Italy

At the end of the course students can manage strategic issues at the business level. Business definition, critical factor of success, competitive analysis, internal resources, and strategic positions are discussed to define strategy in markets that can have different degrees of maturity and technology innovation. The course discusses topics including the definition of business models, the story of business strategy, goals and performance, the competitive environment, beyond industries, internal analysis, business strategy and competitive advantage, competitive dynamics, growth strategies, strategic alliances, innovative strategies, and strategy and social values. The course employs different teaching methods including lectures, team-based exercises, and case discussions.

This course provides students with a sound basis for communicating effectively and accurately in oral and written Italian. This course covers basic Italian grammar and syntax including present, past, future, imperative, and conditional tenses. Students are able to use direct, indirect, and reflexive pronouns in addition to comparatives and superlatives. Authentic materials (songs, videos, advertisements, and film clips) are used in a communicative-based approach, and emphasis is placed on the four skills of listening, speaking, reading, and writing. Students participate in several sessions of language exchange with Italian university students, and field trips take them outside the classroom to engage with the city and Romans to reinforce the grammatical skills learned in class. The course is conducted entirely in Italian.

Over the last decades, public decision making has developed from a traditional hierarchical model to managerialist approaches (New Public Management) and more recently to the public governance paradigm. This latter approach emphasizes the involvement and engagement of stakeholders different in nature and interests in order to create shared value and to reach sustainable goals. This paradigm aims to generate better-informed and long-lasting solutions through inclusive and dynamic decision-making processes. Being able to design, implement, and manage public policies consistent with this paradigm is increasingly relevant for all involved stakeholders, including public, private, and non-profit organizations. This course offers the understanding of the complexity of decision-making processes in the public sector, with a focus on implications due to different governance models, multiple stakeholders, and public-private relations. The course provides tools, competences, and skills in order to understand, critically discuss, and to design public (as well as collaborative) governance models and decision-making processes to support strategic choices of public interest and/or relevance. The course uses formal lectures and a mix of class discussions (involving practitioners who share concrete public governance examples with the class), case studies, incidents, and simulations. 

This course examines how genetics translate into normal and pathological behaviors. The course discusses topics including basic concepts of genetics and heritability; how the interplay between genes and environment can influence behavior; behavioral implications of some of the main genetic and chromosomal disorders such as Down syndrome, Williams syndrome, and fragile X; and genetical underpinnings of some behavioral traits in the normal and pathological field. Students are required to have knowledge concerning the basics of biology and genetics as a prerequisite.

This course provides an overview of data management architectures and analytics procedures aimed at organizing, describing, and modeling big data, both structured and unstructured. The course discusses both technical aspects of data management/analytics and topics related to analysis managerial evaluation including how to translate the outputs into meaningful business insights. The course examines topics including relational databases such as OLTP, Data warehouse, and SQL language; big data and NoSQL databases, distributed file system, Hadoop, Spark, and Data Lake concept; data understanding and data preparation; models and statistical techniques applied to Big Data; regression and classification trees; ensemble methods (random forest and boosted trees); logistic regression; supervised artificial neural networks; models' performance evaluation; big data ingestion and management; data preparation and cleaning; machine learning algorithms application; and machine learning model evaluation. The course requires students have a basic understanding of descriptive and inferential statistics and basic computer skills as a prerequisite.

This course is part of the Laurea Magistrale program. The course is intended for advanced level students only. Enrollment is by consent of the instructor. This course discusses the conceptual grounds of the Universal claim in Roman culture, which are connected to political-military elements as well as to cultural and juridical patterns. The course examines elements of continuity and change in representations and auto-representations of the roman universal cosmic order within historiographical debate and will be able to critically assess the relevance of the theme in the actual organizational and political patterns. Students learn to apply a comparative approach to ancient sources and connect the roman idea of a Universal empire with other contemporary Universal empires, like e.g. Alexander the Great's empire or the Chinese Han dynasty’s Empire, as well as a diachronic approach, by considering how the notion of universal imperial rule has shaped the idea of international order after the end of Antiquity, from the Middle Ages to the present days. The course explores the reception of the historical experience of ancient Rome as a universal model, examining some aspects in which the influence of this historical experience was particularly significant.

This course studies individual differences in personality, intelligence, and cognitive functioning, and differences between nomothetic and idiographic approaches. The course discusses topics including personality, intelligence, limits of intelligence as a construct and theories of hot intelligence (e.g., emotional intelligence), nature/nurture interaction, individual characteristics and their impact in everyday life, individual specificities in cognitive functioning, graphical representations of individual performance, and lifelong impact of age and education on cognition. This course requires knowledge of basics concepts of psychology as a prerequisite.

The course focuses on the main connections between migration and learning processes, especially as they concern second generation immigrants; multicultural family models, with special attention to international adoption; developmental processes of children and adolescents with foreign origins (or internationally adopted); contemporary debates on multiculturalism and interculturalism. The course highlights: tools and strategies useful in planning training courses on intercultural education in extra-school contexts; the categorization processes related to the formation of stereotypes and prejudices; strategies for overcoming ethnic conflicts; historical, social, and cultural factors that lead to racist attitudes and behaviors. The first part of the course explores the main concepts and knowledge connected to multicultural societies. It aims to promote understanding and reflection on new possible approaches for active citizenship. The topics covered in the course are the following: globalization; multicultural societies and intercultural approach; stereotypes, prejudices, and the vocational approach; racism and cultural relativism; migration in the literature, the German and Italian case: a comparison; diversity, differences, valorization of differences; assimilation, segregation and integration; intercultural education: construction and evaluation of outside-school learning paths, conflict management. The topics are explained and discussed through traditional lectures and then the students are expected to develop the topics in which they are particularly interested through workgroups geared to the production of a multimedia presentation to be discussed and defended in class with the instructor and the other participants. students. The presentation is part of the final assessment. The second part of the course is tailored on the specific topics of this course and focuses on the pedagogical analysis of migration in the German and Italian cases.