B2708 - WELFARE E TERZO SETTORE

Learning outcomes

The course aims to provide in-depth knowledge of the conceptual and analytical tools for analyzing and recognizing the forms and dynamics of governance of public services and the implications of participatory processes in the planning, management and evaluation phase, with a particular focus on the impact of digital technologies in the relationship between citizens and PPAA. At the end of the course, students will be able to:

• know and critically analyse opportunities and risks related to the processes of involvement of citizens, private actors and the Third Sector, also through digital tools, in the planning, management and evaluation of public services

• know and be able to evaluate tools, methods and technologies of co-programming, co-management and co-assessment, emerging criticalities and contextual factors characterising social and institutional innovation processes.

Course contents

The course is organized in lectures and seminars, as detailed in the following program. Lectures (16 hours) aim to introduce students to the core tenets of the discipline and to the analysis of the features and the changing dynamics of local welfare systems, by focusing on their evolution over time, their institutionalization process and their actors (i.e. public administrations, citizens, third sector organizations, movements, trade unions, informal groups, profit organizations). The main issues and challenges of the ongoing evolution of the Italian welfare will be presented and discussed.

Seminars (12 hours) aim to provide occasions for in-depth discussions of class materials and exercises. For the seminar section of the course, students will be divided in 2 groups. Students attend a total of 28 hours of classes. A special attention will be paid to the consequences of the processes of territorial re-articulation of social policies and to the main issues related to the multiplication of the social actors involved, the emerging logics in the field of local welfare and the platformization concerning welfare services.

Readings/Bibliography

• Gori, C. (2022). Le politiche del welfare sociale. Mondadori, cap. 1, cap. 8 e cap. 9.
• Bifulco, L. (2016). Social policies and public action. Routledge, cap. 3, cap. 5
• Kazepov Y., Cefalo R. (2020). The territorial dimension of social policies, “Parolechiave”, 2, 85-99.
• Fung A., 2006, Varieties of Participation in Complex Governance, in Public Administration Review.
• Fazzi L., a cura di (2023). Il nuovo welfare collaborativo in Italia: co-programmazione e co-progettazione come strumenti di innovazione del welfare locale.
• Polizzi E. e Castelli M., 2023, Le sfide attuative dell’amministrazione condivisa. Cosa apprendere dall’esperienza. In Rivista trimestrale di sociologia dell’amministrazione, vol 2.
• Coles-Kemp et al. (2020). Digital welfare: designing for more nuanced forms of access, Policy Design and Practice, 3:2, 177-188.

Recommended Readings:

• Saraceno, C. (2013). Il welfare. il Mulino.

• Longo, F., & Maino, F. (2022). Platform Welfare: Nuove logiche per innovare i servizi sociali. EGEA.

• Ascoli, U., & Pavolini, E. (Eds.). (2017). Volontariato e innovazione sociale oggi in Italia. Il Mulino.

 

Teaching methods

First part of the course (16 hours): Lectures

This section consists of traditional lectures in which the core content of the course is presented and discussed. The aim is to provide students with foundational knowledge, including key concepts, theories, tools/procedures, and relevant facts or events.

Second part of the course (12 hours): Seminars

The seminar section is designed to actively engage students in interaction with both the instructor and their peers. For this reason, students will be divided into two groups, based on those who attended the lecture sessions.

Students will be expected to participate in structured classroom activities aimed at consolidating and critically reflecting on the assigned readings. They are required to come to class having already read the assigned materials and be prepared to discuss and elaborate on them. Specifically, students will be asked to develop their critical thinking skills through the analysis of empirical case studies of innovation, identifying the roles and logics of action of various actors involved in local welfare systems, as well as the potential challenges of policy tools and measures.

Seminar sessions will include the following activities:

• In-class writing of a short individual summary (max 600 words) based on the assigned readings
• Peer review of summaries: each student will evaluate a peer’s work, providing reasoned feedback on comprehension, clarity, structure, and synthesis
• Instructor-led discussion to assess students’ understanding of the readings (graded)
• Individual presentations and structured discussions of the assigned readings, following a pre-established schedule (graded)
• Introduction of the following week’s readings by the instructor

Afterward, each student will be required to create a concept map related to the topics discussed during the seminar. The map should highlight the main concepts, the logical relationships between them, and the hierarchical structure of the topic.

Each seminar group will attend one session per week. This schedule allows students sufficient time to read, reflect on, and study the materials provided by the instructor in preparation for class.

Assessment methods

For attending students:

- At the end of the first part of the course (Lecture section), students will take an oral exam based on the content covered during the lectures and the materials used in class. This exam accounts for 40% of the final grade.

- For the seminar section, each student will be assessed on the following components: class participation, presentation of a selected article or book chapter, and discussion of a text presented by another student. This component also accounts for 40% of the final grade.

Evaluation criteria include: understanding of the text and key concepts, clarity and structure of the presentation, ability to synthesize information, ability to connect with the theoretical part of the course, use of relevant and up-to-date examples to clarify and deepen understanding, and critical thinking skills demonstrated through the formulation of thought-provoking questions for class discussion.

- At the end of the course, the final oral exam will assess students’ knowledge of the texts presented and discussed during the seminar sessions (all articles and chapters selected by students will be included in the exam). The exam will also evaluate the ability to relate these texts to the main concepts and issues addressed in the course, including those covered in the lecture section. This final exam accounts for 20% of the final grade.

Students who do not regularly attend classes will be assessed through an oral examination. They are encouraged to contact the instructors in advance to arrange the exam.

Assessment Criteria for Oral Exams

- 18–21: Basic knowledge of the topic and/or not always accurate; limited argumentative and re-elaboration skills.

- 22–25: Satisfactory knowledge of the topic; fairly solid argumentative and re-elaboration skills.

- 26–29: Good or very good knowledge of the topic; good or very good argumentative and re-elaboration skills.

- 30: Precise knowledge of the topic; excellent argumentative and re-elaboration skills.

- 30 with honors: Precise knowledge of the topic; excellent argumentative and re-elaboration skills; relevant and original personal elaboration of the content.

Teaching tools

Slides and readings uploaded to virtual.unibo.it.

Meetings with experts and practitioners

Office hours

See the website of Nicola De Luigi

See the website of Cristina Dallara