e si y sec o . The RDI ac i i ies end o be conduc ed in co-ope a ion wi h a mul i ude o o he ac o s and pa ne s. These may include RDI s aff, eache s, s uden s, wo king li e ep esen a i es om companies and public o ganisa ions, esea ch ins i u ions and uni e si ies. Hau amäki (2007) desc ibed his pa - ne ship as an ecosys em o inno a ions, whe e many ac o s, including com- panies, educa ional o ganisa ions, financie s,publicac o sandins i u ions inno a e in close co-ope a ion p oducing and pilo ing new ideas. Due o he legisla ion and he backg ound o he UAS sec o , he one majo ocus o he RDI ac i i ies, is he egional dimension. UAS ha e been gi en he ask o esponding p ima ily o he needs o educa ion and egional wo king li e in he Ac on UAS (Minis y o Educa ion and Cul u e, Finland, 2014). RDI ac i i ies has been pa o he na ional pe o mance-based unding c i e ia o he UAS since 2014. Fi een pe cen o he o al unding is p o ided acco ding o RDI, whe e 8% is se acco ding o ex e nal compe i i e unding, 4% on UAS mas e s’deg ees, 2% on publica ions (including a is ic ac i i ies, audio- isual ma e ials and so wa e) and 1% acco ding o in e na ional mobi- li y o he s aff. This is a ai ly ecen de elopmen and i s effec s we e expe ienced only in he mos ecen audi s. UAS acqui e ex e nal unding om a ious sou ces, mos no ably om he EU h ough s uc u al unds bu QUALITY IN HIGHER EDUCATION 275 also spend in e nal educa ional unding o suppo hei RDI ac i i ies. Nex , he findings o he da a analysis a e explo ed. S a egic managemen o RDI UAS a e egional highe educa ion ins i u ions. They a e in ended o ope a e o espond o he needs ha he egion has o p o essionals, knowledge and compe ences. On a s a egic le el, i is he e o e no su p ising ha acco ding o he audi epo s, RDI s a egies connec ai ly well o s a egies o he su ounding egion. O e all, he s a egy connec ion o RDI quali y managemen appea s o be qui e s ong. One audi eam also no ed ha he aim o ocusing he RDI ac i i ies in selec numbe o fields as ou lined in mos UAS s a egies uns con a y o he o he common aim o expanding he ac i i ies. The op manage- men ac s as a ga ekeepe o cancel p ojec p oposals ha do no con o m o he ins i u ion s a egy, hus limi ing he po en ial RDI olume. The UAS sec o he e o e finds i sel epea edly balancing be ween hese wo in e es s. UAS ha e gene ally selec ed h ee o fi e o e all s a egic goals o RDI. The in en ions a e o en o os e he in eg a ion be ween RDI and educa ion and o upda e eache s’wo king-li e knowledge h ough pa icipa ion in RDI ac i - i ies wi h wo king-li e pa ne s. Enla ging he olume o RDI ac i i ies is closely ied o ex e nal, compe i i e unding. I appea s ha UAS ha e ecognised ha hei RDI ac i i ies a e no as sufficien ly well known in he egion o in he business sec o (Maassen e al., 2012). The e o e, many UAS ha e se close ne wo king wi h egional, na ional and in e na ional s akeholde s as a s a egic goal. In e na ionalisa ion o RDI is only eme ging and many UAS and audi eams s a e his as a de elopmen a ge . UAS gene ally aim a di ec ing he RDI p ojec s o a limi ed numbe o ocus a eas ha ideally a e he same o simila as hose aised in egional de elop- men s a egies. The aim is o build la ge and longe RDI p og ammes o accumula e knowledge and expe ise and a oid splin e ing o RDI effo s in o isola ed p ojec s. Usually he numbe o ocus a eas is qui e la ge e en o small ins i u ions and many UAS s uggle in ac i ely selec ing ou ocus a eas in which hey will no concen a e on. Fu he mo e, he a eas a e qui e ague so hei powe in di ec ing ac i i ies is limi ed. Luoma e al.(2016) eached a simila conclusion in hei analysis o he s a egies o Finnish uni e si ies. Audi eams gene ally lis he RDI ocus a eas o he UAS in he audi epo s. A imes, he audi eams ha e also men ioned i hey ha e seen e idence o RDI p ojec s being ac i ely di ec ed o he ocus a eas. Mikkeli Uni e si y o Applied Sciences (MAMK) was he only example, whe e he audi eam lauded he uni e s iy's ac i i ies in di ec ing RDI. Usually, he epo s we e c i ical in his espec . I appea s ha , o e all, he s a egic leade ship aspec o quali y managemen in RDI has no ye been ully de eloped. 276 M. KAJASTE Robus mechanisms o p ojec app o al UAS ha ha e passed he audi ha e buil ai ly obus in e nal mechanisms o selec ion and app o al o esea ch and de elopmen p ojec s. P ojec ideas o igina e gene ally om he educa ional uni s and hey a e o en sc u inised fi s on he uni le el. The p ojec p oposal is hen e alua ed by a RDI eam o g oup, which assess he me i s o he idea and o en deals also wi h po en ial o in eg a ing he RDI p ojec o educa ion. Some UAS, such as MAMK and Tampe e Uni e si y o Applied Sciences (TAMK), ha e se up specific RDI eams o each s a egic RDI ocus a ea o ensu e he a ious p ojec p oposals adhe e o he UAS s a egic p io i ies. I passed, he p ojec will be g an ed a modes sum o in e nal unding, which is ansla ed in o eache s’wo king ime ha hey spend de eloping he p oposal o ex e nal unding bodies. The final p ojec p oposal applica ion is finally app o ed by he op managemen eam o he uni e si y, usually chai ed by he ec o o ice- ec o o RDI. The a ionale o his mechanism is o ensu e ha he RDI ac i i ies con o m o he s a egy o he ins i u ion. The RDI ac i i ies in UAS do no he e o e enjoy eedom o esea ch in he same sense as in he uni e si y sec o . Ins ead, he RDI wo k is much mo e s ic ly con olled and ocused o he s a egic in en- ions o he ins i u ion. The s ong op-down con ol o RDI can be explained by he simul aneous in e es o expanding RDI ac i i ies and c ea ing added alue o he p ojec pa ne s. In o de o maximise he benefi s o he egion, c ea e c i ical mass and accumula e expe ise, splin e ing o RDI effo s o a ious a eas has been seen as ha m ul (Raij & Ja oma 2009). Looking back a FINHEEC’s s udy o audi epo s om he fi s ound, i is appa en ha a significan shi has occu ed in quali y managemen o RDI p ojec s. In 2012, Tal inen s a ed: ‘P ojec s a e also e alua ed a e hey a e finished, and some ins i u ions e en assess he easibili y o p ojec s be o ehand’. The epo s o he second ound o audi s show ha igh sc u iny o p ojec p oposals has become he no m in Finnish UAS. A numbe o audi eams, especially in e na ional eams, ha e qui e s ongly c i icised he o mali y and igidi y o hese in e nal selec ion p ocedu es. Al hough he ins i u ions hemsel es ha e seen ha he o e all quali y o p ojec p oposals and success- a e in unding a ac ion ha e isen, he o eign expe s ha e wa ned ha he mechanical and pe haps bu eauc a ic na u e o he in e nal selec ion p ocesses may hinde c ea i i y and p e en uly o iginal ideas om eme ging. Some audi eams ha e wa ned ha his could demo i- a e UAS s affand coun e ac he sec o -wide in en ion o inc easing he RDI olume. Two kinds o c i icism a e, he e o e, p esen ed in he audi epo s on s a egic di ec ion o UAS RDI ac i i ies. On he one hand, s a egic ocus a eas a e some imes seen as oo nume ous and ague o p o ide meaning ul ame- wo k o concen a ing he effo s, while, on he o he , in e na ional audi QUALITY IN HIGHER EDUCATION 277 Ba ne (1999) has a gued ha he discussion on quali y in highe educa ion is always a powe s uggle, whe e a ious ac o s and s akeholde s ad ance hei pa isan iews on wha he ins i u ions should p io i ise h ough he o ic o quali y. Pe cep ions on quali y a e he e o e ne e en i ely neu al and always ca y a leas a aci idea on he pu pose o highe educa ion. Using Deming’s app oach o quali y in he indus ial sec o as a basis o analysis o quali y assu ance de elopmen in he Uni ed S a es, he Uni ed Kingdom and he Ne he lands, Dill (1995) sugges ed ha quali y assu ance policies a e mos effec- i e in gene a ing imp o emen s when hey os e he de elopmen o social capi al in he highe educa ion sys em. Indeed, one could a gue ha mo e obus indica o s o RDI ou pu quali y would g ea ly benefi he sec o as a whole. The UAS’ o al RDI olume in 2016 was only 11% o he esea ch olume o he uni e si y sec o in Finland. Con incing, e idence-based a gumen s a e e y much needed o expand he public expendi u e in UAS RDI ac i i ies. The majo i y o esea ch li e a u e on quali y in highe educa ion, including Ha ey & G een’s no ions o quali y, deals p ima ily wi h he educa ional unc ion o uni e si ies (Ha ey & Williams 2010). Much less a en ion has been paid, bo h in li e a u e and in he field o policy, on quali y managemen o esea ch and e en less on he esea ch, de elopmen and inno a ion ac i i ies. I he e o e seems ha he e is a endency o u ilise quali y concep s and policies buil o he sphe e o educa ion also in esea ch, al hough he fi migh no be pe ec . This is especially appa en in he applied RDI. Abo e, we saw ha Ha ey & G een’s no ions o quali y do ha e ele ance in he UAS RDI bu i is possible ha mo e na u al heo e ical amewo k could ac ually be ound in he ealm o quali y managemen o indus ial esea ch and de el- opmen p ojec s, which he UAS RDI qui e closely esembles. Much mo e a en ion should, in he u u e, be placed on he concep ualisa ion o quali y and quali y managemen in esea ch and especially applied esea ch ac i i ies. Disclosu e s a emen No po en ial conflic o in e es was epo ed by he au ho . 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Audi ed Finnish uni e si ies o applied sciences 2012–2016 Name o UAS Abb e ia ion Yea o publica ion Language used Kymenlaakso UAS KYAMK 2012 Finnish No ia UAS No ia 2012 Swedish Jy äskylä UAS JAMK 2013 English Mikkeli UAS MAMK 2013 Finnish Kajaani UAS KAMK 2015 Finnish Vaasa UAS VAMK 2015 English Häme UAS HAMK 2016 English Cen ia UAS Cen ia 2016 Finnish Lah i UAS LAMK 2016 English Lau ea UAS Lau ea 2016 English Sa akun a UAS SAMK 2016 Finnish Sa onia UAS Sa onia 2016 Finnish Seinäjoki UAS SEAMK 2016 English Tampe e UAS TAMK 2016 English Tu ku UAS Tu ku AMK 2016 Finnish 288 M. KAJASTE