Contained in:
Book Chapter

The Link between Universities and the Labour Market: Perceiving the Building of Employability Processes in Higher Education

  • Vanna Boffo
  • Dino Mancarella

The topic that we will deal with in this essay is central for the development of higher education in Italy, Europe and the world. Universities as academic and educational institutions have changed radically over the last 50 years. At present, their task is to educate and train new brackets of the population for a future in which competencies and learning will be the points of reference for an ever more rapidly and intensely evolving and developing world. To this end, it becomes important to reflect on the topic of building university curricula in the educational sector and on the competencies achieved by the graduates from master’s courses designed to train the professional figure of pedagogist. The aim of the article is to concentrate on the internal aspects of university programmes whose goal is to train true professionals in the world of education and training, who are able to take on the responsibilities required of them and to display the necessary competencies. Here, it will be offered the last results of a qualitative research on the perceptions of the learning outcomes of two groups of master degree students in Adult Education and Pedagogical Sciences at the University of Florence. The principal points will consist into the reaching of the employability competences and into the acquiring of the knowledges about the labour market.

  • Keywords:
  • Employability,
  • Higher Education,
  • Qualitative Method,
  • Quality of Studies Courses,
  • Skills,
+ Show More

Vanna Boffo

University of Florence, Italy - ORCID: 0000-0002-6502-2484

Dino Mancarella

University of Florence, Italy - ORCID: 0000-0002-6093-3086

  1. Adorno, Theodor W. 2006 (1962). Minima Moralia: Reflections on a Damaged Life, trans. by E.F.N. Jephcott. London-New York: Verso (orig. ed. 1951. Minima Moralia. Reflexionen aus dem beschädigten Leben. Frankfurt am Main: Suhrkamp).
  2. AlmaLaurea. 2018a. XX Indagine. Condizione occupazionale dei laureati. Rapporto AlmaLaurea, 2018. <https://www.almalaurea.it/sites/default/files/2022-05/almalaurea_occupazione_rapporto2018.pdf> (2023-03-15).
  3. AlmaLaurea. 2018b. XX Indagine. Profilo dei Laureati. Rapporto AlmaLaurea 2018. <https://www.almalaurea.it/sites/default/files/2022-05/almalaurea_profilo_rapporto2018.pdf> (2023-03-15).
  4. AlmaLaurea. 2022. XXIV Indagine Condizione Occupazionale dei Laureati. Rapporto 2022. <https://www.almalaurea.it/sites/default/files/2022-11/almalaurea_occupazione_rapporto2022.pdf> (2023-03-15).
  5. ANVUR Agenzia nazionale di valutazione del sistema universitario e della ricerca. 2013. Autovalutazione, valutazione e accreditamento del sistema universitario italiano. Roma: Anvur. <https://www.anvur.it/attivita/ava/> (2023-03-15).
  6. ANVUR Agenzia nazionale di valutazione del sistema universitario e della ricerca. 2016. Rapporto biennale sullo stato del sistema universitario e della ricerca 2016. Roma: Anvur.
  7. ANVUR Agenzia nazionale di valutazione del sistema universitario e della ricerca. 2018. Delibera n. 12 del 17 gennaio 2018. Costituzione del Gruppo di Lavoro “TECOD/Pedagogia”. <https://www.anvur.it/gruppo-di-lavoro-ric/gruppo-di-lavoro-teco-d-pedagogia/> (2023-03-15).
  8. Arendt, Hannah. 2018. The Human Condition. Chicago: University of Chicago Press.
  9. Argyris, Chris. 1999. On Organizational Learning. Oxford: Blackwell.
  10. AVA-ANVUR. 2020. Scheda Unica Annuale (SUA), <https://www.anvur.it/faq/faq-ava/scheda-sua-cds/> (2023-03-15).
  11. Azarian, Reza. 2011. “Potentials and Limitations of Comparative Method in Social Science.” International Journal of Humanities and Social Science 1 (4): 113-25.
  12. Biasin, Chiara, Boffo, Vanna, and Clara Silva. 2020. “Le dinamiche relazionali e comunicative nella formazione delle professionalità educative.” Rivista Italiana di Educazione Familiare 17 (2): 7-25. DOI: 10.13128/rief-10140
  13. Boffo, Vanna. 2021. “Oltre la formazione. Università e professioni educative.” In Professioni dell’educazione e della formazione. Orientamenti, criteri e approfondimenti per una tassonomia, edited by P. Federighi, and G. Del Gobbo, 171-96. Firenze: Editpress.
  14. Boffo, Vanna, Federighi, Paolo, and Francesca Torlone, edited by. 2015. Educational Jobs: Youth and Employability in the Social Economy, Firenze: Firenze University Press.
  15. Bogner, Alexander, Littig, Beate, and Wolfgang Menz, edited by. 2009. Interviewing Experts. Basingstoke: Palgrave Macmillan. DOI: 10.1057/9780230244276
  16. Bonaiuti, Giovanni, Del Gobbo, Giovanna, and Francesca Torlone. 2020. “Project Design. Core Contents for Education and Training Professionals’ Education.” Form@re - Open Journal Per La Formazione in Rete 20 (2): 1-15. DOI: 10.13128/form-9549
  17. Byers, Peggy Y., and James R. Wilcox. 1991. “Focus Groups: A Qualitative Opportunity for Researchers.” The Journal of Business Communication 28 (1): 63-78. DOI: 10.1177/002194369102800105
  18. Cambi, Franco. 2011. L’inquietudine della ricerca. Bilanci e frontiere di un itinerario pedagogico. Palermo: Edizioni della Fondazione Nazionale ‘Vito Fazio-Allmayer’.
  19. Candia, Giuliana, and Tommaso Cumbo, edited by . 2015. Un ponte tra Università e lavoro. Rapporto sullo stato dei servizi universitari di orientamento e placement 2015. Roma: Italia Lavoro.
  20. Charmaz, Kathy. 20142. Constructing Grounded Theory. London: Sage.
  21. CRUI. 2018. Osservatorio Università-Imprese 2017. <https://www2.crui.it/crui/laboratorio_didattica/offerta_formativa/8Corsi_professionalizzanti/report_2017_Osservatorio_imprese_CRUI.pdf> (2023-03-15).
  22. Dacre Pool, Lorraine, and Peter Sewell. 2007. “The Key to Employability: Developing a Practical Model of Graduate Employability.” Education + Training 49: 277-89. DOI: 10.1108/00400910710754435
  23. De Giovanni, Livia, and Claudia Melacarne, edited by. 2017. Le competenze trasversali per l’higher education. I Quaderni dell’Osservatorio Università-Imprese #01. Fondazione CRUI.
  24. Decreto Legislativo 03 novembre 1999, n. 509, Regolamento recante norme concernenti l’autonomia didattica degli atenei.
  25. Decreto Legislativo 22 ottobre 2004, n. 270, Modifiche al regolamento recante norme concernenti l’autonomia didattica degli atenei, approvato con Decreto del Ministro dell’università e della ricerca scientifica e tecnologica del 03-11-1999.
  26. Decreto Legislativo 13 aprile 2017, n. 65, Istituzione del sistema integrato di educazione e di istruzione dalla nascita sino a sei anni, a norma dell’articolo 1, commi 180 e 181, lettera e), della legge 13 luglio 2015, n. 107.
  27. Decreto Legislativo 7 agosto 2019, n. 96, Disposizioni integrative e correttive al Decreto Legislativo 13 aprile 2017, n. 66, recante: «Norme per la promozione dell’inclusione scolastica degli studenti con disabilita’, a norma dell’articolo 1, commi 180 e 181, lettera c), della legge 13 luglio 2015, n. 107».
  28. Decreto Ministeriale 18 gennaio 2021, n. 13, Disposizioni per l’adozione delle linee guida per l’interoperatività degli enti pubblici titolari del sistema nazionale di certificazione delle competenze.
  29. Delli Zotti, Giovanni. 2021. Metodi e tecniche della ricerca sociale. vol. 1. La rilevazione dei dati. Trieste: EUT.
  30. Dewey, John. 1966 (1916). Democracy and Education. New York: Macmillan.
  31. Dewey, John. 1969 (1938). Experience and Education. London: Collier Books.
  32. Dewey, John. 1980 (1899). The School and Society. Carbondale, IL: Southern Illinois University Press.
  33. Ecclestone, Kathryn, Biesta, Gert, and Martin Hughes, edited by. 2010. Transitions and Learning through the Lifecourse. London-New York: Routledge. DOI: 10.4324/9780203867617
  34. Egetenmeyer, Regina and Susanne Lattke. 2007. The EMAE-Project. Developing and Implementing a Multinational Master’s Programme in Adult Education. <https://www.die-bonn.de/doks/egetenmeyer0701.pdf> (2023-03-15).
  35. European Commission, Education and Culture DG. 2010. Flexi-Path-Flexible professionalisation pathways for adult educator between the 6th and 7th level of EQF. <http://www.flexi-path.eu/project.htm> (2023-03-15).
  36. European Commission, Employment, Social Affairs & Inclusion. 2021. European Skills Agenda. <https://ec.europa.eu/social/main.jsp?catId=1223&langId=en> (2023-03-15).
  37. European Commission/EACEA/ Eurydice. 2012. The European Higher Education. Area in 2012: Bologna Process Implementation Report, Brussels: EACEA.
  38. European Higher Education Area. 2015. ESG 2015. Standards and Guidelines for Quality Assurance in the European Higher Education Area, Brussels, Belgium.
  39. Fabbri, Loretta, and Francesca Torlone. 2018. “La formazione dei professionisti dell’educazione tra obiettivi formativi e learningoutcomes. Prove di condivisione.” Form@re - Open Journal Per La Formazione in Rete 18 (3): 1-6. DOI: 10.13128/FORMARE-24680
  40. Federighi, Paolo. 2011. “La ricerca evidence-based in educazione degli adulti.” Pedagogia oggi 1: 112-20.
  41. Federighi, Paolo. 2018. “The Core Contents of Pedagogy for the First Degree in Education Sciences.” Form@re - Open Journal Per La Formazione in Rete 18 (3): 19-36. DOI: 10.13128/formare-24609
  42. Gardner, Howard. 2007. Five Minds for the Future. Boston: Harvard Business School Press.
  43. Gemma, Chiara, and Valentina Grion, edited by. 2015. Student voice: Pratiche di partecipazione degli studenti e nuove implicazioni educative. Barletta: Cafagna.
  44. Gerring, John. 2007. Case Study Research. Principles and Practice. New York: Cambridge University Press.
  45. Glaser, Barney G., and Anselm Strauss. 2006. The Discovery of Grounded Theory: Strategies for Qualitative Research. Piscataway: Aldine Transaction.
  46. González , Aitor G.. 2019. “Contesting Accountability Metrics in Troubled Times through Communicative Methodology.” In Qualitative Inquiry at a Crossroads. Political, Performative, and Methodological Reflection, edited by Norman K. Denzin, and Michael D. Giardina, 157-70. New York: Routledge.
  47. Goulding, Christina. 1998. “Grounded Theory: The Missing Methodology on the Interpretivist Agenda.” Qualitative Market Research: An International Journal 1 (1): 50-57. DOI: 10.1108/13522759810197587
  48. Habermas, Jürgen . 1989. Etica del discorso. Roma: Laterza.
  49. Harvey, Lee. 1999. Employability: Developing the Relationship Between Higher Education Employment. Opening Presentation at the Fifth Quality in Higher Education 24-Hour Seminar. 28 October. Warwick University: Scarman House.
  50. Harvey, Lee. 2001. “Defining and Measuring Employability.” Quality in Higher Education 7 (2): 97-109. DOI: 10.1080/13538320120059990
  51. Harvey, Lee. 2003. Transitions from Higher Education to Work. A Briefing Paper. York: The Higher Education Academy.
  52. Heidegger, Martin. 1962 (1927). Being and Time. Oxford: Blackwell.
  53. Horkheimer Max, and Theodor.W. Adorno. 1997 (1947). Dialettica dell’Illuminismo. Torino: Einaudi.
  54. Husserl, Edmund 1970 (1954). The Crisis of European Sciences and Transcendental Phenomenology: An Introduction to Phenomenological Philosophy. Evanston: Northwestern University Press.
  55. Istat Istituto nazionale di statistica. 2011a. Classificazione delle professioni. < https://www.istat.it/it/archivio/18132> (2023-03-15).
  56. Istat Istituto nazionale di statistica. 2011b. Nomenclatura e Classificazione delle unità professionali. <http://professioni.istat.it/sistemainformativoprofessioni/cp2011/> (2023-03-15).
  57. Istat Istituto nazionale di statistica. 2013. La classificazione delle professioni. Roma: Istat. <https://www.istat.it/en/files/2013/07/la_classificazione_delle_professioni.pdf> (2023-03-15).
  58. Kite, James, and Philayrath Phongsavan. 2017. “Insights for Conducting Real-time Focus Groups Online Using a Web Conferencing Service.” F1000Research: 6-122. DOI: 10.12688/f1000research.10427.1
  59. Knight, Peter T., and Mantz Yorke. 2002. “Employability through the Curriculum.” Tertiary Education and Management 8 (4): 261-76. DOI: 10.1080/13583883.2002.9967084
  60. Knight, Peter T., and Mantz Yorke. 2003. “Employability and Good Learning in Higher Education.” Teaching in Higher Education 8 (1): 3-16. DOI: 10.1080/1356251032000052294
  61. Knight, Peter T., and Mantz Yorke. 2004. Employability: Judging and Communicating Achievements. York: Learning and Teaching Support Network.
  62. Kolb David A., edited by. 1984. Experiential Learning. Experience as The Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall.
  63. Krueger, Richard A., and Mary A. Casey. 2015. Focus Groups. A Practical Guide for Applied Research 5th Edition. Thousand Oaks: Sage.
  64. Lattke, Susanne, and Ekkehard Nuissl, edited by. 2008. Qualifying Adult Learning Professionals in Europe. Bielefeld: Bertelsmann.
  65. Legge 30 dicembre 2010, n. 240, Norme in materia di organizzazione delle università, di personale accademico e reclutamento, nonché delega al Governo per incentivare la qualità e l’efficienza del sistema universitario.
  66. Legge 27 dicembre 2017, n. 205, Bilancio di previsione dello Stato per l’anno finanziario 2018 e bilancio pluriennale per il triennio 2018-2020.
  67. Legge 30 dicembre 2018, n. 145, Bilancio di previsione dello Stato per l’anno finanziario 2019 e bilancio pluriennale per il triennio 2019-2021.
  68. Loiodice, Isabella. 2004. Non perdere la bussola. Orientamento e formazione in età adulta. Milano: FrancoAngeli.
  69. Luhmann, Nicklas, and Karl E. Schorr. 2000. Problems of Reflection in the System of Education, trans. by Rebecca Neuwirth. Münster: Waxmann (ed. orig. 1979. Reflexionsprobleme im Erziehungssystem, Stuttgart, Klett-Cotta).
  70. Marshall, Catherine, Rossman, Gretchen B., and Gerardo L. Blanco. 20227. Designing Qualitative Research. Canada: Sage.
  71. Maxwell, Joseph A. 20133. Qualitative Research Design. An Interactive Approach. Thousand Oaks: Sage.
  72. Mezirow, Jack. 1978. “Perspective Transformation.” Adult Education Quarterly 28, 100-10. DOI: 10.1177/074171367802800202
  73. Mezirow, Jack. 1991. Transformative Dimensions of Adult Learning. San Francisco: Jossey-Bass.
  74. MIUR Ministero dell’istruzione, dell’università e della ricerca. 1999. Dichiarazione di Bologna, Space for Higher Education. June 18-19, 1999. <http://www.miur.it/0002Univer/0052Cooper/0064Accord/0335Docume/1385Dichia.htm> (2023-03-15).
  75. Morgan, David L. 1988. Focus Group as Qualitative Research. London: Sage.
  76. Morgan, David L.1998. The Focus Group Guidebook. Focus Group Kit 1. Thousand Oaks: Sage.
  77. Mortari, Luigina. 2006. Un metodo a-metodico. La pratica della ricerca in Maria Zambrano. Napoli: Liguori.
  78. OECD. 2007. Evidence in Education: Linking Research and Policy. DOI: 10.1787/9789264033672-en
  79. OECD. 2017. Getting Skills Right. Assessing and Anticipating Changing Skill Needs. Paris: OECD.
  80. OECD. 2021. OECD Skills Outlook 2021: Learning for Life. Paris: OECD Publishing. DOI: 10.1787/0ae365b4-en
  81. European Parliament. 2006. “Recommendation of the European Parliament and of the Council of 18 December 2006 on Key Competences for Lifelong Learning.” <https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32006H0962> (2023-03-15).
  82. Patton, Michael Q. 19889 (1980). Qualitative Evaluation Methods. Beverly Hills: Sage.
  83. Punch, Keith F. 1998. Introduction to Social Research: Quantitative and Qualitative Approaches. London: Sage.
  84. Quine, Willard V.O. 2013 (1960).Word and Object. Cambridge, MA-London: The MIT Press. DOI: 10.7551/mitpress/9636.001.0001
  85. Research voorBeleid. 2008. ALPINE-Adult Learning Professionals in Europe. A study of the current situation, trends and issues. Zoetemeer: Final report.
  86. Rogers, Carl. 1951. Client-Centered Therapy: Its Current Practice, Implications and Theory. London: Constable.
  87. Rogers, Carl. 1980. A Way of Being. Boston: Houghton Mifflin.
  88. Schön, Donald A. 1983. The Reflective Practitioner: How Professionals Think in Action. London: Temple Smith.
  89. Schön, Donald A. 1987. Educating the Reflective Practitioner. San Francisco, CA: Jossey-Bass.
  90. Schön, Donald A. 2006. Formare il professionista riflessivo. Per una nuova prospettiva della formazione e dell’apprendimento nelle professioni. Milano: Franco Angeli.
  91. Sità, Chiara. 2012. Indagare l’esperienza. L’intervista fenomenologica nella ricerca educativa. Roma: Carocci.
  92. Smith, David. 2005. Social Work and Evidence-Based Practice. London: Jessica Kingsley.
  93. Strauss, Anselm L., and Juliet M. Corbin. 1998. Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. Thousand Oaks: Sage.
  94. Sumanasiri, Erabaddage G.T., Yajid , Mohd S.A., and Ali Khatibi. 2015. “Review of Literature on Graduate Employability.” Journal of Studies in Education 5 (3): 75-88. DOI: 10.5296/JSE.V5I3.7983
  95. Tuning Project. 2009. Tuning Educational Structures in Europe. Reference Points for the Design and Delivery of Degree Programmes in Education. Bilbao: Universidad de Deusto.
  96. Universitaly. <https://www.universitaly.it> (2023-03-15).
  97. Van Manen, Max. 1990. Researching Lived Experience. New York: State University of New York Press.
  98. VINEPAC Project. 2006-07. Validation of Informal and Non-formal Psycho-pedagogical Competencies in Adult Educators. <https://www.up2europe.eu/european/projects/vinepac-validation-of-informaland-non-formal-psycho-pedagogical-competenciesof-adult educators_122770.html> (2023-03-15).
  99. Visco, Ignazio. 2019. “Stabilità e sviluppo in un’economia globale.” Moneta e credito 72 (285): 3-13.
  100. Yorke, Mantz. 2005. Employability in Higher Education: What It Is – What It Is Not. York: The Higher Education Academy.
  101. Yorke, Mantz. 2006. Employability and Higher Education. What It Is - What It Is Not. Heslington: The Higher Education Academy.
  102. Yorke, Mantz, and Peter T. Knight. 2003. The Undergraduate Curriculum and Employability. York: Learning and Teaching Support Network.
  103. Yorke, Mantz, and PeterT. Knight. 2004. “Self-theories: Some Implications for Teaching and Learning in Higher Education.” Studies in Higher Education 29 (1): 25-37. DOI: 10.1080/1234567032000164859
  104. Yorke, Mantz., and PeterT. Knight. 2006. Embedding Employability into the Curriculum. York: The Higher Education Academy.
PDF
  • Publication Year: 2023
  • Pages: 135-157
  • Content License: CC BY 4.0
  • © 2023 Author(s)
Download PDF
XML
  • Publication Year: 2023
  • Content License: CC BY 4.0
  • © 2023 Author(s)
Download XML
Chapter Information

Chapter Title

The Link between Universities and the Labour Market: Perceiving the Building of Employability Processes in Higher Education

Authors

Vanna Boffo, Dino Mancarella

Language

English

DOI

10.36253/979-12-215-0151-3.13

Peer Reviewed

Publication Year

2023

Copyright Information

© 2023 Author(s)

Content License

CC BY 4.0

Metadata License

CC0 1.0

Bibliographic Information

Book Title

Re-thinking Adult Education Research. Beyond the Pandemic

Editors

Vanna Boffo, Regina Egetenmeyer

Peer Reviewed

Number of Pages

284

Publication Year

2023

Copyright Information

© 2023 Author(s)

Content License

CC BY 4.0

Metadata License

CC0 1.0

Publisher Name

Firenze University Press

DOI

10.36253/979-12-215-0151-3

ISBN Print

979-12-215-0150-6

eISBN (pdf)

979-12-215-0151-3

eISBN (xml)

979-12-215-0152-0

Series Title

Studies on Adult Learning and Education

Series ISSN

2704-596X

Series E-ISSN

2704-5781

57

Fulltext
downloads

46

Views

Export Citation

1,604

Books in the Catalogue

1,305

Open Access Books

in the Catalogue

1,921

Book Chapters

3,161,365

Fulltext
downloads

4,104

Authors

from 846 Research Institutions

of 63 Nations

63

scientific boards

from 339 Research Institutions

of 43 Nations

1,150

Referees

from 345 Research Institutions

of 37 Nations