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Riformulare le sfide professionali attraverso l'Action Learning Conversation nelle organizzazioni sanitarie
No full textLa complessità delle sfide professionali che affrontano i professionisti della salute e della cura all’interno delle organizzazioni sanitarie richiede non solo competenze di ordine tecnico, ma anche competenze riflessive, che si alimentano di apprendimenti e di conoscenze individuali e collettivi.
Si tratta di apprendimenti che, per essere significativi e trasformativi, non devono avere ricadute solo sulle pratiche, ma anche sul modo in cui i problemi e le situazioni sono inquadrati, interpretati ed esplorati e devono avere una ampia portata, che a lungo termine ha un impatto sulle stesse organizzazioni in cui i professionisti operano.
A questo scopo è utile introdurre all’interno delle organizzazione dispositivi riflessivi che aiutano i professionisti ad analizzare criticamente le sfide ed i problemi emergenti dalle pratiche attraverso il confronto con diversi e differenti prospettive di significato, ad identificare gli assunti impliciti sottesi al modo in cui le sfide e i problemi vengono rilevati ed affrontati dai diversi attori in un contesto organizzativo, a pianificare nuovi corsi d’azione.
L’Action Learning Conversation utilizzato da Marsick e Maltbia (Marsick & Maltbia, 2009) in diversi contesti formativi ed organizzazionali è un dispositivo particolarmente efficace a tale scopo.
Nel presente contributo si presentano quattro studi di caso in cui l’ALC è stato utilizzato in diversi contesti, con diverse tipologie di professionalità operanti in ambito sanitario e con una focalizzazione su sfide e dilemmi differenti e altamente specifici, mostrando come questo dispositivo aiuti a sostenere i professionisti nel ristrutturare in modo riflessivo le sfide ed i dilemmi emergenti dai contesti di pratica, nel costruire nuovi apprendimenti e comprensioni e nel pianificare azioni e risposte più efficaci
Il Counselling riflessivo di gruppo per studenti univesitari: metodi di intervento e verifiche di efficacia.
No full textNegli ultimi anni è stata dedicata grande attenzione alla promozione di processi riflessivi con studenti universitari underachieving che presentano diverse difficoltà nel mettere in atto azioni funzionali al successo accademico (Padykula & Horwitz, 2011). Il counselling, sia individuale che di gruppo, è oggi considerato uno dei dispositivi in grado di promuovere tali processi riflessivi (Midgley & Vrouva, 2014).
Questo contributo adotta un modello semiotico di processo riflessivo (Esposito & Freda, 2016) che distingue due livelli di diversa complessità (reflection e reflexivity) e che riconosce alla narrazione un ruolo chiave nella promozione di tali processi. Il lavoro discute un modello di counselling riflessivo di gruppo attivo presso il centro SInAPSi dell'Università Federico II di Napoli e che ha l'obiettivo di promuovere processi di reflection e reflexivity con studenti in ritardo negli studi al fine di incrementare la loro performance.
Il counselling è condotto da uno psicologo clinico e si struttura in nove incontri di gruppo (di circa 7-15 studenti), ha una cadenza settimanale e prevede un follow-up a distanza di un anno. Adotta una metodologia di lavoro narrativa, il Narrative Mediation Path (NMP), che utilizza cinque codici narrativi (Metaforico, Iconografico, Mediato dalla Scrittura, Corporeo, Agentivo) e il gruppo narrativo come dispositivi semiotici per la promozione di processi riflessivi.
I risultati ottenuti da recenti ricerche di impatto, di esito e di processo evidenziano l'utilità dell'NMP nel favorire processi riflessivi e nel migliorare la performance accademica. Nello specifico, i percorsi di counselling ad esito positivo si contraddistinguono per una maggiore prevalenza di processi di reflexivity e da uno stile di conduzione del clinico che alterna interventi di tipo supportivo ed interpretativo
Multi-Stakeholder Spatial Decision Analysis (M-SSDA) for a Culture-Led Regeneration Strategy
No full textThe paper presents the elaboration of a culture-led regeneration
strategy that is structured through a multi-dimensional and multi-stakeholder
decision-making process for the Quartieri Spagnoli (QS), a historic district of the
city of Naples (Italy). Beginning with an evaluative approach specific to the
deliberative methods, a Multi-Stakeholder Spatial Decision Analysis (M-SSDA)
was established. It consisted of three main phases: knowledge, elaboration and
evaluation. In the first two phases, the economic, social and urban dynamics that
characterise the district have been identified and explored through the selection
of some spatial indicators represented with a Geographic Information System
(GIS), and three possible alternative scenarios of urban regeneration have been
elaborated. In the evaluation phase, a multi-criteria and multi-group assessment
of the scenarios was carried out through the Analytic Network Process (ANP)
method, and weights were assigned to the spatial indicators using the Weighted
Linear Combination method. The result of the decision-making process makes it
possible to identify the preferable culture-led regeneration scenario and to draw
up a strategic map that identifies potential actions for the scenario implementation.
The decision-making process, in its different phases and results, allows
making explicit the components that significantly influence the local transformations
and that could guide the interaction between the different involved
stakeholders towards a shared common vision
The performativity of value propositions in shaping a service ecosystem: The case of B-corporations
No full textThe present chapter builds on performativity research and investigates the performative role of value propositions in shaping a service ecosystem. Performativity is used as a central concept in illustrating how actors influence reality through their representations and their practices. In the investigation, Benefit corporations (hereafter B-corporations) serve as the context for empirical research. The work shows how ideas—the pre-constitute aspects of the ecosystem, such as values, norms and meaning—participate in shaping reality (i.e. the ecosystem) through the translation of such ideas into practice. The performative role of value propositions emerges as a bridge between actors’ values, aims, and practices in shaping a service ecosystem as well as increasing ecosystem viability
Usi e funzioni del nome proprio nella letteratura catalana medievale: il caso del Curial e Güelfa
No full textThe paper focuses on the use of proper names in the fifteenth-century anonymous Catalan novel Curial e Güelfa, the identity of whose author has recently been questioned with new hypotheses. More specifically, the paper analyses some functions of the proper names in the direct speeches of the novel. The presence or absence of courtesy epithets together with the proper names are readable as guides for understanding each character’s approach to her/his interlocutor (the use of the mere proper name, for instance, often recurs in expressions of anger or contempt). The narrator sometimes displays deliberately the strategy of retardatio nominis, according to which a new character is not called by name by her/his interlocutor until the name is ‘unveiled’ by the narrator himself. The use of proper names in the ‘duel’ and ‘love scenes’ is also discussed
Collana Logon Didonai. Filosofia e teoria del diritto interpretazione argomentazione giuridica (Editoriale Scientifica, Napoli)
No full textInterplaying ecosystems: a mega-level analysis of education and labour ecosystems
No full textPurpose
The ecosystem view is a fascinating perspective which provides management scholars with innovative conceptual tools to investigate the functioning of complex service systems. The purpose of this paper is to focus on the “mega” level of the education service ecosystem in an attempt to explain the relationships between education attainments and income disparities across Europe.
Design/methodology/approach
Data were collected from the European Union Statistics on Income and Living Conditions. Data trends over the time period (2007-2010) were investigated, involving 27 European countries. Unobserved time-invariant heterogeneity was controlled and dynamics over time were investigated. A random effects model was estimated for each country. The semi-log functional form is informed by Mincer’s (1974) human capital models.
Findings
Education levels were found to be a predictor of income inequality in all the countries included in this research, i.e. higher education level leads to higher income and vice versa. However, the effect of education attainments on individual earnings was irregular. Eastern European countries, inter alia, revealed a strong relationship between education attainments and individual earnings, whereas Scandinavian countries showed a weak link between education levels and income.
Practical implications
Education has the potential to affect income inequalities in Europe. Policy makers should develop tailored strategies to deal with the consequences of education levels on individual earnings. Both education services’ quality and the interaction between education and moderating socio-demographic variables may influence income inequality in European countries.
Originality/value
This is one of the first attempts to investigate the relationship between education and income inequalities drawing on the service ecosystem perspective. Further conceptual and practical developments are needed to better explain the effects of education attainments on income inequality
Committee V.1: Accidental Limit States
No full textConcern for accidental scenarios for ships and offshore structures and for their structural components leading to limit states. Types of accidental scenarios shall include collision, grounding, dropped objects, explosion, and fire. Attention shall be given to hazard identification, accidental loads and nonlinear structural consequences including strength reduction, affecting the probability of failure and related risks. Uncertainties in the use of accidental scenarios for design and analysis shall be highlighted. Consideration shall be given to the practical application of methods and to the development of ISSC guidance for quantitative assessment and management of accidental risks
