B5061 - Cultural Heritage Management (1) (LM)

Learning outcomes

The course will train students to look at cultural heritage organizations as, first of all, organizations, with a strong case-based and critical approach. It provides students with some conceptual tools to familiarize with the managerial dimension of cultural heritage organizations, inviting them to acknowledge the specificity and complexity of cultural settings which require careful managerial approaches. By the end of the course, students are expected to have developed a solid understanding of the nature, the logics, and the main issues of managing cultural heritage organizations. In particular, students are expected to: 1) have developed an understanding of what management is, and what is specific to it in cultural heritage organizations; 2) be able to understand how cultural heritage organizations work and sustain themselves (in their main strategic, operational, economic and accounting aspects); 3) be able to recognize and discuss cultural heritage management issues in real-world situations, and critically reflect on them. 4) Have developed or strengthened abilities of case-based learning: specifically, to analyse, present and critically discuss a case study in public, to recognize elements of theory in case studies, and to mobilize evidence from case studies to illustrate theoretical concepts.

Course contents

The course is organised around four themes:

• Defining cultural heritage management
• Defining business models and the Business model canvas
• Understanding better the Costs and Revenues components of the Business model canvas
• Governance in cultural settings

Students with specific learning disorders (SLD) or temporary/permanent disabilities should contact the appropriate University office (https://site.unibo.it/studenti-con-disabilita-e-dsa/en ) immediately and agree with the teacher the most effective strategies for attending the lectures and preparing for the exam.

Readings/Bibliography

ACCA. (n.d.). Value for money (VFM) and performance measurement in not-for-profit organisations. https://www.accaglobal.com/gb/en/student/exam-support-resources/professional-exams-study-resources/p5/technical-articles/vfm.html

Bonini Baraldi, S., & Ferri, P. (2019). From communism to market: Business models and governance in heritage conservation in Poland. Journal of Management and Governance, 23, 787–812.

Dubini, P. (2017). Institutional structure. In P. Dubini, F. Montanari, & A. Cirrincione (Eds.), Management of cultural firms (pp. 41–52). Bocconi University Press.

Ferri, P., & Zan, L. (2015). Arts organizations and the transformation of the public sector. In Managing cultural heritage: An international perspective (pp. 13–18). Ashgate.

Ferri, P., & Zan, L. (2017). Partnerships for heritage conservation: Evidence from the archaeological site of Herculaneum. Journal of Management and Governance, 25.

Ferri, P., Napolitano, S., & Zan, L. (2023). The income gap reporting framework in public not-for-profit organizations: The British Museum case. Journal of Management and Governance, 27, 1303–1338. https://doi.org/10.1007/s10997-023-09673-w

Frydlinger, D., Hart, O., & Vitasek, K. (2019). A new approach to contracts: How to build better long-term strategic partnerships. Harvard Business Review.

Garrison, R. H., Brewer, P. C., & Noreen, E. W. (2021). Managerial accounting (5th ed., Chap. 5). McGraw-Hill Education.

Harvard Business Review. (1985). How to write a winning business plan. https://hbr.org/1985/05/how-to-write-a-winning-business-plan

Harvard Business School Online. (n.d.). Financial performance measures managers should monitor. https://online.hbs.edu/blog/post/financial-performance-measures

Jones, C., Lorenzen, M., & Sapsed, J. (2015). Creative industries: A typology of change. In C. Jones, M. Lorenzen, & J. Sapsed (Eds.), The Oxford handbook of creative industries (pp. 1–38). Oxford University Press.

Lampel, J., Lant, T., & Shamsie, J. (2000). Balancing act: Learning from organizing practices in cultural industries. Organization Science, 11(3), 263–269. https://doi.org/10.1287/orsc.11.3.263.12503

Lüdeke-Freund, F., Breuer, H., & Massa, L. (2022). Sustainable business model design: 45 patterns. Springer. (pp. 1–73; 174–179; 206–208; 212–214).

Osterwalder, A., & Pigneur, Y. (2010). The nine building blocks. In Business model generation (pp. 16–43). Wiley.

Osterwalder, A., Pigneur, Y., Bernarda, G., & Smith, A. (2014). Value proposition design. Wiley. (pp. 1-74)

Rex, B., Kaszynska, P., & Kimbell, L. (2019). Business models for arts and cultural organizations: Research findings from Creative Lenses (Chap. 3). Trans Europe Halles.

Social Enterprise Knowledge Network. (2006). Financial viability in social enterprise. In Effective management of social enterprises. Harvard University Press.

Teece, D. J. (2010). Business models, business strategy and innovation. Long Range Planning, 43(2–3), 172–194.

University of Cambridge, Judge Business School. (2020). How to write a business plan. https://www.jbs.cam.ac.uk/wp-content/uploads/2020/08/how-to-write-a-business-plan.pdf

University of Cincinnati. (n.d.). Segmented income reporting. https://ucincinnatipress.pressbooks.pub/principlesaccounting/chapter/segmented-income-reporting/

Weygandt, J. J., Kimmel, P. D., & Kieso, D. E. (2015). Financial accounting: IFRS edition (3rd ed., Chap. 1). Wiley.

Zan, L. (2006). Managerial rhetoric and arts organizations (Chap. 1). Palgrave Macmillan.

Teaching methods

Face-to-face classes for 30 hours. Classes comprise a mix of lectures and in class activities. Students may be required to read selected materials before coming to class. Although not mandatory, attendance is strongly encouraged, as the discussion and analysis of case studies support students in understanding the core concepts of management and their practical application to the management and enhancement of cultural heritage.

Assessment methods

Two-hour written exam. Students will receive two alternative prompts for a short essay on the relationship between management and cultural heritage. The assessment is the same for both attending and non-attending students. The exam will be administered through EOL in a computer laboratory.

Grading system:

• <18: fail
• 18-23:sufficient
• 24-27: good
• 28-30: very good
• 30 e lode: excellent

Students with specific learning disorders (SLD) or temporary/permanent disabilities should contact the appropriate University office (https://site.unibo.it/studenti-con-disabilita-e-dsa/en ) in advance. The office will be responsible for proposing adaptations to interested students. Such adaptations must be submitted to the teacher for approval at least 15 days before the exam session. The teacher will also evaluate the adaptations regarding the training objectives of teaching.

Office hours

See the website of Paolo Ferri