Towa ds a Sus ainable Open Da a ECOsys em
D4.1
Mo i a ions o non-go e nmen ac o s o become
ac i e con ibu o s o he Open Da a ecosys em
This p ojec has ecei ed unding om he Eu opean Unionʼs Ho izon 2020 esea ch and inno a ion
p og amme unde he Ma ie Skłodowska-Cu ie g an ag eemen No 955569.
The opinions exp essed in his documen e lec only he au ho ʼs iew and in no way e lec he
Eu opean Commissionʼs opinions. The Eu opean Commission is no esponsible o any use ha may be
made o he in o ma ion i con ains.
D4.1 Mo i a ions o non-go e nmen ac o s o become ac i e con ibu o s o he Open Da a
ecosys em
P ojec Ac onym
ODECO
P ojec Ti le
Towa ds a Sus ainable Open Da a ECOsys em
G an Ag eemen No.
955569
S a da e o P ojec
01-10-2021
Du a ion o he P ojec
48 mon hs
Deli e able Numbe
D4.1
Deli e able Ti le
Mo i a ions o non-go e nmen ac o s o
become ac i e con ibu o s o he Open Da a
ecosys em
Dissemina ion Le el
Public
Deli e able Leade
Uni e si à degli S udi di Came ino (UNICAM)
Submission Da e
28-06-2024
Au ho (s)
Ba ba a Re – UNICAM, Héc o Ochoa O iz –
UNICAM, Ahmad Ash a Ahmad Shaha udin –
TU Del , Da ide Di S aso - TU Del , Gio gos
Papageo giou – Fa osne S.A., Alejand a Celis
Va gas - AAU, Liubo Pilshchiko a - TU Del
Documen his o y
Ve sion #
Da e
Desc ip ion (Sec ion, page
numbe )
Au ho & O ganisa ion
V0.1
13-02-2024
Fi s d a able o con en
Ba ba a Re, Héc o Ochoa
O iz - UNICAM
V0.1a
22-02-2024
Re iew o he able o con en
Da ide Di S aso - TU Del ,
Gio gos Papageo giou –
Fa osne S.A., Alejand a Celis
Va gas - AAU, Liubo
Pilshchiko a - TU Del ,
Héc o Ochoa O iz -
UNICAM, Ahmad Ash a
Ahmad Shaha udin – TU Del
V0.2
01-03-2024
Fi s d a o in oduc ion and
mo i a ion o each
s akeholde
Da ide Di S aso - TU Del ,
Gio gos Papageo giou –
Fa osne S.A., Alejand a Celis
Va gas - AAU, Liubo
Pilshchiko a -
TU Del ,
Héc o Ochoa O iz -
UNICAM, Ahmad Ash a
Ahmad Shaha udin – TU Del
V0.2a
09-03-2024
Re ision o in oduc ion and
mo i a ion o each
s akeholde
Ba ba a Re – UNICAM
V0.3
11-03-2024
Finish he mo i a ions o
each s akeholde , i s d a o
ba ie s o each s akeholde
Da ide Di S aso - TU Del ,
Gio gos Papageo giou –
Fa osne S.A., Alejand a Celis
Va gas - AAU, Liubo
Pilshchiko a -
TU Del ,
Héc o Ochoa O iz -
UNICAM, Ahmad Ash a
Ahmad Shaha udin – TU Del
D4.1 Mo i a ions o non-go e nmen ac o s o become ac i e con ibu o s o he Open Da a
ecosys em
Ve sion #
Da e
Desc ip ion (Sec ion, page
numbe )
Au ho & O ganisa ion
V0.3a
20-03-2024
Re ision o V0.3
Ba ba a Re – UNICAM
V0.4
21-03-2024
Finish ba ie s o each
s akeholde
Da ide Di S aso - TU Del ,
Gio gos Papageo giou –
Fa osne S.A., Alejand a Celis
Va gas - AAU, Liubo
Pilshchiko a -
TU Del ,
Héc o Ochoa O iz -
UNICAM, Ahmad Ash a
Ahmad Shaha udin – TU Del
V0.4a
27-03-2024
Re ision o V0.4
Ba ba a Re – UNICAM
V0.5
28-03-2024
Conclusions o each
s akeholde
Da ide Di S aso - TU Del ,
Gio gos Papageo giou –
Fa osne S.A., Alejand a Celis
Va gas - AAU, Liubo
Pilshchiko a -
TU Del ,
Héc o Ochoa O iz -
UNICAM, Ahmad Ash a
Ahmad Shaha udin – TU Del
V0.6
03-05-2024
Sha ed in oduc ion and
conclusion, e ision o V0.5.
End o D a 1
Héc o Ochoa O iz, Ba ba a
Re - UNICAM
V0.6a
08-05-2024
Re ision o V0.6
Joep C omp oe s - KUL
V0.6b
19-05-2024
Re ision o V0.6
Anneke Zuide wijk- an Eijk –
TU Del
V0.7
24-05-2024
Fixes on he in oduc ion
sha ed pa s, and conclusion
Héc o Ochoa O iz -
UNICAM, Ahmad Ash a
Ahmad Shaha udin – TU Del ,
Da ide Di S aso -
TU Del ,
Gio gos Papageo giou –
Fa osne S.A., Alejand a Celis
Va gas - AAU, Liubo
Pilshchiko a - TU Del
V0.7a
27-05-2024
Re ision o V0.7
Joep C omp oe s - KUL
V0.7b
28-05-2024
Re ision o V0.7
Anneke Zuide wijk- an Eijk –
TU Del
V0.8
06-06-2024
Fix o he inal e sion
Héc o Ochoa O iz, Ba ba a
Re - UNICAM
V0.9
25-06-2024
Final e ision
Ba ba a Re - UNICAM
V0.10
25-06-2024
App o al
Bas iaan an Loenen, TUD
V1.0
28-06-2024
Final edi ing
Dani sja an Heusden, TUD
D4.1 Mo i a ions o non-go e nmen ac o s o become ac i e con ibu o s o he Open Da a
ecosys em
Table o Con en s
Abb e ia ions ..................................................................................................................................................................... 6
1 In oduc ion ............................................................................................................................................................... 7
1.1 P oblem de ini ion ............................................................................................................................................. 7
1.2 Role o his deli e able in he ODECO p ojec ........................................................................................ 7
1.3 S uc u e ................................................................................................................................................................. 8
2 Non-specialis ci izens ........................................................................................................................................... 9
2.1 In oduc ion .......................................................................................................................................................... 9
2.2 Me hodology..................................................................................................................................................... 10
2.3 Resul s .................................................................................................................................................................. 11
2.3.1 Mo i a ion .................................................................................................................................................... 11
2.3.2 Ba ie s ........................................................................................................................................................... 12
2.4 Conclusion .......................................................................................................................................................... 13
3 Da a jou nalis s...................................................................................................................................................... 15
3.1 In oduc ion ....................................................................................................................................................... 15
3.2 Me hod ................................................................................................................................................................ 15
3.3 Resul s .................................................................................................................................................................. 16
3.3.1 Mo i a ion .................................................................................................................................................... 16
3.3.2 Ba ie s ........................................................................................................................................................... 16
3.4 Conclusion .......................................................................................................................................................... 17
4 Elemen a y school s uden s ............................................................................................................................. 18
4.1 In oduc ion ....................................................................................................................................................... 18
4.2 Me hod ................................................................................................................................................................ 18
4.3 Resul s .................................................................................................................................................................. 20
4.3.1 Mo i a ion .................................................................................................................................................... 20
4.3.2 Ba ie s ........................................................................................................................................................... 21
4.4 Conclusion .......................................................................................................................................................... 22
5 Non-go e nmen al o ganisa ions ................................................................................................................. 23
5.1 In oduc ion ....................................................................................................................................................... 23
5.2 Me hod ................................................................................................................................................................ 23
5.3 Resul s .................................................................................................................................................................. 24
5.3.1 Mo i a ions .................................................................................................................................................. 24
5.3.2 Ba ie s ........................................................................................................................................................... 25
5.4 Conclusion .......................................................................................................................................................... 26
6 Comme cial o ganisa ions ................................................................................................................................ 27
6.1 In oduc ion ....................................................................................................................................................... 27
6.2 Me hod ................................................................................................................................................................ 27
6.3 Resul s .................................................................................................................................................................. 28
D4.1 Mo i a ions o non-go e nmen ac o s o become ac i e con ibu o s o he Open Da a
ecosys em
6.3.1 Mo i a ion .................................................................................................................................................... 28
6.3.2 Ba ie s ........................................................................................................................................................... 29
6.4 Conclusion .......................................................................................................................................................... 29
7 Open Da a in e media ies ................................................................................................................................. 30
7.1 In oduc ion ....................................................................................................................................................... 30
7.2 Me hod ................................................................................................................................................................ 30
7.3 Resul s .................................................................................................................................................................. 31
7.3.1 Mo i a ion .................................................................................................................................................... 31
7.3.2 Ba ie s ........................................................................................................................................................... 32
7.4 Conclusion .......................................................................................................................................................... 33
8 Discussion ................................................................................................................................................................ 34
8.1 Common mo i a ions and ba ie s ........................................................................................................... 34
8.1.1 Common mo i a ions .............................................................................................................................. 34
8.1.2 Common ba ie s ....................................................................................................................................... 35
8.2 Enable s ............................................................................................................................................................... 38
9 Conclusion ............................................................................................................................................................... 39
9.1 Summa y o he esul s and u he ac ions ......................................................................................... 39
9.2 Limi a ions .......................................................................................................................................................... 39
10 Re e ences .................................................................................................................................................................. 41
Lis o Figu es
Figu e 1: Da a collec ion imeline ............................................................................................................................10
Figu e 2: Pa icipan ʼs knowledge a he beginning o he open da a game jam. The numbe s inside
he s acked ba s ep esen he numbe o pa icipan s who picked ha answe . ................................11
Figu e 3: Mo i a ions o a ending he open da a game jam eco ded in he su ey ......................12
Figu e 4: Me hodological low ..................................................................................................................................20
Figu e 5: A is ʼs imp ession o he chosen me hodology. D awing by Iulian Thomas .......................28
Lis o Tables
Table 1: O e iew o he da a collec ion me hods ............................................................................................10
Table 2 : Mo i a ions o non-expe ci izens o a end he game jam ....................................................12
Table 3: Ba ie s o non-expe ci izensʼ con ibu ion o open da a ecosys ems ..................................13
Table 4: Me hods and pa icipan s ..........................................................................................................................19
Table 5: Sou ces o he quali a i e da a .................................................................................................................24
Table 6: Mo i a ions o NPOs o con ibu e open da a .................................................................................25
Table 7: Men ioned ba ie s........................................................................................................................................26
Table 8: Sou ces o he case s udy da a .................................................................................................................28
Table 9: Mo i a ions o comme cial o ganisa ions o con ibu e open da a ........................................28
Table 10: Ba ie s o comme cial o ganiza ions o con ibu e Open Da a ...............................................29
Table 11: In o ma ion on he in e iews conduc ed .........................................................................................30
Table 12: Mo i a ions o open da a in e media ies o con ibu e open da a .......................................32
Table 13: Ba ie s o open da a in e media ies o con ibu e open da a ...............................................33
Table 14: Common mo i a ions o con ibu ing open da a ..........................................................................35
Table 15: Common ba ie s o con ibu ing open da a ...................................................................................36
Table 16: Enable s and ela ed mo i a ions and ba ie s ................................................................................38
D4.1 Mo i a ions o non-go e nmen ac o s o become ac i e con ibu o s o he Open Da a
ecosys em
6
Abb e ia ions
D Deli e able
ESR Ea ly S age Resea che
MS Miles one
NGD Non-Go e nmen Da a
OD Open Da a
ODECO Open Da a ECOsys em
WP Wo k Package
N
Pa ne
Pa ne sho
name
Coun y
Bene icia y
1
Technische Uni e si ei Del
TU Del
Ne he lands
2
Ka holieke Uni e si ei Leu en
KUL
Belgium
3
Cen e Na ional de la Reche che Scien i ique
CNRS
F ance
4
Uni e sidad de Za agoza
UNIZAR
Spain
5
Panepis imio Aigaiou
UAEGEAN
G eece
6
Aalbo g Uni e si e
AAU
Denma k
7
Uni e si à degli S udi di Came ino
UNICAM
I aly
8
Fa osne S.A.
FAROSNET S.A.
G eece
Pa ne o ganisa ions
1
7eDa a
7EDATA
Spain
2
Digi aal Vlaande en
DV
Belgium
3
Ci y o Copenhagen
COP
Denma k
4
Ci y o Ro e dam
RDAM
Ne he lands
5
CoC Play ul Minds
CoC
Denma k
6
De ilinx
DERI
I eland
7
ESRI
ESRI
Ne he lands
8
Maggioli S.p.A
MAG
I aly
9
Na ional Cen e o Geog aphic In o ma ion
CNIG
Spain
10
Open Knowledge Belgium
OKB
Belgium
11
SWECO
SWECO
Ne he lands
12
The go e nmen lab
GLAB
Uni ed S a es o Ame ica
13
Agency o Da a Supply and In as uc u e
ADSI
Denma k
14
GFOSS Open Technologies Alliance
GFOSS
G eece
15
Inno3 Consul ing
IC
F ance
16
Regione Ma che
RM
I aly
17
Open Da a Ins i u e
OCI
Uni ed Kingdom
D4.1 Mo i a ions o non-go e nmen ac o s o become ac i e con ibu o s o he Open Da a
ecosys em
7
1 In oduc ion
1.1 P oblem de ini ion
Task 4.1 explo es he mo i a ions o non-go e nmen ac o s o become ac i e con ibu o s o he
Open Da a ecosys em by eleasing hei da a in o he open da a ecosys em.
Go e nmen al ac o s ha e his o ically been he dominan p o ide s o open da a. In many cases,
such esponsibili y is eng a ed in policy documen s, om non-binding s a egic plans o binding
laws and egula ions such as he EU Open Da a Di ec i e. On he o he hand, while he e ha e
been some ini ia i es by non-go e nmen al ac o s o publish hei da a as open da a, i is s ill
limi ed and la gely emains o be desi ed ( an Loenen e al., 2018). Non-go e nmen al ac o s a e
ou side he public/go e nmen al sec o , such as companies, ci il socie y o ganisa ions, and he
media. Explo ing he mo i a ions o non-go e nmen al ac o s o con ibu e o open da a is hus
essen ial o de eloping sus ainable Open Da a Ecosys ems ha inco po a e bo h go e nmen and
non-go e nmen open da a.
Aligned wi h he ODECOʼs Desc ip ion o Ac ion, his deli e able aims o answe he ollowing
h ee esea ch ques ions:
• RQ1: Wha a e he mo i a ions o non-go e nmen al da a holde s o con ibu e o he open
da a ecosys em?
• RQ2: Wha ba ie s do non-go e nmen al da a holde s ace when con ibu ing o open da a
ecosys em?
• RQ3: How can he mo i a ions and ba ie s o sha ing non-go e nmen al da a become
enable s?
Mo i a ions a e de ined as “ he need o eason o doing some hing” o he “willingness o do
some hing” (Camb idge Dic iona y, 2024). On he o he hand, ba ie s a e “any hing used o ac ing
o block someone om going somewhe e o om doing some hing, o o block some hing om
happening” (Camb idge Dic iona y, 2024). In his deli e able, ba ie s e e o hings ha hinde
ac o s om con ibu ing o open da a ecosys em, nega i ely a ec ing he open da a communi y
c ea ion. They hus should also be s udied in conjunc ion wi h mo i a ions o sha e hei da a as
open da a. Thei nega i e in luence a ies depending on he s akeholde s, bu hey ha e some
ypical cha ac e is ics ha mus be conside ed in he s udy. Enable s a e “some hing o someone
ha makes i possible o a pa icula hing o happen o be done” (Camb idge Dic iona y, 2024).
In his deli e able, enable s e e o si ua ions in he ecosys em ha acili a e o enhance he
con ibu ion o open da a by non-go e nmen al ac o s by le e aging he mo i a ions and ba ie s
o hem o do so. Mo i a ions and ba ie s o he ollowing non-go e nmen s akeholde s we e
iden i ied: non-specialis use s, da a jou nalis s, s uden s, NGOs, comme cial o ganisa ions, and
open da a in e media ies.
Fo each s akeholde g oup, we ou line he me hods employed and he ypes o da a sou ces
used, including p ima y (in e iews, ques ionnai es, ocus g oups, e c.) o seconda y (li e a u e
e iew, use case analysis, e c.). Whe e ele an , we b oadened ou analysis o s akeholde sʼ
mo i a ions and ba ie s o con ibu e o open da a ecosys ems. Fo example, in he sec ion on
non-specialis ci izens, we also by conside ed knowledge ( a he han da a) con ibu ions.
1.2 Role o his deli e able in he ODECO p ojec
The ODECO deli e able 4.1 is pa o Wo king Package 4, “F om an Exclusi e o an Inclusi e Open
Da a Ecosys em”. In D4.1, we seek o unde s and he mo i a ions o non-go e nmen ac o s o
become ac i e con ibu o s o he open da a ecosys em sha ing hei own da a as open da a. The
ela ion o he o he deli e ables in WP4 is as ollows:
D4.1 Mo i a ions o non-go e nmen ac o s o become ac i e con ibu o s o he Open Da a
ecosys em
8
• D4.2 explo es echnical s a egies o s ee he beha io o non-go e nmen da a holde s
owa ds open da a. I will epo on echnological ways o p omo e he inclusion o non-
go e nmen da a holde s in he open da a ecosys em.
• D4.3 explo es a go e nance s a egy o s ee he beha io o non-go e nmen da a holde s
owa ds open da a. I will epo on s ee ing mechanisms and app oaches o ac i a ing non-
go e nmen da a holde s in he open da a ecosys em.
This deli e able also ma ks he comple ion o he miles one MS6 “Join esea ch deli e ables” a e
success ully deli e ing he i s esea ch deli e ables (D2.1, D3.1, and D4.1).
D4.1 complemen s Deli e able 3.3, "Closing he cycle: P omo ing open da a use sʼ con ibu ion
om a go e nance pe spec i e". D3.3 explo es ways o sus ainably es ablish he con ibu ion o
open go e nmen da a use s o open da a ecosys ems by iden i ying mo i a ions o do i . D4.1
di e s om D3.3 as D4.1 is cen ed on ha ing an inclusi e ecosys em whe e non-go e nmen
ac o s sha e hei da a, while D3.3 is cen ed on closing he cycle and use s o open go e nmen
da a con ibu ing back o he ecosys em.
1.3 S uc u e
This epo is s uc u ed as ollows: Chap e s 2 o 7 p esen he mo i a ions and ba ie s o each
s akeholde ype o con ibu e o he Open Da a Ecosys em. Each chap e b ie ly de ines he gi en
s akeholde , ollowed by he me hodology, esul s, and conclusion. Chap e 8 se es as he
discussion and conclusion o he whole documen . Sha ed mo i a ions and ba ie s be ween he
s akeholde s a e discussed, and ques ions a e p oposed o u u e deli e ables in WP4 (D4.2 and
D4.3).
D4.1 Mo i a ions o non-go e nmen ac o s o become ac i e con ibu o s o he Open Da a
ecosys em
9
2 Non-specialis ci izens
2.1 In oduc ion
In he con ex o open da a ecosys ems, non-specialis ci izens a e in e es ed in accessing open
da a o can bene i om open da a while lacking he specialised skills needed o analyse da ase s.
To engage non-specialis ci izens in sha ing hei da a, we de eloped a new app oach, an “Open
da a game jam”, which is an e en simila o an open da a hacka hon, wi h he c i ical di e ence
ha pa icipan s make a ideo game a he han an applica ion. In his sec ion, we explain why we
chose o de elop his no el app oach, s a ing wi h an explana ion o he oppo uni ies and
challenges o open da a hacka hons.
In ecen yea s, open da a hacka hons ha e eme ged as a p omising app oach o engage ci izens
(bo h specialis and non-specialis ) in he euse o open da a. Open da a hacka hons ypically las
1-3 days, du ing which pa icipan s use open da a o de elop new solu ions. Like o he
hacka hons, hey a e “accele a ed design p ocesses” (Falk, 2022) demanding apid esul s. While
solu ions a e a ely de eloped beyond he e en , p o o yping os e s a deepe unde s anding o
he p oblem and po en ial solu ions. O ganise s ange om go e nmen bodies o local ac i is s
and NGOs, each wi h a ious mo i a ions, such as: (1) p omo ing da a euse, (2) building a
communi y a ound open da a (Jaskiewicz e al., 2019), (3) suppo ing Nonp o i O ganisa ions
(NPOs) (Hou & Wang, 2017), (4) add essing speci ic socie al challenges (Loda o & DiSal o, 2016),
(5) c ea ing new business models a ound open da a (Ki sios & Kama io ou, 2018). Open da a
hacka hons o en a ac da a expe s wi h s ong analysis skills and non-expe s wi h con ex ual
knowledge and li ed expe iences. Non-specialis ci izens can con ibu e o making sense o open
da ase s h ough hei “ hick da a” (Wang, 2016), which is he quali a i e con ex needed o
in e p e quan i a i e da a, such as e hnog aphic obse a ions and li ed expe iences. We will e e
o his ype o da a as “knowledge” ha non-specialis ci izens possess, and ha hey can
con ibu e o open da a ecosys ems. We ocus on he con ex o open da a hacka hons and simila
“accele a ed design p ocesses” (Falk, 2022) wi h open da a because o hei capaci y o inc ease
communi iesʼ abili y o wo k wi h open da a (Jaskiewicz e al., 2019). Howe e , (open da a)
hacka hons ha e been c i icised o aking a “solu ionis ” (Mo ozo , 2013) app oach o social
issues, meaning ha hey ocus on echnology a he han social issues. A an (open da a)
hacka hon, issues end o be o e simpli ied, and solu ions exclusi ely ely on echnology a he
han social change. This c i ique does no apply o all hacka hons. Addi ionally, he p oblem o
solu ionism is no necessa ily abou he e en i sel bu how i is amed and s udied. None heless,
he e is a need o mo e he ocus o hacka hons om echnology o social issues.
To e ocus open da a hacka hons on social issues, we changed he “in i a ion” (Linds öm and
S åhl, 2014) o pa icipan s om using echnology o c ea e solu ions o using echnology o
a icula e (desc ibe) he issues (Loda o and DiSal o, 2016). Ou unde s anding o he “in i a ion”
o pa icipan s is simila o Linds öm and S åhlʼs de ini ion (2014, p. 329): he in i a ion included
an “a ea o cu iosi y” (social issues) and “a p oposi ion o how o engage wi h i ” (making a ideo
game). Ou new app oach is an open da a game jam, an e en whe e pa icipan s collec i ely
p oduce a ideo game abou a social issue o hei choosing. Mos o ou pa icipan s had ne e
made a ideo game be o e bu s ill possessed su icien digi al skills o c a a p o o ype in a ew
hou s. We in oduced pa icipan s o a beginne - iendly game engine which elies on isual
coding and o e ed echnical help h oughou he e en . Pa icipan s could pick an issue hey
di ec ly expe ienced and con ibu e hei hick da a (li ed expe ience). Addi ionally, we in i ed
pa icipan s o b ains o m and include a ailable open da a abou he issue in hei games.
D4.1 Mo i a ions o non-go e nmen ac o s o become ac i e con ibu o s o he Open Da a
ecosys em
16
e lec ion o ine- une ou app oach and me hodologies. By keeping a jou nal and conduc ing
egula e lec ion sessions, s a egies we e con inuously assessed and adap ed o be e suppo
and engage jou nalis s in e ec i ely u ilising open da a wi hin he news oom.
3.3 Resul s
3.3.1 Mo i a ion
The p ima y unc ion ha he jou nalis se es in he open da a ecosys em is ha o he
communica o . To u ilise open da a in hei wo k, hey mus analyse, isualise, and, in se e al cases,
each ou o expe s, as specialised unde s anding is equi ed o ex ac meaning ul insigh s om
he da a in many ins ances. Finally, hey also ha e o cons uc compelling s o y elling a ound
hei indings ha will be pleasing and engaging o hei audience and allow people wi h no
expe knowledge o unde s and he oo o he p oblem wi hou del ing in o i hemsel es.
Th ough his p ocess, wo main mo i a ions o jou nalis s o con ibu e o he open da a
ecosys em become appa en : he desi e o enhance public unde s anding and he d i e o os e
anspa ency and accoun abili y.
T anspa ency and accoun abili y
The main eason ha jou nalis s ha e o ge in ol ed and con ibu e o he open da a ecosys em
is o p omo e a cul u e o anspa ency and accoun abili y in socie y. This inding became
p e alen in he in e iews and he ac ion esea ch as hei p ima y mo i a ion. In all cases, he
ocus o using open da a in jou nalis ic ac i i ies was o display social issues and expose he deep
oo s o he p oblems using in og aphics and da a. Communica ing complex da a o a wide
audience cul i a es a mo e in o med and engaged ci izen y. Thei con ibu ion o he open da a
ecosys em empowe s ci izens o ad oca e o anspa ency and be e go e nance.
Enhanced c edibili y
Ano he eason jou nalis s wan o use open da a in hei wo k is o boos hei c edibili y. By
suppo ing hei opinions wi h e i iable da a, jou nalis s can ans o m hei a icles om me e
opinion pieces in o well-subs an ia ed analyses, he eby enhancing hei us wo hiness and
au ho i y in he eyes o he public. This equi es jou nalis s o include e e ences o hei da a se s
and highligh hei me hodology o analysis so ha hei wo k is ep oducible by he audience.
3.3.2 Ba ie s
Du ing he in e iews and he ac ion esea ch, se e al ba ie s we e obse ed ha p e en ed
jou nalis s om becoming ac i e con ibu o s o he open da a ecosys em.
Open da a a e no he only sou ce o in o ma ion
Du ing he in e iews, i was cla i ied ha jou nalis s use mo e han jus open da a. Al hough hey
explici ly men ioned hey use da a om o icial sou ces, hese a e no only published on open
da a po als bu o en include da a acqui ed by eques ing hem om o he Eu opean o
go e nmen al agencies.
Lack o skills o use and analyze open da a
I became clea om all he in e iews and he ac ion esea ch ha jou nalis s mus possess he
skills o ind, analyse, and use open da a. In all cases, expe s om o he ields (da a analys s,
isual a is s) we e equi ed. Al hough his is an easily bypassed ba ie , i c ea es o he p oblems;
i inc eases he complexi y o using open da a as mo e people ha e o collabo a e and coo dina e.
I also inc eases he cos o he published a icles as managemen has o add mo e people o he
pay oll.
D4.1 Mo i a ions o non-go e nmen ac o s o become ac i e con ibu o s o he Open Da a
ecosys em
17
Lack o in e es
The lack o in e es in open da a became e iden du ing he ac ion esea ch. Fo se en mon hs,
we we e ac i ely wo king in he news oom wi h he chie edi o and p oducing a icles; he o he
jou nalis s we e in e es ed in ge ing in ol ed wi h wha we we e doing. This lack o in e es mus
be explo ed u he .
Limi ed ime
This was men ioned in in e iews bu was also encoun e ed in he ac ion esea ch. Jou nalis s'
main ac i i y is o p esen he news. S ill, as analysing da a and compiling comp ehensi e
in og aphics is a ime-consuming p ocess, i is a equen phenomenon ha when an a icle wi h
esul s ex ac ed om da a analysis is p epa ed, o he news is mo e ele an o he public.
The e o e, he impac o he a icle is educed.
No willing o sha e hei da a
This was encoun e ed du ing he ac ion esea ch and he in e iews: he jou nalis s we e no keen
o sha e he da ase s hey had compiled as hey conside ed hem an asse o he media
o ganisa ion. When con on ed abou hei willingness o sha e hei da ase s openly, hey eplied
ha mone a y compensa ion would be equi ed. The main easoning behind his s ance is hei
conce n ha hei compe i o s could u ilise he da ase s hey ha e compiled h ough ex ensi e
esea ch and e o , and sha ing hem wi hou compensa ion would elimina e hei o ganisa ion's
s a egic ad an age.
3.4 Conclusion
The in oduc ion o open da a as a p ima y sou ce o da a jou nalis s has he po en ial o uel
hem wi h abundan use ul in o ma ion bu also p o ides he incen i es o make hem ac i e
con ibu o s in he open da a ecosys em. The main mo i a ion o jou nalis s o engage wi h he
open da a ecosys em is aligned wi h he co e alues o he open da a mo emen on anspa ency
and accoun abili y, highligh ing a p omising en anglemen . Howe e , he ba ie s de ec ed ha e
mo e o do wi h he manage ial aspec s o media o ganisa ions and he need o jou nalis s o
acqui e mo e skills and esou ces. Al hough jou nalis s in end o use and, by ex ension, con ibu e
o he open da a ecosys em, hey mus emb ace a cul u al shi owa d a mo e collabo a i e and
open p ac ice pa adigm.
D4.1 Mo i a ions o non-go e nmen ac o s o become ac i e con ibu o s o he Open Da a
ecosys em
18
4 Elemen a y school s uden s
4.1 In oduc ion
S uden s can be de ined as indi iduals ac i ely engaged in a lea ning p ocess in o mal o hyb id
( o mal/in o mal) educa ional en i onmen s, anging om basic o highe educa ion. In he open
da a con ex , hey ha e been seen as pa o he la ge pe cen age o ci izens wi hou echnical
backg ounds, o en e e ed o as non-specialis s, non-da a expe s o lay audiences (Boyles, 2020;
Concilio & Mulde , 2018). Young s uden s in basic school educa ion ha e been e ealed as
signi ican ac o s in open da a and da a li e acy ini ia i es (Celis Va gas e al., 2023). Building a
la ge open da a li e a e communi y is essen ial o os e ing ci izens able o pa icipa e and
bene i om open da a. Al hough he open da a ield has ecognised s uden s as a s a egic use
g oup o p omo e he skills and compe encies necessa y o inc easing ci izen pa icipa ion and
ensu ing he long- e m sus ainabili y o open da a ecosys ems, hey ha e been pa icipa ing as
use s o open da a a he han ac i e con ibu o s in open da a ecosys ems. The cu en s udy
explo es his use g oup as non-go e nmen ac o s, acknowledging ha while hey may engage
in p i a e o public educa ional ins i u ions, hey in e ac au onomously wi hin educa ional
sys ems.
Cu en open da a ini ia i es in educa ion seek o equip s uden s wi h he essen ial skills needed
o he cu en as -changing and da a-d i en socie y (Cook e al., 2018) , o en called 21s -cen u y
skills (Rome o e al., 2015). The po en ial o using open da a has mainly been ela ed o he
connec ion o class oom ac i i ies o eal ac s and, secondly, o inc easing eache s' and s uden s'
mo i a ion (Coughlan, 2020). Open da a lea ning ac i i ies ha e anged om using OD in egula
school subjec s such as chemis y and geog aphy (Pence e al., 2015), engaging wi h local
p oblems and da a in unde g adua e cou ses abou open da a (Palo a & Vejacka, 2022), and
ex acu icula ac i i ies such as public hacka hons (Da is & Shneye , 2020). Acco ding o a
p e ious sys ema ic mapping e iew (Celis Va gas e al., 2023), in cu en ini ia i es in elemen a y
school, lea ning goals a e o en ela ed o inc easing awa eness abou open da a and de eloping
c i icali y. Fo example, Badioze Zaman e al. (2021) ocus on inc easing open da a eadiness by
using in class oom pe obo s and IoT, and Saddiqa e al. (2019) ha e ela ed da a li e acy in
schools wi h he abili y o iden i y which ypes o da a a e needed o sol ing a p oblem and he
abili y o use isualisa ion echnologies o explo ing and p esen ing he da a in g ea e de ail and
unde s andable way.
Resea ch Pelleg ino & An elmi (2023) has shown ha open da a ini ia i es a he school le el
p ima ily ocus on using open da ase s o da a exploi a ion a he han on hei p oduc ion.
Al hough elemen a y school s uden s c ea e hei da a using open go e nmen da a in a ew
lea ning ac i i ies, hei da a is no cu en ly open o sha ed ou side he class oom. The cu en
s udy aims o unco e he s uden sʼ mo i a ions and ba ie s o po en ially sha ing hei da a in
open da a ecosys ems.
4.2 Me hod
This sec ion examines he me hod ha suppo s he unde s anding o he mo i a ions and ba ie s
s uden s ace when con ibu ing o sha ing hei da a in he open da a ecosys em.
Conside ing he no el y o he opic, a sys ema ic li e a u e e iew and explo a o y empi ical
s udies we e conduc ed. Fi s ly, he sys ema ic li e a u e e iew helped o unde s and he ba ie s
o sha ing da a, conside ing he cu en use and awa eness o open da a in schools. Fo example,
om he li e a u e, i was possible o iden i y ha he concep o open da a is s ill highly abs ac
o s uden s and eache s; he e o e, asking di ec ly abou hei mo i a ion was no conside ed.
G an & Boo h (2009) Th ee main s eps we e conduc ed: de ining he scope, iden i ying he
D4.1 Mo i a ions o non-go e nmen ac o s o become ac i e con ibu o s o he Open Da a
ecosys em
19
a icles h ough i e a i e sea ches and ca ego ising hem acco ding o s uden s' mo i a ions and
ba ie s o sha ing hei da a in open da a ecosys ems. Secondly, wo explo a o y empi ical s udies
we e conduc ed in o mal and in o mal lea ning en i onmen s o be e unde s and elemen a y
school s uden s' la en o implici mo i a ions. One s udy in a o mal educa ional en i onmen
included 39 s uden s aged 15 o 16 and 5 eache s in a Danish school. In an in o mal lea ning
en i onmen , he s udy included 40 s uden s aged 14 o 18 engaged in an ac i e ci izenship
ini ia i e o ganised by a Danish non-p o i o ganisa ion. Sande s & S appe s (2012) Di e en
quali a i e me hods we e used o explo e implici o explici mo i a ions, such as indi idual and
ocus g oup in e iews, obse a ions, wo kshops and an open ques ionnai e. Table 4 summa ises
he applied me hods and pa icipan s in ol ed in he wo s udies.
Table 4: Me hods and pa icipan s
Fo mal educa ional en i onmen : Conduc ed in a Danish school du ing a week
Me hod
Pa icipan s
Desc ip ion
Wo kshop and
su ey
39 school s uden s aged
15-
16 yea s old in 9 h
g ade.
The wo kshop was de eloped as an OD
lea ning ac i i y including wo pa s. The
i s
pa p oposed an indi idual da a
explo a ion and second pa ocused on
g oup wo k o c ea e a Da a s o y wi h
isualisa ions.
A he end o he wo kshop, s uden s
answe ed a b ie su ey.
Du a ion: 2h
Focus g oup
in e iew
15 school s uden s (3
g oups o 5 s uden s) aged
15-
16 yea s old in 9 h
g ade
In o mal in e iews we e conduc ed wi h
a g oup o s uden s a e he wo kshop.
Du a ion: 20 min
Semi-s uc u ed
in e iews
5 elemen a y school
eache s
Semi-s uc u ed in e iew.
Du a ion: 60 minu es
In o mal educa ional en i onmen wi h ocus o ac i e ci izenship
Me hod
Pa icipan s
Desc ip ion
Nonpa icipan
obse a ion
50 child en aged 14-18
yea s old om di e en
na ionali ies
Non-pa icipan obse a ion du ing he
co-c ea ion wo kshops conduc ed by he
pa ne o ganisa ion CoC Play ul Minds
du ing he Child en's Gene al Assembly
CGA 2022.
Du a ion: one week
Sessions we e eco ded and ansc ibed o analysis, and obse a ions we e eco ded in a dia y.
The da a collec ed was analysed oge he ollowing a hema ic ne wo k analysis app oach
(A ide-S i ling, 2001). Fi s ly, po en ial s uden s' mo i a ions we e coded, keeping he
pa icipan s wo ded as much as possible. Secondly, ca ego ies we e made o show he di e en
mo i a ions o s uden s and ba ie s o sha ing hei da a in open da a ecosys ems. Finally, global
hemes we e iden i ied o c ea e a map o s uden 's mo i a ions. Figu e 4 isualises he
me hodological low, including he di e en samples and me hods.
D4.1 Mo i a ions o non-go e nmen ac o s o become ac i e con ibu o s o he Open Da a
ecosys em
20
Figu e 4: Me hodological low
4.3 Resul s
Conside ing he no el y o open da a in eg a ion in elemen a y school, s uden da a con ibu ion
has been iden i ied as a po en ial a he han a cu en ac i i y. The li e a u e o he empi ical
s udy did no explici ly men ion mo i a ions and ba ie s o opening da a c ea ed by elemen a y
school s uden s. An induc i e back-and- o h analy ic p ocess helped unco e hem in connec ion
o he s uden s' con ex and lea ning goals.
4.3.1 Mo i a ion
Fi e main mo i a ions c ea e an o e iew o he po en ial incen i es behind po en ially opening
non-go e nmen da a p oduced by s uden s. S uden s' mo i a ions we e ound o be associa ed
wi h (i) being ac i e ci izens, (ii) aising awa eness o local issues a ound s uden s' con ex and
daily li e, (iii) helping he communi y a ound he school, conside ing s uden s as impo an ac o s
in local ecosys ems, (i ) seeing wha s uden s lea n in schools as use ul in he eal wo ld, and ( )
making school ac i i ies mo e ele an , in e es ing, and un.
(i) Being ac i e ci izens. Celis Va gas e al. (2023) ha e iden i ied ha open da a lea ning
ac i i ies, especially, seek he de elopmen o compe encies o ac i e ci izenship add ess ac i i ies
o he collec ion o hei own da a. In hose cases, s uden s ha e been in ol ed in c ea ing simple
sp eadshee s and collec ing mo e complex da a using ools such as senso s, games, o mobile
applica ions (Badioze Zaman e al., 2021; Chicaiza e al., 2017; Saddiqa, La sen, e al., 2019; Saddiqa
e al., 2021b; Vallejo-Figue oa e al., 2018). The mo i a ion is ac i ely pa icipa ing as ci izens o
c ea e a be e wo ld. Fo example, du ing he ocus in e iews, s uden s wonde ed abou hei
school p ojec s: "How is his going o c ea e a be e wo ld?".
(ii) Raising awa eness o local issues a ound s uden s' con ex and daily li e. Conside ing
s uden s as expe s in hei local expe ience, hey can c ea e and sha e local da ase s add essing
aspec s o hei en i onmen and daily li e expe iences. F om hei pe spec i e, hey wan o aise
Danish non-p ofi
o ganiza�on: In o mal
lea ning en i onmen
Sample:
50 s uden s aged 14
o 16.
Non-pa �cipan
obse a�ons along a
week
Danish school: o mal
lea ning en i onmen
Sample:
39 s uden s in 9 h
g ade aged 15 o 16
and 5 eache s.
In e iews wi h
eache s
Gene a� e session:
Wo kshop, su ey and
ocus g oup in e iew.
Li e a u e e iew:
Mapping Open Da a
ini�a� es in educa�on
(Celis Va gas e al.
2023)
Empi ical s udy: Defining lea ning designs o Open Da a
compe encies.
(Celis Va gas e al. 2024 in e iew)
Thema�c Ne wo k
analysis o map
he s uden 's
mo� a�ons.
D4.1 Mo i a ions o non-go e nmen ac o s o become ac i e con ibu o s o he Open Da a
ecosys em
21
awa eness and p o ide a con ex ual unde s anding o local issues. Thei mo i a ion behind his is
aising hei oice, being hea d, and making "Child en's oice as impo an as o he s".
(iii) Helping he communi y a ound he school, conside ing s uden s as impo an ac o s in
local ecosys ems. S uden s a e mo i a ed by helping he communi y a ound hem, implici ly o
eel belonging and build hei iden i y and place. C ea ing and sha ing da a has been iden i ied
as an oppo uni y o build ne wo ks in hei local communi ies by add essing p oblems om o he
ac o s and con ibu ing o sol ing hem wi h da a. "The school could be pa o he local
communi y by c ea ing be e da a", and "I hink local p oblems could be mo e un because
s uden s can do some hing".
(i ) Seeing wha s uden s lea n in schools as use ul in he eal wo ld. I was ele an o young
pupils in elemen a y school o see wha hey do in school being used in he eal wo ld. I inc eases
he au hen ici y o hei lea ning expe ience. "I I'm sha ing i , and i could be used a e wa ds,
s uden s will be mo e p oud and mo e engaged o make i igh because hey know ha i 's likely
o be used o some hing meaning ul a e wa ds”.
( ) Making school ac i i ies mo e ele an , in e es ing, and un. C ea ing and sha ing hei
da a migh inc ease hei mo i a ion o lea ning by ul illing hei in insic mo i a ion o making
some hing ele an , being hea d, and connec ing o hei communi ies. O e all, s uden s a e
mo i a ed by ac i e lea ning expe iences whe e hey can expe imen and lea n by hemsel es.
4.3.2 Ba ie s
Fi e ba ie s o opening he da a p oduced by s uden s in lea ning ac i i ies a e iden i ied, as well
as he main elemen s in lea ning designs, such as he cha ac e is ics o he lea ne s and o he
ac o s in ol ed, like eache s, and he lea ning en i onmen , including ools. These challenges
we e iden i ied h ough a li e a u e e iew and empi ical s udy. The main ba ie s ound a e (i) he
lack o echnical skills om eache s and signi ican aining, (ii) upda ing class oom echnology,
(iii) he concep o open da a being highly abs ac , (iii) low awa eness abou wha open da a is,
and (i ) he isk o disclosing pe sonal da a om young pupils.
(i) Teache s need mo e echnical skills and signi ican aining. Teache s ha e an essen ial ole
in educa ional design. Conside ing di e en pedagogical app oaches, eache s lead o acili a e
lea ning ac i i ies and p opose he main ools and esou ces. Se e al s udies ha e poin ed ou he
need o mo e echnical skills o managing da a, and digi al skills a e a p ima y ba ie o
achie ing he po en ial o open da a as an educa ional esou ce.
(ii) Upda ing class oom echnology. Depending on he speci ic con ex , ools, pla o ms, and
me hods o adap ing class ooms o as -changing echnology could change simul aneously.
Ne e heless, in es men , skills, and adminis a ion a e ac o s o conside . The mos adi ional
educa ional sys ems a e cha ac e ised by slow adap a ion and low echnology inse ion.
(iii) The concep o open da a is highly abs ac . Se e al au ho s ha e s essed he challenge
ha unde s anding and using open da a p esen s o s uden s due o i s high le el o abs ac ion
(A enas e al., 2015; Coughlan, 2020; Saddiqa e al., 2021a). Fo example, Saddiqa e al. (2021a) I
Wol e al. (2016) ha e sugges ed con ex ualising he da a o be e unde s anding, using open
da a om s uden s' municipali ies. Fu he mo e, he need o cus omised hands-on open da a
collec ion, in e p e a ion and exploi a ion ools and me hods has been made explici o o e come
his ba ie . Howe e , de eloping ools and me hods simul aneously en angles new challenges o
he usually s eady educa ional sys ems.
D4.1 Mo i a ions o non-go e nmen ac o s o become ac i e con ibu o s o he Open Da a
ecosys em
22
(i ) Low awa eness abou wha open da a is. Du ing he empi ical s udy, s uden s and eache s
e e ed o open da a as any in o ma ion ound on he In e ne . Fo example, eache s claimed o
use open da a o hei eaching. S ill, when asked mo e in-dep h abou hei sou ces and p ocess
o managing he OD, i was explici ha hey unde s ood open da a as any a ailable in o ma ion
on he In e ne . On he o he hand, i is a comple ely new e m o he pupils.
( ) Risk o disclosing pe sonal da a om pupils. E hical da a managemen is essen ial in he
use con ex o elemen a y school s uden s since child en a e usually a ulne able g oup. Due o
low awa eness o da a managemen , schools, eache s, and pa en s a e a isk o iola ing GDPR.
4.4 Conclusion
Mo i a ions change acco ding o he pa icipan s' awa eness. Teache s' p ima y mo i a ion was
lea ning abou new ools and making s uden sʼ lea ning ac i i ies mo e au hen ic using eal ac s.
Open da a lea ning designs conside ha opening o sha ing hei da a migh inc ease
au hen ici y and mo i a ion in elemen a y school s uden s.
D4.1 Mo i a ions o non-go e nmen ac o s o become ac i e con ibu o s o he Open Da a
ecosys em
23
5 Non-go e nmen al o ganisa ions
5.1 In oduc ion
Non-Go e nmen al O ganisa ions (NGOs), also in e changeably called Non-P o i O ganisa ions
(NPOs) in his sec ion, ake up an in e media y ole in he open da a ecosys em, whe e hey b idge
he gap be ween open da a p o ide s and use s (Gonzalez-Zapa a and Heeks, 2015). NPOs a e
unique as in e media ies because he e a e speci ic use communi ies hey a e ocusing on o
add ess a social issue (Enaholo, 2017) while also no seeking o gain any p o i s om i (Salamon
and Anheie , 1992). His o ically, NPOs pushed o da a openness, de eloped he open da a
esea ch ield, and esol ed he p ac icali ies o open da a use (Enaholo, 2017). The e a e many
ways in which NGOs con ibu e da a back o he open da a ecosys em. Fo example, hey c ea e
ools and applica ions o agg ega e o enhance he da a, making i mo e accessible and
unde s andable o he use s. Mo eo e , hey can p oduce o collec addi ional open da a o
enhance hei use and e-sha e i wi h he use s. NPOs can also eques he da a hey o hei use s
need om he da a p o ide s and epublish i as open. The mo i a ion o con ibu e back in a ious
ways ha NPOs ha e may come om he ocus and aims hey ha e. The aim is o p o ide
in o ma ion and se ices ha he communi y needs, which he go e nmen does no p o ide, and
mo i a e NPOs o agg ega e exis ing da a and collec and publish he a ailable da a as open
(Ricke e al., 2020). I NPOs aim o imp o e o e all openness and anspa ency, i can push hem
o aim o a ious p ojec s and ha e open da a and open sou ce on ha p inciple (Baack, 2015).
Howe e , NGOs may ace ba ie s ha p e en hem om con ibu ing (Cha apadhyay, 2014).
Thus, in he es o his sec ion, we discuss he mo i a ions, i.e. enable s o he NGOs o con ibu e
da a back o he open da a ecosys em, as well as
possible
ba ie s o sha ing he da a.
5.2 Me hod
This sec ion examines he me hod ha suppo s unde s anding he mo i a ions and ba ie s o
NPOs/NGOs o con ibu e o sha ing hei da a in he open da a ecosys em. The case s udy
app oach was used o collec he da a and in es iga e he mo i a ions o he NPOs/NGOs o
become ac i e da a con ibu o s o he open da a ecosys em. The selec ion c i e ia o he case
s udies we e:
1. Non-p o i o ganiza ions should ha e di e en missions/ ocuses/aims.
2. Each case should ha e mo e han one ype o open da a ac i i y.
3. The cases wo k on di e en le els, i.e., municipal/ egional/na ional.
4. The cases in ol e o ganiza ions and people willing and eady o coope a e in he esea ch
and sha e in o ma ion equi ed o conduc his esea ch.
The h ee cases we ha e ocused on a e NPOs: Open Knowledge Belgium, Open Knowledge
Founda ion Ge many and Ci yLAB Be lin. We conduc ed eigh semi-s uc u ed in e iews wi h
h ee NPO employees om each o ganisa ion, bo h online and in pe son. We in e iewed
employees who wo k on open da a- ela ed p ojec s wi hin he NPO. Addi ionally, we collec ed
in o ma ion om public web pages desc ibing he open da a p ojec s. A summa y o he da a
sou ces is p esen ed in Table 5. We used an induc i e app oach o analyse he quali a i e da a due
o he s udyʼs explo a o y na u e.
D4.1 Mo i a ions o non-go e nmen ac o s o become ac i e con ibu o s o he Open Da a
ecosys em
24
Table 5: Sou ces o he quali a i e da a
Me hod
Pa icipan s
Desc ip ion
Semi-s uc u ed in e iews
Employees o h ee NPOs.
Eigh in e iews in o al.
Online and in-pe son
in e iews
we e conduc ed
indi idually wi h a ailable
employees who wo k on he
p ojec s ela ed o and using
open da a.
Du a ion: 1h
Pe iod o he da a collec ion:
Sep embe 2022 o Decembe
2023
In o ma ion om he
ele an websi es
Twel e webpages ela ed o
he NPOsʼ open da a p ojec s
The desc ip ions o he
ele an open da a p ojec s
we e collec ed.
5.3 Resul s
In gene al, ou esul s suppo he li e a u e's indings on how open da a is con ibu ed o he
open da a ecosys em by NGOs and wha hei mo i a ions can be o do i (Enaholo, 2017; Ricke
e al., 2020). NGOs c ea e applica ions ha agg ega e di e en da a sou ces o enhance he
a ailable da a o such ools. This imp o ed da a is hen a ailable as open da a o any use o
download, o en wi h an o e all p ojec being open sou ce. NGOs also ake he ole o he da a
demande and ad iso and build ela ions wi h da a p o ide s who migh need o be mo e willing
o capable o opening hei da a. Thus, NPOs ge closed-o da a om he p o ide s and epublish
i as open da a. Mo eo e , NPOs can collec he needed da a o hei p ojec s and p o ide i o
any o he use as open. The mo i a ions behind he NPOsʼ publishing he a ailable da a as open
a y; some may be mo e p ominen han o he s o he o ganisa ion. O e all, we ound i e easons
ha can mo i a e NGOs o con ibu e open da a back o he open da a ecosys em. We also ound
wo ba ie s o hese mo i a ions ha can s op NGOs om sha ing hei da a as open.
5.3.1 Mo i a ions
Fi s ly, opening he da a can se e demons a i e pu poses. C ea ing a p ojec wi h open da a
enhanced o eused and made a ailable can encou age o he s akeholde s o make hem mo e
awa e o i s a ailabili y. NPOs ha a ge communi y needs a e mo i a ed by showing he powe
o open da a and engaging ele an s akeholde s, such as o he po en ial da a p o ide s, o open
ele an da a.
Secondly, NPOs a e mo i a ed by he help hey can p o ide wi h he local and global socie al issues
ha align wi h hei o ganisa ional goals. Many aim o educa e by sha ing open da a wi h
communi ies, encou aging he euse o open da a, o con ibu ing he da a o he cause. Open
go e nmen da a migh be a ailable on opics and issues ha become ele an , bu his da a needs
o be u ilised. By inding ways o enhance he da a and publish i as open, he NPO can highligh
i and help hose a ec ed by he issue. Fo example, as ene gy consump ion became mo e ele an
due o ising p ices, Ci yLab Be lin c ea ed a ool showing he ene gy usage o public buildings
wi h he da a used in i being a ailable as open. P o iding open da a o he a ge ed communi ies
can help hem educa e hemsel es on he issue. Al hough hey migh need ools and he help o
an in e media y o in e p e he da a, he NPOs can o e come he indabili y and accessibili y
ba ie s ha he communi y may ace. Those communi ies a e hen mo e engaged in sol ing hei
local issues.
D4.1 Mo i a ions o non-go e nmen ac o s o become ac i e con ibu o s o he Open Da a
ecosys em
25
Thi dly, he posi i e eedback om he communi y mo i a es NPOs o pu sue da a sha ing and
con inue hei p ojec s. Mo eo e , he communi y can gi e eedback on da a issues and
sugges ions when hey a e in e es ed and in ol ed. Such eedback is welcomed by NGOs and
mo i a es hem o ha e p ojec s ha a e open sou ce and open da a.
Fou hly, some NPOs ha e anspa ency and openness o da a and knowledge as hei main goals.
Thus, hey a e mo i a ed by hei o ganisa ional goals and he employees' pe sonal belie s o open
up he da a. I he da a is no openly a ailable and agg ega ed elsewhe e on impo an issues,
NPOs can be p omp ed o agg ega e and collec he da a hemsel es om closed sou ces. As he
da a is published, he NPOs can open he p e iously closed da a. Fo example, Ci yLab Be lin has
a pla o m o help ind local se ices o men al heal h help, o which he da a has been collec ed
om a ious closed o pa ially open sou ces, and h ough he p ojec , i is now a ailable as open.
Fi hly, NPOs dis inguish hemsel es om o -p o i o ganisa ions. They wan hei da a o be
eused widely by and bene i a a ie y o communi ies, NGOs, and go e nmen al o ganisa ions, i
applicable. Thus, NPOs can be mo i a ed by he oppo uni ies o o he s akeholde s ha hey
would c ea e. Tha is mos likely achie ed i he da a is open.
To conclude, we ound i e mo i a ions o NGOs o open hei da a: (1) showing he powe o open
da a, which would inc ease o he s akeholde sʼ awa eness o a ailable open da ase s; (2) u ilising
a ailable open da a o help wi h he local and global socie al issues; (3) ecei ing posi i e eedback
om he communi y, which can ac as an ex e nal mo i a o o NGOs o push o wa d wi h open
da a p ojec ; (4) ollowing o ganisa ional goals and he pe sonal belie s o he employees in
openness and anspa ency; and (5) c ea ing oppo uni ies o o he s akeholde s o euse NGOsʼ
da a o hei bene i .
Table 6: Mo i a ions o NPOs o con ibu e open da a
Mo i a ion
Desc ip ion
Show he powe o open da a
C ea ing a p ojec wi h enhanced o eused open da a
can engage
o he s akeholde s o make hem mo e
awa e o he open da a a ailable
Help wi h he local and global socie al
issues
The e is open go e nmen da a ha migh be a ailable
on socie al issues, bu no u ilised. By inding ways o
enhance he da a and publish i as open, he NPO can
highligh i and help hose a ec ed by he issue
Recei e posi i e eedback om he
communi y
The communi y can gi e eedback on he issues wi h
he da a and gi e sugges ions when hey a e
in e es ed and in ol ed which mo i a es NGOs o
con inue he p ojec
Follow o ganisa ional goals and he
pe sonal belie s o he employees in
openness and anspa ency
Some NPOs ha e anspa ency and openness o da a
and knowledge as hei main goals and employees join
NPOs because hey sha e he ision
C ea e oppo uni ies o o he
s akeholde s
NGOs wan hei da a o be eused widely by and
bene i a a ie y o communi ies, NGOs, p i a e and
go e nmen al o ganisa ions
5.3.2 Ba ie s
NGOs ace ba ie s ha can demo i a e hem om sha ing hei da a, as open da a is closely
ela ed o hei esou ces (Salamon and Anheie , 1992). As NGOs a e non-p o i o ganisa ions,
unding hei p ojec s can be a p essing opic, especially o smalle -sized o ganisa ions. Thus, he
i s ba ie is he need o mo e inancial esou ces, i.e., unding o he p ojec s ha would le
hem publish hei da a. NGOs migh need help o con inue exis ing p ojec s and s op p o iding
D4.1 Mo i a ions o non-go e nmen ac o s o become ac i e con ibu o s o he Open Da a
ecosys em
32
Table 12: Mo i a ions o open da a in e media ies o con ibu e open da a
Mo i a ion
Desc ip ion
Suppo he isibili y o hei
o ganiza ions
By p o iding open da a, open da a in e media ies
can inc ease he isibili y o hei o ganiza ion;
hence, i is a o m o ma ke ing o hei p oduc s
and se ices.
Suppo o he pa ne s wi hin hei
ne wo ks
Some open da a in e media ies p o ide open da a
o suppo he business o ope a ion o hei
pa ne s, which hey would also ge he bene i
om. This may u he s eng hen hei posi ion
wi hin hei ne wo k.
The desi e o con ibu e o socie y
Some open da a in e media ies a e d i en by
philan h opic o al uis ic mo i a ions o con ibu e
open da a ha could bene i socie y.
The a ailabili y o open da a pla o ms
o sha e open da a
Open Da a in e media ies could be mo e mo i a ed
o elease open da a i he e a e open da a
pla o ms ha could acili a e hem o do so. This is
because no all open da a in e media ies ha e he
capabili y and esou ces o de elop and main ain
hei own da a pla o ms.
7.3.2 Ba ie s
Open Da a in e media ies may be eluc an o sha e open da a because o hei business in e es s.
Fo example, some o he da ase s in he Li ing A las pla o m cu a ed by Es i a e no a ailable as
open da a. Ins ead, hey may only be used by Es iʼs cus ome s on i s so wa e, A cGIS. One o he
easons o his is o a ac mo e cus ome s o subsc ibe o he A cGIS so wa e, hence gene a ing
income o Es i. To some ex en , his is unde s andable since Es i has p e-p ocessed and cu a ed
hose da ase s, and such asks equi e echnical and human esou ces, including ha monising and
alida ing hem, ensu ing hey a e eliable and usable by end use s.
Fu he mo e, cu en legisla ion a ound open da a only compels a ew in e media ies o
con ibu e back o open da a. An in e iewee no ed ha , a p esen , he law mos ly only equi es
he public sec o o p o ide open da a and no he o he sec o s. Thus, open da a in e media ies
ou side he public sec o a e no legally esponsible o deli e ing open da a. The in e iewee
sugges s ha , in he absence o such a law, (public o p i a e) unde s can encou age open da a
in e media ies o p o ide open da a by including such equi emen s in he con ac s. Mo ing
o wa d, policymake s should conside expanding he law equi ing speci ic p i a e and ci il
o ganisa ions o p o ide open da a. Addi ionally, open da a p o ide s may also o e ce ain ypes
o open da a unde he sha e-alike license, necessi a ing open da a in e media ies o sha e he
alue-added da a as open da a as well.
Addi ionally, no all open da a in e media ies al eady ha e hei da a pla o m; hence, sha ing
open da a would equi e addi ional in as uc u e and in es men in human esou ces. Once
de eloped, main aining he in as uc u e will also incu ecu ing cos s. As one o he in e iewees
poin ed ou , mos open da a pla o ms a e cu en ly limi ed o go e nmen da a and do no
acili a e open da a con ibu ions by non-go e nmen sec o s.
In summa y, he ba ie s ha p e en open da a in e media ies om con ibu ing o open da a
we e ga he ed as p esen ed in Table 13.
D4.1 Mo i a ions o non-go e nmen ac o s o become ac i e con ibu o s o he Open Da a
ecosys em
33
Table 13: Ba ie s o open da a in e media ies o con ibu e open da a
Mo i a ion
Desc ip ion
P o ec ing business in e es s
Some open da a in e media ies a e hesi an o
elease (some o ) hei da a as open da a because
hey wan o p o ec hei business in e es s.
No compelling legisla ion
The e a e limi ed o no legal equi emen s ha
compel open da a in e media ies o p o ide open
da a.
Addi ional cos s o de elop and
main ain open da a pla o ms
De eloping and main aining da a pla o ms o
elease open da a would incu addi ional cos s o
open da a in e media ies.
7.4 Conclusion
The s udy aims o in es iga e he mo i a ions and ba ie s o open da a in e media ies o
con ibu e o open da a. We unco e ed ou mo i a ions and h ee ba ie s h ough in e iews
wi h open da a in e media ies, p o ide s, and use s. The (po en ial) mo i a ions a e o suppo he
isibili y o hei o ganisa ions, o suppo o he pa ne s wi hin hei ne wo ks, he desi e o
con ibu e o socie y, and he a ailabili y o open da a pla o ms o hem o sha e open da a. The
ba ie s o open da a con ibu ion a e p o ec ing hei business in e es s, he lack o compelling
legisla ion, and he addi ional cos s o de eloping and main aining open da a pla o ms.
D4.1 Mo i a ions o non-go e nmen ac o s o become ac i e con ibu o s o he Open Da a
ecosys em
34
8 Discussion
In his Discussion sec ion, we g ouped simila mo i a ions and ba ie s o con ibu ing o open
da a by di e en non-go e nmen ac o s o iden i y he common mo i a ions and ba ie s. Based
on hose common mo i a ions and ba ie s, we also iden i ied he enable s o hem o con ibu e
o open da a.
8.1 Common mo i a ions and ba ie s
Du ing T aining Week 4 in Ap il 2024 a KU Leu en, Belgium, a wo kshop was o ganised o iden i y
common mo i a ions and ba ie s o non-go e nmen ac o s o sha e open da a. The wo kshop
consis ed o se ing up an online whi eboa d whe e he mo i a ions and ba ie s o each ac o ,
as w i en in p e ious sec ions, we e w i en down. Du ing he wo kshop, pa icipan s clus e ed
in o g oups a e an in-dep h discussion on each o he mo i a ions and ba ie s, going om he
domain - o s akeholde -speci ic le el o a mo e gene ic one. Each pa icipan p esen ed he
mo i a ion ela ed o he s akeholde hey ep esen , and hen all he o he s commen ed un il a
sha ed ag eemen was eached. The main goal o he discussion was o iden i y he common
mo i a ions and ba ie s o de ining sha ed ends. This wo k con inued online a week a e he
wo kshop in a ideo call be ween he au ho s o his deli e able.
Al hough hese common mo i a ions and ba ie s clus e indi idual non-go e nmen ac o s'
mo i a ions and ba ie s, hey a e no expec ed o all ac o s. Common obs acles and clus e s
migh e lec sub-g oups o ac o s wi h simila cha ac e is ics o con ex s.
8.1.1 Common mo i a ions
Se en common mo i a ions we e ound in he wo kshop, which a e explained in de ail below.
Table 14 summa ises he gene al pic u e and shows he s akeholde s who men ioned each
mo i a ion.
Fo many non-go e nmen ac o s s udied, some mo i a ions ela ed o hei bene i we e
iden i ied. Such mo i a ions include suppo ing o he pa ne s wi hin an o ganisa ion ne wo k o
hei bene i , he p i a e alue o con ibu ing, he eeling o belonging, and enjoymen .
Aligning he di e en s akeholde sʼ bene i mo i a ions is c i ical o achie ing he goal o da a
sha ing. Own bene i mo i a ions a e suppo ed by he desi e o c ea e an impac , men ioned in
he clus e s o suppo ing o he pa ne s, helping he communi y, and c ea ing social impac .
Finally, he a ailabili y o and desi e o imp o e echnical skills and solu ions a e men ioned as
mo i a ions and po en ial mo i a ions. This means ha c ea ing he co ec echnical en i onmen
can be an enable o da a sha ing and including possible s akeholde s in he p ocess o imp o ing
he echnical en i onmen .
D4.1 Mo i a ions o non-go e nmen ac o s o become ac i e con ibu o s o he Open Da a
ecosys em
35
Table 14: Common mo i a ions o con ibu ing open da a
Common
mo i a ions
Non-
specialis
ac o s
Da a jou nalis s
Elemen a y school
s uden s
Non
-
go e nmen al
o ganisa ions
Comme cial
o ganisa ions
Open da a
in e media ies
Suppo ing
o he
s akeholde s
wi hin an
o ganisa ion
ne wo k o hei
own bene i
X X X
Suppo ing and
c ea ing
communi ies
ha would
bene i om
open da a
X X
P i a e alue
X
X
X
Belonging
X
X
C ea ing social
impac
X X X X
Engagemen /
enjoymen
X X
To imp o e
echnical skills o
in e nal da a
p ocesses
X X
8.1.2 Common ba ie s
Six common ba ie s we e ound in he wo kshop, which a e explained in de ail below. The gene al
pic u e is summa ised in Table 15, which s akeholde s who men ioned each ba ie ma ked.
Rega ding sha ed ba ie s, lack o esou ces is he mos men ioned ba ie , wi h 5 ou o he 6
s udied non-go e nmen al ac o s men ioning i . O he conside ably men ioned ba ie s a e
misaligned goals and in e es s, and a lack o echnical ools is he mos ci ed ba ie , wi h 4 ou o
he 6 s udied non-go e nmen al ac o s saying hem. The lack o echnical ools in he ba ie
clus e pai s wi h he echnical mo i a ions desc ibed by some ac o s. Technical s ee ing
mechanisms a e, he e o e, shown o be c ucial in mo i a ing and c ea ing ba ie - ee open da a
ecosys ems whe e s akeholde s can sha e hei da a. Deli e able D4.2 will del e in-dep h in o
answe ing he ques ions hese mechanisms pose.
Rega ding he misaligned goals and in e es s, c ea ing spaces aligned wi h he domains and opics
he non-go e nmen al ac o s a e in e es ed in is impo an in c ea ing a low-ba ie en i onmen
and showing hem he po en ial bene i s o pa icipa ing, ollowing he p inciple shown in he
sha ed mo i a ions.
D4.1 Mo i a ions o non-go e nmen ac o s o become ac i e con ibu o s o he Open Da a
ecosys em
36
Two ou o he six case s udies s a ed he lack o go e nance mechanisms clus e . S akeholde s
men ioned issues wi h a lack o compelling legisla ion and p i acy conce ns. App op ia e
go e nance is, he e o e, ega ded as impo an in lowe ing he ba ie s and enabling da a sha ing
in he open da a ecosys em. Deli e able D4.3 will di e in o answe ing he ques ions his clus e
c ea es.
Finally, h ee and one ou o six o he case s udies ound a lack o da a skills and li e acy and a
lack o awa eness, espec i ely. Imp o ed aining in open da a opics can help o e come hese
ba ie s.
Table 15: Common ba ie s o con ibu ing open da a
Common ba ie s
Non
-
specialis
ac o s
Da a jou nalis s
Elemen a y school
s uden s
Non
-
go e nmen al
o ganisa ions
Comme cial ac o s
Open
da a
in e media ies
Lack o da a skills
and li e acy
X X X
Lack o go e nance
mechanisms X X
Lack o awa eness
abou he alue o
open da a
X
Lack o echnical
ools
X X X X
Misaligned goals and
in e es s
X X X X
Lack o esou ces
X
X
X
X
X
D4.1 Mo i a ions o non-go e nmen ac o s o become ac i e con ibu o s o he Open Da a
ecosys em
37
D4.1 Mo i a ions o non-go e nmen ac o s o become ac i e con ibu o s o he Open Da a
ecosys em
38
8.2 Enable s
This subsec ion answe s RQ3: “How o u n he mo i a ions and ba ie s o he sha ing o non-
go e nmen al da a as open da a in o enable s?”. Once he mo i a ions and ba ie s ha e been
de ined, si ua ions ha allow hese mo i a ions and ba ie s o be le e aged ha e been iden i ied.
The inal lis includes se en enable s, each ela ing o one o se e al mo i a ions o ba ie s. They
a e desc ibed in Table 16, based on a e lec ion on he wo k done in he wo kshop.
Table 16: Enable s and ela ed mo i a ions and ba ie s
Enable
Rela ed mo i a ion
Rela ed ba ie
A ailabili y o aining in
da a skills and li e acy
Lack o da a skills and li e acy
A ailabili y o app opia e
echnical ools
To imp o e echnical skills
o in e nal da a p ocesses
Lack o echnical ools
Alignmen o p i a e alue
and in e es s wi h open da a
sha ing
P i a e alue
Misaligned goals and in e es s
A ailabili y o esou ces
( inancial, ime,
people/wo k o ce)
Lack o esou ces
Exis ence o da a-sha ing
communi ies
Suppo ing o he
s akeholde s, suppo ing
communi ies, belonging
Awa eness abou he social
impac o open da a sha ing
C ea ing social impac
Lack o awa eness
P esence o engagemen o
enjoymen ac i i ies
Engagemen / enjoymen
D4.1 Mo i a ions o non-go e nmen ac o s o become ac i e con ibu o s o he Open Da a
ecosys em
39
9 Conclusion
9.1 Summa y o he esul s and u he ac ions
This deli e able add essed he ollowing h ee esea ch ques ions:
• RQ1: Wha a e he mo i a ions o non-go e nmen al da a holde s o con ibu e o he open
da a ecosys em?
• RQ2: Wha ba ie s do non-go e nmen al da a holde s ace when con ibu ing o open da a
ecosys em?
• RQ3: How can he mo i a ions and ba ie s o sha ing non-go e nmen al da a as open da a
become enable s?
Se en common mo i a ions o non-go e nmen da a holde s o con ibu e hei da a as open
da a we e iden i ied (RQ1): “Suppo ing o he s akeholde s wi hin an o ganisa ion ne wo k o
hei bene i ”, “Suppo ing and c ea ing communi ies ha would bene i om open da a”, “P i a e
alue“, “Belonging”, “C ea ing social impac ”, “Engagemen /enjoymen ”, and “To imp o e echnical
skills o in e nal da a p ocesses”.
Six common ba ie s we e also iden i ied (RQ2): “Lack o da a skills and li e acy”, “Lack o
go e nance mechanisms,” “Lack o awa eness abou he alue o open da a,” “Lack o echnical
ools,” “Misaligned goals and in e es s,” and “Lack o esou ces.”
Finally, mo i a ions and ba ie s we e u ned in o se en common enable s (RQ3): “A ailabili y o
aining in da a skills and li e acy”, “A ailabili y o app op ia e echnical ools”, “Alignmen o
p i a e alue and in e es s wi h open da a sha ing”, “A ailabili y o esou ces ( inancial, ime,
people/wo k o ce)”, “Exis ence o da a-sha ing communi ies”, “Awa eness abou he social impac
o open da a sha ing”, and “P esence o engagemen o enjoymen ac i i ies”.
Fu he deli e ables in WP4 will build on D4.1, explo ing echnical (D4.2) and go e nance (D4.3)
s a egies o s ee he beha iou o non-go e nmen da a holde s owa ds open da a.
9.2 Limi a ions
One o he main limi a ions o he s udy we conduc ed is ha he analysis is based mainly on case
s udies and ela ed in e iews ha a e limi ed in numbe and he e ogeneous. A common
d awback o case s udies is ha hey a e o en c i icized o being subjec i e, biased, o lacking in
igou (Idowu, 2016).
Because hey ocus on pa icula domains, gene alising esul s akes a lo o wo k. Bias can be
ano he issue wi h case s udies, as i can s ep in o a ious s ages by selec ing non- ep esen a i e
cases o by in e p e ing he esul s in a way ha a ou s a speci ic iew, po en ially skewing esul s.
Fu he mo e, small sample sizes hinde ep esen a i eness, and eplica ion can be p oblema ic
due o he unique na u e o each case. Addi ionally, na ow scopes may o e look c ucial con ex ual
elemen s. Las ly, he subjec i e na u e o quali a i e da a in e p e a ion adds ano he laye o
complexi y. These limi a ions unde sco e he need o ca e ul conside a ion and c i ical e alua ion
o conclusions d awn om case s udies.
Wha we obse e and epo in his deli e able is based on he esea che 's in e p e a ion and
selec ion o da a, which pe sonal iews, assump ions, o p e e ences can in luence. A case-con ol
s udy could ha e imp o ed he sys ema ic obse a ion, imp o ing he quali y and comple eness
o he esul s, bu i was ou o scope.
Despi e he limi a ions o he pe o med esea ch, we s ill hold ha he esea ch esul s p o ide
welcome new p elimina y insigh s in he mo i a ions, ba ie s and enable s o non-go e nmen al
D4.1 Mo i a ions o non-go e nmen ac o s o become ac i e con ibu o s o he Open Da a
ecosys em
40
da a holde s o con ibu e open da a o he open da a ecosys em. Ou esea ch can be conside ed
inspi a ional o u u e esea che s ha will s udy his opic in mo e dep h.
D4.1 Mo i a ions o non-go e nmen ac o s o become ac i e con ibu o s o he Open Da a
ecosys em
41
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