Paolo PICIOCCHI | Progetti

LEARNING TO INNOVATE NETWORKS OF KNOWLEDGE SYSTEMS

In response to the aforementioned issues, the research aims to clarify the following aspects:1. Define and share the aims, methods and objectives of a stable transnational cooperation model to develop transversal business skills to provide students with an integrated set of key business skills. The research, by adopting and implementing the IBM (T-Shaped) methodology with respect to profiles with new vocational skills required for the viability of the business systems, intends to aliment a cultural change in the conception of "being an entrepreneur" and "entrepreneurial behaviour”, outlining and training a profile of innovative, adaptive actor, 2.Define, share, test and disseminate an university education model of entrepreneurial skills, characterized by elements of educational and methodological innovation, such as: a) a bottom-up approach: the development of the training model will emerge as a result of a participated process of comparison, exchange and standardization of methods, tools, skills and diversified and interdependent experience of partner organizations, in order to define a joint educational Framework that reflects the plurality of partnership expertise.b) service system logic: transition from a traditional approach based on an "educational product" to an evolved and innovative logic of "learning service" that, ensuring uniformity and homogenousness of the methodological approach, is very flexible, adaptable and can be tailored from a contents/didactic point of view to the cultural characteristics of the different geographical project areas, ensuring applicability and transferability of the Model.c) a competence based approach, based on Community guidelines that outline the competencies framework of the Key Skill of sense of initiative and entrepreneurship, and focuses on the educational process to develop proactive skills d) valorisation of an enterprise as a place to learn and apply entrepreneurial skills, understood as the ability to translate ideas into action, be creative, be innovative, plan and apply analysis, communication, negotiation and team-working skills. e) blended learning able to surpass the classic on/off-line individual training model, undertaken in a closed environment with structured, rigid contents. It focuses on multimedia and participative technologies to ensure a quality leap in university training programmes on entrepreneurship. The training model is based on innovative e-learning teaching, implementing an open-learning environment that is flexible, informal, online, able to break down the boundaries of time and space, to create collaborative learning forms that place the user at the centre of a variety of relationships and render him/her recipient and builder of knowledge to share interactively with others (prosumer). Formal, non-formal and informal learning are intertwined, fluidifying knowledge (liquid formation) and resulting in a real process of lifelong learning in which knowledge is the result of the learner’s practical experience and of collective construction of shared meanings drawn from direct simulation and experimentation.3. Accompany an increasing number of young, University students in European partner contexts to personal and professional development programmes as entrepreneurs, valorizing autonomy, initiative and a willingness to put oneself to the test, focusing on the development of valued skills of creativity/innovation, international business vision of and digitization of business languages and processes, as intangible success levers for business development that is sustainable and open to different cultural and curricular backgrounds of young people.4. Diffuse and apply the skills development model to set up and grow a business that is integrated with territorial economic dynamics and able to guarantee replication and transferability in partner reference contexts.