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Smart city projects typically operate in consortia of actors that lead to the co-creation of jointly owned intellectual property (IP) and data. While IP and data are significant for economic development, there are very limited studies on their co-ownership regimes especially on co-ownership of open data and open intellectual property. This study address this gap.

This study is qualitative. In total, 62 in-depth semi-structured interviews were carried out, with predominantly senior members of organisations actively involved in smart city projects. Thematic analysis was used to analyse the data.

There are three models of co-ownership of IP and data: contractual joint ownership, undetermined or not-yet-determined ownership and open ownership. Each ownership model impacts differently the value-in-use. The relationships between actors in the consortia affect the way in which they co-create IP and data.

This study demonstrates how projects that operate in new models of innovation-led consortia produce new types of resources that are not simply co-created but co-owned. Co-owned resources have different value-in-use for each one of the different actors, independently of the fact that they jointly own them. This is influenced by the type of ownership model and predisposition of the actors to initially share resources and be flexible. Co-owned resources may generate future value propositions, act as interconnected operant resources and lead to the creation of new business models.

The COVID-19 pandemic started a new era in understanding the topic of resilience and adaptability. The human society has not faced such a widespread global challenge until now. This paper aims to address a context change influenced by the COVID-19 pandemic, using a case study in high education. While the character of the issues emerging is the same as in any other domain, in high education, the principles and consequences can be more directly studied and analyzed.

This paper describes a framework to evaluate how the context of the tertiary education service has been disrupted and the influence on the adherence of the students to the educational process, via primary quantitative data collection. This paper tackles the problem of distinguishing the change in context and context change and the possibility of system reconfiguration.

To properly face the evolving conditions induced by the pandemic, the education service system must be aligned to the imposed emergency situations, trying to “find” where the changes have emerged, i.e. what kind of reconfiguration is, whether it appears in the goals or in the service system itself. Furthermore, this study discusses how the findings can be valuable and applied to situations beyond the pandemic, in other cases of context disruption to highlight how general the service activities are within our reconfiguration approach.

From a theoretical point of view, this work is in line with main assumptions of system thinking, by confirming several insights of service systems’ behavior, even in a logic of B2B interactions (from the offer side); first in terms of openness and adaptation, in addition to readiness to change and – when and how – this change can occur. From a practical point of view, this paper’s contribution is directed toward achieving the more successful change management process, as reached together by motivated partners working hard for a common final goal. Realizing that the pandemic has brought a completely new context of education, managers should focus now on monitoring all aspects of the education business, not only directly affected projects and processes.