Course Unit Page

  • Teacher Flavia Pesce

  • Credits 8

  • SSD SPS/07

  • Teaching Mode Traditional lectures

  • Language Italian

  • Campus of Bologna

  • Degree Programme Second cycle degree programme (LM) in Local and Global Development (cod. 9200)


This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.

Gender equality Decent work and economic growth Reduced inequalities Partnerships for the goals

Academic Year 2021/2022

Learning outcomes

The course main purpose is to provide advanced skills to operate in the design and evaluation of complex projects, policies and programs, in particular in the public sphere and with reference to development policies both at European and international level. At the end of the course, the student is able to: a) know the processes and strategies of evaluation research, with an in-depth study of public decision-making contexts, the types and purposes of evaluation and their use in the various development policies; b) design the appropriate research tools and apply them to the different planning and evaluation contexts throughout the project and / or policy cycle; c) design and evaluating a project, a policy, a program by choosing and using the techniques of applied social research most appropriate to the context of planning and evaluation.

Course contents

The course, through the presentation and discussion of theoretical and methodological elements and the analysis of practical experiences, will address the fundamental concepts of studies on the design and evaluation of socio-economic development policies in the national and European debate, connecting them to the tools and the consolidated processes for the implementation of ex ante, in itinere and ex post evaluations.

In particular, the teacher will address the issues of design and evaluation with particular reference to the following activities:

  • reflect on the theoretical and methodological issues that affect the evaluation question in the evolution of the national and European debate and, therefore, on the need to design and implement coherent and systematic evaluation processes, based on an ever increasing number of tools and evaluation methodologies that relate to the different paradigms and approaches of empirical research and evaluative research;
  • analyse concrete cases of application of the methodologies and evaluation tools proposed in different policy areas and with reference to different evaluation areas from micro to macro (project, program, strategy) both at a strategic and operational level;
design an evaluation project articulated in all its parts (approach, methods and tools) in order to define all the operational steps that involve its professional implementation in a simulation capable of reflecting a solid methodological preparation.


For students attending the course:

  • Bezzi, C. (2016). Il nuovo disegno della ricerca valutativa, Milano, Franco Angeli
  • https://ec.europa.eu/regional_policy/sources/docgener/evaluation/guide/guide_evalsed.pdf
  • https://ec.europa.eu/regional_policy/sources/docgener/evaluation/guide/evaluation_sourcebook.pdf
  • Additional readings with regard to the issues covered by the project work will be defined and agreed together.

For students not attending the course:

  • Bezzi, C. (2013).Cos’è la valutazione. Un’introduzione ai concetti, le parole chiave e i problemi metodologici. Milano: Franco Angeli.
  • https://ec.europa.eu/regional_policy/sources/docgener/evaluation/guide/guide_evalsed.pdf
  • https://ec.europa.eu/regional_policy/sources/docgener/evaluation/guide/evaluation_sourcebook.pdf

Teaching methods

The didactic pursues the balance between theoretical and professionalising contents. For this reason, a systematic alternation of hours dedicated to theoretical foundations and hours of active teaching is envisaged (presentation and discussion of cases carried out and in progress; simulation of operational situations, drafting of projects, program evaluations, group exercises).

Following the more theoretical and analytical activity proposed by the teacher through a first series of lectures to introduce students to the acquisition of basic conceptual and theoretical tools, students will be asked to work in groups. in order to learn and develop transversal coordination skills and develop the ability to analyse, argue and interpret data and information.

In particular, students attending the course will be requested to draft a project work aimed at the application of knowledge and its deepening with reference to the preparation of an evaluation design starting from specific and concrete calls for tenders according to the indications provided in the classroom and in the study texts. This project work, to be carried out in groups, will form an important part of the overall assessment.

Assessment methods

The course offers different assessment methods.

For students attending the course:

The assessment will include the analysis of the product of the project work and the carrying out of an individual oral test aimed at probing and deepening some aspects analysed in the project work.

The assessment criteria will consider the following aspects:

  • -- correctness of the concepts exposed;
  • -- their theoretical and methodological understanding;
  • -- ability to make connections with practical examples;
  • -- clarity of presentation and formal and syntactic correctness of the text.

The final score is obtained by calculating the results of the 2 tests:

  • Project work (80% of the final score)
  • Individual oral exam (20% of the final score)

    For students not attending the course:

  • ü- 1 final structured oral exam on all course contents (100% of the final score)

Teaching tools

Use of slides during lessons; Analysis of concrete cases; Simulations and Role playing Students are required to actively participate.

Office hours

See the website of Flavia Pesce