Educational objectives The course focuses on the analysis of the ongoing social, economic and cultural transformation processes with reference to the issues of sustainability, innovation and gender inclusion.
With the primary purpose of training an analyst figure capable of selecting, analyzing, interpreting and connecting quantitative information on a wide range of relevant social aspects, the course is characterized by a distinctly operational character. In fact, it is designed to transfer to students an articulated basket of methodological, statistical, “issues oriented” skills: 1. design and acquisition of empirical bases for the secondary analysis of data on social inclusion and sustainability; 2. development of a data analysis plan anchored to substantive issues and goals; 3. application of data analysis techniques and models; 4. use of statistical tools for data analysis; 5. construction of a research report.
- Knowledge and understanding
The first aim of the course is to provide students with the opportunity to acquire knowledge on the logical, technical-procedural, data processing and analysis aspects in the context of research paths centered on the issues of sustainable, inclusive and gender sensitive innovation.
- Applying knowledge and understanding
The methodological and statistical training acquired is functional for identifying and querying the most recognized national and international statistical sources, as well as for the design and management of complex empirical analyses with secondary data.
- Making judgements
The course is aimed at integrating the training path with a reflective and critical dimension starting from the comparison on the topics addressed, on the contents of the proposed readings (scientific contributions, guidelines, reports), on the main results of empirical research, analyzed and/or produced during the lessons.
- Communication skills
Through the comparison and discussion on the study issues, the course aims to develop communication skills on the training topics, also through a systematic presentation of the results of the exercises, carried out individually and in groups. The student will be able to explain the logic of the analyses - carried out in person or found in the empirical literature - and to communicate the results effectively, using an appropriate and rigorous language.
- Learning skills
Classes and practical exercises are aimed at students' acquisition of skills of analysis and re-elaboration of the study materials, as well as the acquisition of methodological and statistical abilities that can be used in concrete and versatile empirical research opportunities. At the end of the course, the student is expected to have acquired a basket of skills that can be easily transferred to many thematic areas and to be able to design and manage the most operational phases of specific empirical research paths. The student will be able to handle data of different nature, query nationally and internationally recognized statistical databases, independently producing research results and favoring a comparative perspective in terms of space and time.
|
Educational objectives The course "Models and Policies for Work/Life Balance in Public Administration and Private Enterprises" explores the strategies, tools, and best practices adopted by public institutions and private companies to support a healthy balance between professional and personal life. Using a multidisciplinary approach, the course examines reconciliation policies, organizational and regulatory innovations, and their implications for individual well-being, gender equity, and productivity. The goal is to equip students with the skills needed to design, assess, and implement effective work/life balance initiatives in today’s workplaces.
Expected Learning Outcomes (Dublin Descriptors)
Knowledge and understanding (Descriptor 1)
By the end of the course, students will be familiar with the main strategies, tools, and good practices for work/life balance adopted by public bodies and private organisations, with work-life reconciliation policies, with organisational and regulatory innovations in this field, and with their implications for individual wellbeing, gender equity, and productivity.
Applying knowledge and understanding (Descriptor 2)
Students will be able to design, evaluate, and implement work/life balance interventions in contemporary work settings, identifying the organisational and regulatory tools best suited to the specific characteristics of public bodies and private companies.
Making judgements (Descriptor 3)
Students will develop the ability to critically assess the effectiveness of work-life reconciliation policies adopted in different organisational contexts, to identify their strengths and weaknesses, and to form independent judgements on their impact in terms of gender equity and organisational wellbeing.
Communication skills (Descriptor 4)
Students will acquire the skills needed to communicate analyses and proposals on work/life balance clearly and effectively, using language suited to engaging with institutional, managerial, and trade union audiences.
Learning skills (Descriptor 5)
Students will develop an independent working method that allows them to keep up to date with regulatory and organisational developments in work-life reconciliation and to independently deepen their understanding of the topics covered even after the course has ended.
|
