This article investigates the evolution of data quality issues from traditional structured data managed in relational databases to Big Data. In particular, the paper examines the nature of the relationship between Data Quality and several research coordinates that are relevant in Big Data, such as the variety of data types, data sources and application domains, focusing on maps, semi-structured texts, linked open data, sensor & sensor networks and official statistics. Consequently a set of structural characteristics is identified and a systematization of the a posteriori correlation between them and quality dimensions is provided. Finally, Big Data quality issues are considered in a conceptual framework suitable to map the evolution of the quality paradigm according to three core coordinates that are significant in the context of the Big Data phenomenon: the data type considered, the source of data, and the application domain. Thus, the framework allows ascertaining the relevant changes in data quality emerging with the Big Data phenomenon, through an integrative and theoretical literature review.

Open government is emerging as a core issue for increasing, on the one hand, participation of citizens, and, on the other hand, accountability, transparency, and the capability of delivering digital services by Public Administrations, with a conseque

Current societal changes and challenges demand a broader role of technological universities, thus opening the question of how their role evolved over time and how to frame their current responsibility. In response to urgent calls for debating and redefining the identity of contemporary technological universities, this paper has two aims. The first aim is to identify the key characteristics and orientations marking the development of technological universities, as recorded in the history of engineering education. The second aim is to articulate the responsibility of contemporary technological universities given their different orientations and characteristics. For this, we first provide a non-systematic literature review of the key pedagogical orientations of technological universities, grounded in the history of engineering education. The five major orientations of technological universities presented in the paper are technical, economic, social, political, and ecological. We then use this historical survey to articulate the responsibilities of contemporary technological universities reflecting the different orientations. Technological universities can promote and foster the development of scientific, professional, civic, legal, or intra- and inter- generational responsibility. We argue that responsibility is not specific to any particular orientation, such that the concept is broadened to complement each orientation or mix of orientations of a technological university. Our contribution thus serves as a call for technological universities to self-reflect on their mission and identity, by offering a lens for identifying the orientations they currently foster and making explicit the responsibility arising from their current orientation or the ones they strive to cultivate.