1,720,959 research outputs found
Valutare l'impatto del programma Erasmus: un approccio controfattuale
No full textI risultati presentati in questo articolo danno sostegno all’assunzione
di una pluralità di significati dell’esperienza Erasmus: apertura all’Europa, ridefinizione
delle appartenenze, ma anche nuove prospettive di inserimento nel mercato del
lavoro sia in Italia che in Europa. Il Programma Erasmus è un’esperienza di formazione
tanto accademica quanto umana, funzionale quindi non solo alla didattica e all’inserimento
lavorativo, ma anche alla costruzione di reti interpersonali, di socializzazione
all’interculturalità e di stimolo alla coesione sociale (Chessa 2010). ERASMUS diventa
così metafora di libertà intellettuale e disponibilità a uscire dall’ambiente consueto.
Per quanto riguarda la dimensione europea in particolare, i risultati ottenuti consentono
di affermare che la mobilità studentesca può contribuire a dare sostanza al
concetto di cittadinanza europea declinato in una pluralità di appartenenze in cui si
è cittadini d’Europa e del mondo, salvaguardando al tempo stesso la propria identità
personale e relazionale.
In termini sociologici si potrebbe affermare che il programma di mobilità studentesca
più diffuso nell’ambito dell’UE contribuisce a rendere i giovani, futuri cittadini
europei, ovvero contribuisce a «risocializzare» i cittadini in senso sovranazionale. In
tale prospettiva è possibile pensare al Programma Erasmus quale moderno strumento
di ingegneria sociale10 che, caratterizzato in modo peculiare dalla continuità tra formal,
informal e no formal education, si estrinseca nella costruzione di percorsi per la socializzazione
dei giovani a un nuovo livello di appartenenza e di identificazione che va oltre
il tradizionale sentimento nazionale.
Se da un lato il Programma oggetto di indagine, attraverso l’integrazione delle
reti educative, formative e lavorative intraeuropee, sembra rispondere in maniera
efficace alla sfida sociologica volta al superamento dello stato nazionale e di ogni
forma di nazionalismo a partire dalla trans-nazionalizzazione dal basso delle giovani
generazioni, dall’altro lato l’avvenire dell’Europa dipende sempre più dalla possibilità
dei suoi cittadini di spostarsi liberamente tra i diversi contesti di apprendimento
e i diversi paesi, traendo il massimo profitto dalle loro conoscenze e competenze
European Identity andUniversity Students: a Comparative of Italy and Belgium
No full textThe present study aims to explore the experience of direct beneficiaries of the Erasmus programme in the perspective of the economic, cultural, political and social contexts in which the work was carried out. The research involved 287 Erasmus students, 146 Italian and 141 Belgian, enrolled at the University of Bari (Italy) and UCL Louvain-la-Neuve (Belgium) respectively. While the economic and political conditions of two Old Member States of the EU may bear similarities, the period of mobility brings to light a range of implications for students in the two countries. With respect to cultural and civic dimensions, the findings are of particular interest: living and studying abroad contributes, regardless of nationality, to the development of personal and intercultural skills. It would also appear to influence the development of a European identity, in this case closely linked to the local political landscape
Il CAP - Centro per l’Apprendimento Permanente: una ricerca-intervento “con e per” i cittadini dei Paesi Terzi
Full text linkThe validation of non-formal and informal learning has been part of the European Union political agenda since 2001. The paper presents the results of an action-research project about how the University can reconcile considerations of the strategic value of non-formal and informal knowledge in the perspective of lifelong learning. Specifically, the paper focuses on the Lifelong Learning Centre provided by the University of Bari (Italy) to migrant people and funded by the European Fund for the Integration of non-EU immigrants (EIF).. The paper analyses assumptions, approach, outputs and outcomes of the CAP centre conceived as a form of career guidance to help immigrants to actively shape their life course
CAP Centre for lifelong learning: an action research experience “with and for” third country citizens
No full textThe paper presents the results of an action-research project on the implementation of a service for career guidance and accreditation of prior learning
directed towards Third Countries’ citizens in Italy. The paper analyses assumptions, methods and instruments adopted in the different stages of the
CAP’s service process. As a form of career guidance, the service offered by CAP also helps immigrants to actively shape their life course in terms of a
personal career project. The paper based on the results of the internal evaluation of CAP services, by highlighting its outputs (number and profiling of the
immigrant users) and outcomes (effect on the need of career guidance, prior learning accreditation, job creation).Il contributo presenta i risultati di una ricerca-azione finalizzata ad implementare un servizio di orientamento e di certificazione delle competenze acquisite in contesti formali ed informali, rivolto a cittadini di paesi terzi. Il contributo analizza gli assunti teorici da cui il progetto si è mosso, le metodologie e gli strumenti utilizzati nel percorso di definizione e di avvio del Centro per l'Apprendimento Permanente istituito presso l'Università di Bari. Il lavoro presenta i risultati della sperimentazione, evidenziando i risultati in termini di profilatura e supporto alla messa in trasparenza delle competenze acquisite dagli utenti nei paesi d'origine
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Counterfactual evaluation of a public programme for youth-led projects
No full textThe article presents an evaluative study of the effects that the youth programme Principi Attivi (PA), implemented in the Apulian Region of Italy, produced in 2010. Specifically, the study focused on 885 project leaders who applied to PA that year, with the aim of evaluating the programme’s impact four years after the completion of the funded projects. A counterfactual research method has been adopted to provide evidence of the net effect on employment, personal and professional empowerment, innovation, planning, and networking skills. Our regression discontinuity design included a comparison group consisting of those who submitted a project but were not granted funding. The study considered only the marginal participants that were positioned around the cut-off point dividing funded and non-funded projects. The results of the study suggest that PA worked mainly as an educational experience on both the personal and professional levels. Even if the programme did not create long-term employment, there was an increase in a range of employability resources for those who participated
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