Suchergebnisse

This paper focuses on the current position of political science in Italian universities. In doing so, it aims not only at providing a purely descriptive account, but also at evaluating the general status of political science in Italy. The analysis of the academic status of a subject helps us to understand what kind of general status it possesses within a country. The number of people teaching political science, the kind of institutions it is taught in, & exactly what is taught, all provide an understanding -- albeit not an exhaustive one -- of some of the essential conditions influencing the real status of political science in Italy. After a brief historical introduction, detailed figures are given regarding the number & distribution of political scientists in Italy's universities, & the courses currently offered in the field of political science are described & discussed. In the second part of the paper, the author gives his views on the current state of Italian political science, which he considers to be not dissimilar to that of other countries, & they subsequently invite the reader to reflect on the need for an increase in its social status. At the same time, some reflections are presented about the risk Italian political science could fall into without a more conscious collective strategy aimed at improving its own position & status in universities. Tables, References. Adapted from the source document.

This article gives an interpretive account of a ten-year process of continuous change in Italian public policies, during the so-called "transition decade." This unexpected policy change is examined focusing on four relevant factors: the Europeanisation process; the dramatic political crisis; the actors' opportunism; & the learning dynamics. What the analysis presented suggests is that the Italian policy change has been led more by the political actors' opportunism -- constrained by the critical juncture -- rather than their conscious policy learning. So the policy innovation capacity is still underdeveloped, & this could be very dangerous for the future of the country. 36 References. Adapted from the source document.

The Bologna Declaration on higher education has influenced educational reform efforts in many European countries, but especially in Italy, where the system heretofore was "totally inefficient & ineffective." The new degree system introduced in 2001 provides a new system of qualifications, a national credit system, & greater autonomy for universities. The new two-tier structure with a 3-year laurea degree & a 5-year laurea specialistica (LS) degree is described; this system is still inconsistent with masters programs in other countries. The new credit system means that universities have to design exams around the time resources of the students. Universities can now decide titles & educational content of their degrees beyond the minimal requirements. This new system is still constrained by financial resources & will probably deliver LS degrees only to the elite students. Degree courses have proliferated, but might serve student diversity in the long term. The lack of competition & governance are noted. Figures, References. M. Pflum