Mindset: research intervention project for the development of the "sense of initiative and entrepreneurship" competence in the Province of Taranto

Author/s Salvatore Patera, Ezio Del Gottardo
Publishing Year 2018 Issue 2018/1 Language Italian
Pages 19 P. 179-197 File size 266 KB
DOI 10.3280/ERP2018-001011
DOI is like a bar code for intellectual property: to have more infomation click here

Below, you can see the article first page

If you want to buy this article in PDF format, you can do it, following the instructions to buy download credits

Article preview

FrancoAngeli is member of Publishers International Linking Association, Inc (PILA), a not-for-profit association which run the CrossRef service enabling links to and from online scholarly content.

The paper describes the research design, the path and the evaluation activities of the research-intervention project called Mindset carried out in 2017 in the province of Taranto (Italy). The focus of the project was to explore the cultural representations of the target group (students and local entrepreneurs) in relation to the key competence "sense of initiative" and "entrepreneurship", aimed at defining a training model to support participants and to develop the territory. Mapping the cultural dimensions of this key competence means focusing on the relationship between the way in which we read/act/react social contexts and the practices of interaction with the same context. Exploring the system of representations that organizing their actions means interpreting their sense-making processes with reference to the development of competence "Sense of initiative and entrepreneurship". Moreover, exploring their cultural representations can guide the planning of the next training activities thanks to the enhancement of the cultural pattern below the different representations and practices of the competence "sense of initiative and entrepreneurship". It is therefore necessary to consider the evaluation criteria oriented to the European standards/benchmarks (Entrecomp) as cultural criteria that may be contextualized with reference to the different cultural meanings that define "competent" a person who perform "sense of initiative and entrepreneurship" compared to EntreComp framework. The next research step will explore the presence and type of possible statistical link among the cultural representations and the performance assessment levels related to this competence and/or its components carried out in formal, informal and non-formal contexts.

  1. Ajello A.M. (2002). La competenza, Bologna: il Mulino.
  2. Banks J.A., Brandsford J., Lee Y. (2007). Learning in and out of school in diverse environment. Seattle: Center for ME.
  3. Bateson G. (1976). Verso un’ecologia della mente. Milano: Adelphi.
  4. Benzécri J.P. (1973). L’Analyse des Correspondances. Paris: Dunod.
  5. Bocchi G., & Ceruti M. (1985). La sfida della complessità. Milano: Feltrinelli.
  6. Borghi L. (1962). Educazione e sviluppo sociale. Firenze: La Nuova Italia.
  7. Bosio C., & Vecchio L. (1999). Le condizioni di campo della ricerca qualitativa oggi. -- www.soc.uniroma1.it/PSOC/Sezione/AttiW6pc.zip.
  8. Bruner J. S. (1993). La mente a più dimensioni. Roma-Bari: Laterza.
  9. Cambi F., Cives G., & Fornaca R. (1993). Complessità, pedagogia critica, educazione democratica. Firenze: La Nuova Italia.
  10. Cambi F., Federighi P., & Mariani A. (a cura di) (2016). La pedagogia critica e laica a Firenze: 1950-2015: Modelli. Metamorfosi. Firenze: Firenze University Press.
  11. Carli R., Paniccia R.M. (2003). Analisi della domanda, Bologna: il Mulino.
  12. Commission of the European Communities (2006). Recommendation 2006/962/EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning.
  13. Cousins J. B., Earl L. M. (1992). The case for participatory evaluation. Educational Evaluation and Policy Analysis, 14: 397-418.
  14. Cranton P. (2006). Understanding and Promoting Transformative Learning: A Guide for Educators of Adults (2nd ed.). San Francisco, CA: John Wiley & Sons.
  15. Deans T. (1999). Service-Learning in Two Keys: Paulo Freire's Critical Pedagogy in Relation to John Dewey’s Pragmatism. Michigan Journal of community services learning, 6(1).
  16. EU Communication (2016). A New Skills Agenda for Europe - Working together to strengthen human capital, employability and competitiveness.
  17. European Commission (2017). Review of the 2006 Framework of Key Competences For Lifelong Learning. Consultation Strategy, Brussels: EC.
  18. Fabbri L. (2007). Comunità di pratiche e apprendimento riflessivo. Roma: Carocci.
  19. Fetterman D.M. (1994). Empowerment Evaluation. Evaluation Practice, 15(1): 1-15.
  20. Freda M.F., & Perna A. (2006). Il Bilancio di Competenze come processo narrativo di connessione tra sé e contesto. Psicologia Scolastica, 5(2): 175-196.
  21. Gennaro A., Scorza M., Benassi E., Stella G., & Salvatore S. (2017). Perception of specific learning disorders in parents and teachers. A socio-cultural perspective. Life Span and Disability, 20(2): 227-250.
  22. Guba E. G., Lincoln Y.S. (1989). Fourth Generation Evaluation. Newbury Park: Sage.
  23. Hjorth D., & Holt R. (2016). It’s entrepreneurship, not enterprise: Ai Weiwei as entrepreneur. Journal of Business Venturing Insights, 5: 50-54.
  24. Le Boterf G. (2007). Agire le competenze chiave. Milano: FrancoAngeli.
  25. Maturana H., & Varela F. J. (1985). Autopoiesi e cognizione. Venezia: Marsilio.
  26. Mezirow J. (1991). Transformative dimension of adult learning. San Francisco: J. Bass.
  27. Mossi P. G., & Salvatore S. (2011). Psychological transition from meaning to sense. European Journal of Education and Psychology, 4(2): 153-169.
  28. Nussbaum M. (2000). Women and Human Development. Cambridge: University Press.
  29. Oecd (2015). Skills for Social Progress The Power of Social and Emotional Skills. Paris: Oecd.
  30. Oecd (2017). Education Framework 2030: Global competency for an inclusive world. Paris: Oecd.
  31. Oecd, Unesco, Unicef (2016). La naturaleza del aprendizaje: Usando la investigación para inspirar la práctica. Paris: Oecd.
  32. Patera S. (2018) Analisi dei sistemi di istruzione obbligatoria e dei curricoli in America Latina. Working Paper Invalsi, 2018 (in pubblicazione).
  33. Quintana-Cabañas J. M. (1986) (a cura di). Investigación Participativa, Educación de Adultos. Madrid: Narcea.
  34. Rokeach M. (1968). Beliefs, attitudes and values: A theory of organization and change. San Francisco: Jossey-Bass.
  35. Salgado J. P., & Patera S. (2017). Nuevos indicadores de producción del conocimiento en la universidad desde una nueva cultura de la evaluación que promueve innovación social. Caso Universidad Politécnica Salesiana del Ecuador (p. 113-136). Revista Cubana de Educación Superior, 36(3).
  36. Saltmarsh J. (1996). Education for critical citizenship. John Dewey’s contribution to the pedagogy of community service learning. Michigan Journal of community service learning, 3: 13-21.
  37. Salvatore S., & Guidi M. (2006). Note per un modello psicologico di competenza. Psicologia Scolastica, 5(2): 197-231.
  38. Salvatore S., & Scotto di Carlo M. (2005). L’intervento psicologico per la scuola. Modelli, Metodi, Strumenti: Roma: Carlo Amore.
  39. Steiner P., & Stewart J. (2009). From autonomy to heteronomy (and Back): the enaction of social life. Phenomenology and the Cognitive Science, 8: 527-550.
  40. Stringher C. (2008). Definizioni e modelli dell’apprendere ad apprendere per il lifelong learning. In: Alberici A. La possibilità di cambiare: apprendere ad apprendere come risorsa strategica per la vita. Milano: FrancoAngeli.
  41. Tryon R.C. (1939). Cluster Analysis. New York: Mc Graw-Hill.
  42. Varela F. J. (1979). Principles of Biological Autonomy. New York: Elsevier.
  43. Varisco B.M. (2002). Costruttivismo Socio-Culturale. Genesi filosofiche, sviluppi psico-pedagogici, applicazioni didattiche. Roma: Carocci.
  44. Walker M. (2006). Higher Education Pedagogies. Maidenhead: Open University Press.
  45. Wenger E. (1998). Communities of Practice. Learning, Meaning and Identity. Oxford: University Press.

Salvatore Patera, Ezio Del Gottardo, MINDSET: progetto di ricerca intervento per lo sviluppo della competenza "senso di iniziativa e imprenditorialità" nel territorio della Provincia di Taranto in "EDUCATIONAL REFLECTIVE PRACTICES" 1/2018, pp 179-197, DOI: 10.3280/ERP2018-001011