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Firstly, I would like to extend my thanks to all those who have made this meeting possible. Specifically, I would like to mention Professor Cesare Kaneklin who, several years ago, first came up with this idea of a common, shared reflection on the quality of learning. I must also underline the contribution of my colleague, Michele Faldi, who coordinated all those involved in the process – teaching staff, tutors and outside bodies – and who helped me develop and implement this idea. Finally, recognition goes to all those individuals, both inside and outside the University who, with great dedication, have put their professional skills and experience at the service of this project. The path we have chosen is an innovative one; our research focuses on how the functions of a tutor may be fulfilled with an area characterized by the dearth of accepted norms, that of the “Specializing University Master”. There are many different types of Master. Each is related to a particular market and has its own specific teaching needs and organizational characteristics. Over the years, our University has met, and continues to meet, a considerable number of students through these Masters. What does the Università Cattolica transmit through these Masters? What methods and tools does it use to communicate? This has been the focus of our research, and is what we have attempted to present here. What emerges is that the University possesses what we might call a certain “House Style”, – a feature which, over time, has become a sort of claim. Specializing Masters are titles conferred by the University and have, therefore, their own type of organizational framework of learning paths. At a certain point, and within this framework, a new function, that of the tutor, came to light, which gradually took shape and grew in importance. It is seen as a function, rather than a profession, as it implies a much more interactive channel of communication than we might imagine. These new connections between the student and the organizational framework of the Master represent an interesting and worthwhile research area. It is satisfying to see the development of an idea which forms an integral part of our University, an aspect which our postgraduate students will have learnt, almost by osmosis. Excerpt from Introduction
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Quaderni delle Alte Scuole, 2b
April 2015
The contents of this booklet were first presented at the workshop “Tutorship e qualità nei master universitari: lo Stile della casa”, held in Università Cattolica, June 27, 2013.
Cover: Pino Pedano, L’Incontro (The Encounter), 2011, Università Cattolica del Sacro Cuore
© 2015 Università Cattolica del Sacro CuoreVia San Vittore 18 - 20123 Milano, Italy | tel. +39 02.7234.8325 - fax +39 02.7234.8330 - e-mail: [email protected]
Published byEDUCatt – Ente per il diritto allo studio universitario dell’Università CattolicaLargo Gemelli 1, Milano | tel. 02.7234.2235 (prod.) - 02.7234.3226 (distrib.) e-mail: [email protected] - [email protected] - web: www.educatt.it/libri
AIE – Associazione Italiana Editori (Italian Publishers Association) member
Printed in April 2015, by Litografia Solari, Peschiera Borromeo (Milan)
ISBN: 978-88-6780-722-2
Men do not learn
when they believe
they already know.
Barbara Ward
TABLE OF CONTENTS
Introduction
Mario Gatti
PART ONE. Focus on teaching withinSpecializing Masters and relations with the working world
A dialogue between different worlds
Michele Faldi
When the brand becomes tangible.The functions of tutorship, professional learning and the capacityto plan
Giuseppe Scaratti and Silvio Ripamonti
PART TWO. When the specializing masteris a transforming experience. Empirical Evidence
SMEA. Master in Agro-Food Management
Davide Mambriani
ALMED. Master in cultural event creationand project management (MEC)
Luca Monti
ALMED. Culture management Master. Art interventions,culture and design for cities, companies and geographical areas
Ivana Vilardi
ASAG. Master in family and community mediation
Costanza Marzotto e Paola Farinacci
PART THREE. Comparing knowledge and experiences
Round Table. Learning paradigms and the world of work
Mauro Meda, Emilia Rio, Francesco Mantovani, Cesare Kaneklin
Conclusions.Much to cast down, much to build,much to restore
Michele Faldi
Introduction
Mario Gatti
Firstly, I would like to extend my thanks to all those who have made this meeting possible. Specifically, I would like to mention Professor Cesare Kaneklin who, several years ago, first came up with this idea of a common, shared reflection on the quality of learning. I must also underline the contribution of my colleague, Michele Faldi, who coordinated all those involved in the process – teaching staff, tutors and outside bodies – and who helped me develop and implement this idea. Finally, recognition goes to all those individuals, both inside and outside the University who, with great dedication, have put their professional skills and experience at the service of this project.
The path we have chosen is an innovative one; our research focuses on how the functions of a tutor may be fulfilled with an area characterized by the dearth of accepted norms, that of the “Specializing University Master”.
There are many different types of Master. Each is related to a particular market and has its own specific teaching needs and organizational characteristics. Over the years, our University has met, and continues to meet, a considerable number of students through these Masters.
What does the Università Cattolica transmit through these Masters? What methods and tools does it use to communicate? This has been the focus of our research, and is what we have attempted to present here. What emerges is that the University possesses what we might call a certain “House Style”, – a feature which, over time, has become a sort of claim.
Specializing Masters are titles conferred by the University and have, therefore, their own type of organizational framework of learning paths. At a certain point, and within this framework, a new function, that of the tutor, came to light, which gradually took shape and grew in importance. It is seen as a function, rather than a profession, as it implies a much more interactive channel of communication than we might imagine. These new connections between the student and the organizational framework of the Master represent an interesting and worthwhile research area.
It is satisfying to see the development of an idea which forms an integral part of our University, an aspect which our postgraduate students will have learnt, almost by osmosis.
