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EffectivenessofUniversityEducationinItalyLuigiFabbris(Editor)EffectivenessofUniversityEducationinItalyEmployability,Competences,HumanCapitalWith71Figuresand138TablesPhysica-VerlagASpringerCompanyEditorProf.
LuigiFabbrisUniversityofPaduaStatisticsDepartmentViaC.
Battisti24135121Padua,Italyluigi.
fabbris@unipd.
itLibraryofCongressControlNumber:2006931360ISBN-103-7908-1749-XPhysica-VerlagHeidelbergNewYorkISBN-13978-3-7908-1749-2Physica-VerlagHeidelbergNewYorkThisworkissubjecttocopyright.
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comPhysica-VerlagHeidelberg2007Theuseofgeneraldescriptivenames,registerednames,trademarks,etc.
inthispublicationdoesnotimply,evenintheabsenceofaspecicstatement,thatsuchnamesareexemptfromtherelevantprotectivelawsandregulationsandthereforefreeforgeneraluse.
Typesetting:CamerareadybytheauthorCover-design:ErichKirchner,HeidelbergProduction:LE-TEXJelonek,Schmidt&VcklerGbR,LeipzigSPIN11803072Printedonacid-freepaper43/3100YL543210PrefaceTheItalianuniversitysystem,alongthemainstreamoftheEuropeanhighereducationsystems,isadoptingefficiencyandeffectivenessascriteriaforprocessprogrammingandresultmanaging.
Forthispurpose,boththenationalsystemheadedbytheMinistryofEduca-tion,UniversityandResearch,andtheuniversities,withintheirmanagerialautonomy,activatedsincethe1990sasystematicassessmentoftheirresearchandteachingactivitiesandofotherservices.
TheassessmentonalargescaleofaspectsoftheeducationalsystemstartedinItalywhentheMinistryimposedin1999thattheteachingofeachcourseofBachelorandMasterprogrammesbeevaluatedbythestudentandthatsyn-theticmarksbesenttoaNationalBoardforUniversitySystemEvaluation(CNVSU)forcomparativeandinterventionpurposes.
Thecompellingneedtoassessthecoursequalitynotonlydemolishedtheatavicdistrustthatpartoftheacademicshavehadagainsttheassessmentoftheteaching,butalsostarted,inaconcreteway,theparticipationofstudentstoactivitiesdedicatedtothem.
Moreover,thewidespreadconsciousnessofteachingassessment,asatoolforempoweringthehighereducationsystem,enteredtheMinistryanduniversities'agenda.
Eventhoughtheuseofthecourseevaluations,forinterventionpurposes,stillislimitedtothemostfancifulandfearlessfacultiesanduniversities,theprocesshasstartedanditwillnotbeeasytocircumvent.
Asecondassessmentstrategyisthatoftheso-called"externaleffective-ness"ofuniversityeducation.
Thisprocesswasstartedbysomescoutinguni-versitiesandisnowcustomarytotheuniversitysystem.
Itconsistsoftheas-sessment,sometimeafterdegreeachievement,ofthegraduates'employmentandprofessionalcareer.
Theemployabilityassessmentisastrategicupgrade.
First,itfocusesupontheexternal-to-universitylife,andacademicself-referenceismuchsmallerariskthanitwouldbefromjustaninternalevaluation.
Second,itreferstotheoutcomesinsteadoftheuniversityeducationalprocesses.
Third,professional-ismbecomesadaily'goldstandard',insteadthanjustafadedbackstageele-mentofuniversityeducation.
Thesearchofapossiblecorrespondencebetweeneducationandlabourim-pliestheascriptionofasocialvalue,asopposedtojustindividualvalue,totheuniversityeducation.
EmployabilityandsuccessfulcareerattainmentsshouldVIPrefacebeinthebackgroundoftheuniversityaimstogetherwiththatofdevelopingcultureandcivicspiritofstudents.
Allthisshouldbekeptinmindwhilede-signingstudyprogrammesandtheservicesthattakecareofstudentsbefore,duringandaftertheiruniversitypaths.
Theascriptionofsocialvaluestoeducationhintsthatanathenaeumisaso-cialentityintegratedinitseconomicandsocialcontexts.
Thisconceptper-vadestheEuropeanstrategiesendorsedbytheEUMemberCountriesinBolo-gna(1999),Lisbon(2000)andBarcelona(2002).
Thesestrategiesaimatinte-gratingeducationwithwidereconomicandsocialstrategiesatalllevels,European,nationalandlocal,andthatofconsideringsocialandworkingde-velopmentwhiledesigningthestudyprogrammes.
Thelaboursocietydemandsgraduateswhopossessnotonlyatheoreticaleducation,butalsoadequateprofessionalcompetences,namelyamixofknowledge,skillsandattitudesthatcontributetotheirsuccessatworkandinthesociallifeatlarge.
Hence,workvaluesandeducationalaimsseemtobethetwosidesofthesamecoin.
Thehigherthevalueascribedtofastemployment,inagoodpro-fessionalpositionandwithchancesofusingthecompetencesachieved,thehigherthemirrorvalueattributedtoeducation.
Inthisvolume–startingfromtheanalysisofsomeItalianuniversities–wewantedtounveilifandhowitispossibletomeasureandinferuponthequal-ityoftheeducationachievedbygraduatesbysurveyingtheirtransitiontothelabourmarketandtheshortandmidtermprofessionalexits.
Thevolumeispartitionedaccordingtotheissuesdealtwith.
First,wepre-sentasetofpapersontheeffectivenessofuniversityeducation,thenanotheronemployabilityofgraduateswithadiscussionontheopportunitytoconsiderjobquality,ratherthantheemploymentrate,asthemainassessmentindicator,andfinallyasetofpapersoncompetenceanalysisforexternalassessmentpurposes.
Thefirstpaperofthisvolumeexplorestheindicatorsofqualityevaluationthatcanbedrawnfromsurveysonteachingassessment,ongraduates'place-ment,onteachersandemployers,andonlinkagebetweendatabases.
Thosewishingtoprovidetheirowndataforeducationassessmentmayfindituseful.
Inthevolume,wemixedupstudycasesandmethodologicalissues.
ThestudycasesaretheanalysisoftheeducationaleffectivenessoftheUniversitiesofCagliari,Florence,Foggia,Milan-Bicocca,PaduaandNaples"FedericoII"performedbyresearchersofthesameuniversities.
OtherstudycasesconcerntheteachingofStatisticsandthatofSocialworkattheuniversitylevel.
Wecanstatethatthisvolumeisauniversity-drivencontributionforthedefinitionofconcepts,modelsandmethodsforeducation'squalityevaluation.
Thosewholikeindulgingwiththemodellingofassessmentdatacanreadalmostallpapers.
TheAuthorsadoptedfortheiranalysesthe'fuzzy'ap-proach,structuralequationmodels,linear,logisticandBooleanregressionmodels,chaingraphmodels,principalstrataapproachtocausalanalysis,for-PrefaceVIIwardsearchforrobustapproachtolinearregression,latentgrowthcurvesandothergrowthmodels,variousapproachestofactoranalysis(exploratory,con-firmatory,categorical,Rasch,multiplecorrespondence),segmentationanaly-siswithvariouscriterionvariables,clusteranalysismethods,semanticmark-ingofsymbolicobjectsandothertextualanalysisapproaches,survivalanaly-siswithKaplan-Meierparametricandnon-parametricmethods,utilityfunc-tionanalysis,andtheDelphi-Shangmethodfordatacollection.
Thereisalsoapaperonthecompatibilitycriteriabetweenoccupationsanduniversitycurricula.
Itincludesabasicschemeforcomparingworkrequire-mentsandtheprofessionalcounterpartsachievableatschool.
Compatibilityisbasedoncompetencesrequiredforworkandthoseachievableatschool.
Inotherwords,ifeachjobisdescribedintermsofprofessionalcompetencesandeachjuxtaposedcurriculumisdescribedintermsofcomparablecompetences,competencesbecomethekeysforthejob-to-curriculumcompatibilityevalua-tion.
Wecloseourvolumewithtwopapersthatdealwiththeevaluationoftheso-called'humancapital'thatistheindicatoroflong-termexternaloutcomeofaneducationalprogramme.
Thepossibilityofusinghumancapitalasanex-ternalassessmentindicatorisacontroversialissue.
However,thepaperssup-porttheideathatitispossibletocomputeitwithcurrentdata.
Itslarge-scaleapplicabilityforthedifferentialevaluationofuniversityprogrammes'effec-tivenessremains,instead,aresearchissue.
Theresearchespresentedinthisvolumegavesomemethodologicalanswersanduncoveredpoliticalquestions.
Wetouchedpolicyissuesandhighlightedtheinterpenetrationbetweenmethodologicalandpoliticalchoices.
Letusre-mindsomethatarecrucialforbothmethodologyandpolicy:Forcomparativeevaluationpurposes,shouldweconsidertheprofilesofstudentsthatenterastudyprogramme,andhowShouldwere-wardaschoolthatoffersaneducationtolessgiftedstudents,oronethatemphasizesquality,evenwithstrictentryselectionrulesWhicharethewaystoprovidethestudentswithaflexibleeducation,theteachingofverybasicsubjectsoramorebalancedskill-promotingprogrammeAstrainingforajobformsastudentlessthantrainingonthejob,isthereanappropriatebalancebetweenskill-developmentduringtheschoolyearsandthatatworkBecausetheassessmentofeducationmayberealizedatthelevelsofsinglestudyprogrammes,faculties,athenaeumsandthecountry,acomplexinformativesystemshouldbeinstalledtodisentanglethespecificeffectsandunderstandif,whereandhowtointervene.
None-theless,howshouldoneaccountforthesocialandeconomicenvi-ronmentsofthevariouseducationallevelsThepapersofthisvolumehadbeenwritten,togetherwithotherspublishedelsewhere,withinaresearchfundedbytheItalianMinistryofEducation,Uni-VIIIPrefaceversityandResearch.
Theresearchwastitled:"Thetransitionfromuniversitytoworkandthevalorisationofgraduates'competences:modelsandmethodsformultidimensionalanalysisofdeterminants".
ItsacronymwasOUTCOMES,whosespellis"OccupationasaUniversityTargetandCareersofOutgoing-graduatesMaximizingEducationalSkills".
Thissloganexpressessomeofourfeelingswithregardtouniversityeduca-tion.
WeareparticularlygratefulalsototheUniversityofFoggiaforthegrantthatallowedustopublishthesepapers.
LetmefinallythankalltheAuthorsfortheirscientificcontributionsandallthosewhohelpedmeinpreparingthisvolume.
Inparticular,IwishtothankProf.
Francescod'Ovidioforhispaginationwork.
Padua,June2006TheeditorLuigiFabbrisStatisticsDepartment,UniversityofPadua,ItalyContentsPartIEffectivenessofUniversityEducationInformativeSourcesfortheEvaluationoftheUniversityEducationEffectivenessinItalyStefanoCampostrini,SimoneGerzeli.
1AFuzzyMeasureofSatisfactionforUniversityEducationasaKeyforEmploymentCorradoCrocetta,GiuseppeDelvecchio.
11AMultilevelAnalysisofGraduates'JobSatisfactionLeonardoGrilli,CarlaRampichini.
29QualityAssessmentoftheUniversityEducationalProcess:anApplicationoftheECSIModelBrunoChiandotto,MatildeBini,BrunoBertaccini.
43EvaluatingtheUniversityEducationalProcess.
ARobustApproachtotheDrop-outProblemMatildeBini,BrunoBertaccini.
55AStructuralModeloftheEmploymentPathwaysoftheUniversityofFoggiaGraduatesCorradoCrocetta,Francescod'Ovidio.
71MeasurementofUniversityExternalEffectivenessBasedontheUseoftheAcquiredSkillsBrunoChiandotto,SilviaBacci.
89PartIIEmployabilityofGraduatesGraduates'JobQualityDimensionsAccordingtoaDelphi-ShangExperimentLuigiFabbris,MariaCristianaMartini105XContentsNetworksof"Weak"TiesofPaduaUniversityGraduatesSearchingforEmploymentAnnaBoaretto,GildaRota,IlariaSilvestri,LuigiFabbris.
123UniversityChoicesandWorkDestiniesinItalyFrancaCrippa,PaoloMariani.
141AcceptorRefuseaJobHowGraduatesDecideMarioBonamin,LuigiFabbris151AMultilevelChainGraphModelfortheAnalysisofGraduates'EmploymentAnnaGottard,LeonardoGrilli,CarlaRampichini.
169TransitionfromUniversitytotheJobMarket.
ATimeAnalysisoftheUniversityofCagliariGraduatesMarianoPorcu,NicolaTedesco183TheDeterminantsofGraduates'Placement.
AnalysisofInteractionsUsingBooleanLogitModelsMarianoPorcu,GiuseppePuggioni,NicolaTedesco.
195TheTransitionfromUniversitytotheJobMarket.
AnEmigrationAnalysisoftheUniversityofCagliariGraduatesMarianoPorcu,GiuseppePuggioni,NicolaTedesco.
207UniversityStudiesandEmployment.
AnApplicationofthePrincipalStrataApproachtoCausalAnalysisLeonardoGrilli,FabriziaMealli.
219IstheLengthoftheFirstJobSearchSpellaValidMeasureofExternalEffectivenessofUniversityProgrammesDalitContini233PartIIICompetenceAnalysisCompetence-basedCompatibilitybetweenJobsandUniversityCurriculaLuigiFabbris247TheIdealCandidate.
AnalysisofProfessionalCompetencesthroughTextMiningofJobOffersEmilioDiMeglio,MariaGabriellaGrassia,MichelangeloMisuraca261ContentsXICompanies,CompetencesandGraduates'SelectionProcesses:anAttempttoQuantifyMarisaCivardi,EmmaZavarrone.
277TesseraeofGraduates'CompetencesforMosaicsofWorkActivitiesLuigiFabbris,GildaRota,IlariaSilvestri,AnnaBoaretto.
287CompetencesOfferedtoStatisticiansbytheItalianUniversitiesandRequiredbytheJobMarketEnricaAureli,DomenicaFioredistellaIezzi.
305JobsandCompetencesofGraduatesinStatisticsMariaCristianaMartini,LuigiFabbris323AcademicTrainingandCompetencesAnalysisofSocialWorkLauraCarliSardi.
335ProfilingandLabourMarketAccessibilityfortheGraduatesinEconomicsatNaplesUniversitySimonaBalbi,MariaGabriellaGrassia.
345PartIVUniversityHumanCapitalHumanCapitalGrowthforUniversityEducationEvaluationPietroGiorgioLovaglio,GiorgioVittadini357EstimatingUniversityHumanCapitalthroughGrowthModelsMarisaCivardi,EmmaZavarrone.
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